Confronting racial disproportionality

through prevention

Anne Gregory PhDRutgers University

Fundamental assertions today

We can improve the educational trajectories of students struggling with emotional and behavioral challenges

ldquoUp-skillingrdquo educatorsrsquo social emotional relational and instructional skills is a worthy prevention effort

We can undertake prevention efforts with a racial equity consciousness

34

23

16

10 10 10

0

5

10

15

20

25

30

35

40

Black Maleswith

disabilities

Latino Maleswith

disabilities

White Maleswith

disabilities

OSS rate withdisabilityOverall national OSSrate

ldquoDiscipliningrdquo students with disabilitiesOSS rates for secondary students with disabilities 2011-2012

African American male

African American female

Colorism and school discipline

bull Skin tone varies widely among students

bull Implications from a recent study of African American females

bull Jamilia Blake and colleagues found that African American female adolescents with darker complexions were almost twice as likely to receive an out-of-school suspension as their White female peers

BlackWhite differences inincome perceived behavior

and achievement do not explain away all of the

BlackWhite disparities in discipline

(Owens amp McLanahan 2018)

Suspension and increased risk for dropout

(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)

Suspension risk for contact with policejuvenile justice system

The logic of prevention in addressing disparities in disability status

ED = emotional disturbed

bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo

bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo

bull ldquoA general pervasive mood of unhappiness or depressionrdquo

bull Note the following bull 57 of students served under IDEA are given ED disability status (The

largest category is special learning disability 388 US DOE 2017)

Disparities in ldquoEmotionally Disturbedrdquo designation

bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)

bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)

bullLow achieving students more likely to receive ED designation (Morgan et al 2017)

Negative correlates of ED

bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)

bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)

The logic of prevention in addressing disparities in ED

bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging

achievementbull Increase opportunities for SEL skill development

bull Prevent disparities in ED and negative trajectories of those with ED status

What are schools and districts doing at Tier 1 from a prevention

standpoint

District level policy changes

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

Fundamental assertions today

We can improve the educational trajectories of students struggling with emotional and behavioral challenges

ldquoUp-skillingrdquo educatorsrsquo social emotional relational and instructional skills is a worthy prevention effort

We can undertake prevention efforts with a racial equity consciousness

34

23

16

10 10 10

0

5

10

15

20

25

30

35

40

Black Maleswith

disabilities

Latino Maleswith

disabilities

White Maleswith

disabilities

OSS rate withdisabilityOverall national OSSrate

ldquoDiscipliningrdquo students with disabilitiesOSS rates for secondary students with disabilities 2011-2012

African American male

African American female

Colorism and school discipline

bull Skin tone varies widely among students

bull Implications from a recent study of African American females

bull Jamilia Blake and colleagues found that African American female adolescents with darker complexions were almost twice as likely to receive an out-of-school suspension as their White female peers

BlackWhite differences inincome perceived behavior

and achievement do not explain away all of the

BlackWhite disparities in discipline

(Owens amp McLanahan 2018)

Suspension and increased risk for dropout

(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)

Suspension risk for contact with policejuvenile justice system

The logic of prevention in addressing disparities in disability status

ED = emotional disturbed

bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo

bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo

bull ldquoA general pervasive mood of unhappiness or depressionrdquo

bull Note the following bull 57 of students served under IDEA are given ED disability status (The

largest category is special learning disability 388 US DOE 2017)

Disparities in ldquoEmotionally Disturbedrdquo designation

bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)

bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)

bullLow achieving students more likely to receive ED designation (Morgan et al 2017)

Negative correlates of ED

bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)

bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)

The logic of prevention in addressing disparities in ED

bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging

achievementbull Increase opportunities for SEL skill development

bull Prevent disparities in ED and negative trajectories of those with ED status

What are schools and districts doing at Tier 1 from a prevention

standpoint

District level policy changes

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

We can undertake prevention efforts with a racial equity consciousness

34

23

16

10 10 10

0

5

10

15

20

25

30

35

40

Black Maleswith

disabilities

Latino Maleswith

disabilities

White Maleswith

disabilities

OSS rate withdisabilityOverall national OSSrate

ldquoDiscipliningrdquo students with disabilitiesOSS rates for secondary students with disabilities 2011-2012

African American male

African American female

Colorism and school discipline

bull Skin tone varies widely among students

bull Implications from a recent study of African American females

bull Jamilia Blake and colleagues found that African American female adolescents with darker complexions were almost twice as likely to receive an out-of-school suspension as their White female peers

BlackWhite differences inincome perceived behavior

and achievement do not explain away all of the

BlackWhite disparities in discipline

(Owens amp McLanahan 2018)

Suspension and increased risk for dropout

(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)

Suspension risk for contact with policejuvenile justice system

The logic of prevention in addressing disparities in disability status

ED = emotional disturbed

bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo

bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo

bull ldquoA general pervasive mood of unhappiness or depressionrdquo

bull Note the following bull 57 of students served under IDEA are given ED disability status (The

largest category is special learning disability 388 US DOE 2017)

Disparities in ldquoEmotionally Disturbedrdquo designation

bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)

bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)

bullLow achieving students more likely to receive ED designation (Morgan et al 2017)

Negative correlates of ED

bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)

bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)

The logic of prevention in addressing disparities in ED

bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging

achievementbull Increase opportunities for SEL skill development

bull Prevent disparities in ED and negative trajectories of those with ED status

What are schools and districts doing at Tier 1 from a prevention

standpoint

District level policy changes

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

34

23

16

10 10 10

0

5

10

15

20

25

30

35

40

Black Maleswith

disabilities

Latino Maleswith

disabilities

White Maleswith

disabilities

OSS rate withdisabilityOverall national OSSrate

ldquoDiscipliningrdquo students with disabilitiesOSS rates for secondary students with disabilities 2011-2012

African American male

African American female

Colorism and school discipline

bull Skin tone varies widely among students

bull Implications from a recent study of African American females

bull Jamilia Blake and colleagues found that African American female adolescents with darker complexions were almost twice as likely to receive an out-of-school suspension as their White female peers

BlackWhite differences inincome perceived behavior

and achievement do not explain away all of the

BlackWhite disparities in discipline

(Owens amp McLanahan 2018)

Suspension and increased risk for dropout

(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)

Suspension risk for contact with policejuvenile justice system

The logic of prevention in addressing disparities in disability status

ED = emotional disturbed

bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo

bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo

bull ldquoA general pervasive mood of unhappiness or depressionrdquo

bull Note the following bull 57 of students served under IDEA are given ED disability status (The

largest category is special learning disability 388 US DOE 2017)

Disparities in ldquoEmotionally Disturbedrdquo designation

bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)

bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)

bullLow achieving students more likely to receive ED designation (Morgan et al 2017)

Negative correlates of ED

bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)

bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)

The logic of prevention in addressing disparities in ED

bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging

achievementbull Increase opportunities for SEL skill development

bull Prevent disparities in ED and negative trajectories of those with ED status

What are schools and districts doing at Tier 1 from a prevention

standpoint

District level policy changes

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

African American male

African American female

Colorism and school discipline

bull Skin tone varies widely among students

bull Implications from a recent study of African American females

bull Jamilia Blake and colleagues found that African American female adolescents with darker complexions were almost twice as likely to receive an out-of-school suspension as their White female peers

BlackWhite differences inincome perceived behavior

and achievement do not explain away all of the

BlackWhite disparities in discipline

(Owens amp McLanahan 2018)

Suspension and increased risk for dropout

(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)

Suspension risk for contact with policejuvenile justice system

The logic of prevention in addressing disparities in disability status

ED = emotional disturbed

bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo

bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo

bull ldquoA general pervasive mood of unhappiness or depressionrdquo

bull Note the following bull 57 of students served under IDEA are given ED disability status (The

largest category is special learning disability 388 US DOE 2017)

Disparities in ldquoEmotionally Disturbedrdquo designation

bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)

bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)

bullLow achieving students more likely to receive ED designation (Morgan et al 2017)

Negative correlates of ED

bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)

bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)

The logic of prevention in addressing disparities in ED

bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging

achievementbull Increase opportunities for SEL skill development

bull Prevent disparities in ED and negative trajectories of those with ED status

What are schools and districts doing at Tier 1 from a prevention

standpoint

District level policy changes

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

Colorism and school discipline

bull Skin tone varies widely among students

bull Implications from a recent study of African American females

bull Jamilia Blake and colleagues found that African American female adolescents with darker complexions were almost twice as likely to receive an out-of-school suspension as their White female peers

BlackWhite differences inincome perceived behavior

and achievement do not explain away all of the

BlackWhite disparities in discipline

(Owens amp McLanahan 2018)

Suspension and increased risk for dropout

(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)

Suspension risk for contact with policejuvenile justice system

The logic of prevention in addressing disparities in disability status

ED = emotional disturbed

bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo

bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo

bull ldquoA general pervasive mood of unhappiness or depressionrdquo

bull Note the following bull 57 of students served under IDEA are given ED disability status (The

largest category is special learning disability 388 US DOE 2017)

Disparities in ldquoEmotionally Disturbedrdquo designation

bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)

bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)

bullLow achieving students more likely to receive ED designation (Morgan et al 2017)

Negative correlates of ED

bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)

bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)

The logic of prevention in addressing disparities in ED

bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging

achievementbull Increase opportunities for SEL skill development

bull Prevent disparities in ED and negative trajectories of those with ED status

What are schools and districts doing at Tier 1 from a prevention

standpoint

District level policy changes

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

BlackWhite differences inincome perceived behavior

and achievement do not explain away all of the

BlackWhite disparities in discipline

(Owens amp McLanahan 2018)

Suspension and increased risk for dropout

(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)

Suspension risk for contact with policejuvenile justice system

The logic of prevention in addressing disparities in disability status

ED = emotional disturbed

bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo

bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo

bull ldquoA general pervasive mood of unhappiness or depressionrdquo

bull Note the following bull 57 of students served under IDEA are given ED disability status (The

largest category is special learning disability 388 US DOE 2017)

Disparities in ldquoEmotionally Disturbedrdquo designation

bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)

bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)

bullLow achieving students more likely to receive ED designation (Morgan et al 2017)

Negative correlates of ED

bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)

bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)

The logic of prevention in addressing disparities in ED

bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging

achievementbull Increase opportunities for SEL skill development

bull Prevent disparities in ED and negative trajectories of those with ED status

What are schools and districts doing at Tier 1 from a prevention

standpoint

District level policy changes

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

Suspension and increased risk for dropout

(Balfanz Byrnes amp Fox 2015 Rosenbaum 2018)

Suspension risk for contact with policejuvenile justice system

The logic of prevention in addressing disparities in disability status

ED = emotional disturbed

bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo

bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo

bull ldquoA general pervasive mood of unhappiness or depressionrdquo

bull Note the following bull 57 of students served under IDEA are given ED disability status (The

largest category is special learning disability 388 US DOE 2017)

Disparities in ldquoEmotionally Disturbedrdquo designation

bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)

bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)

bullLow achieving students more likely to receive ED designation (Morgan et al 2017)

Negative correlates of ED

bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)

bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)

The logic of prevention in addressing disparities in ED

bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging

achievementbull Increase opportunities for SEL skill development

bull Prevent disparities in ED and negative trajectories of those with ED status

What are schools and districts doing at Tier 1 from a prevention

standpoint

District level policy changes

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

Suspension risk for contact with policejuvenile justice system

The logic of prevention in addressing disparities in disability status

ED = emotional disturbed

bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo

bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo

bull ldquoA general pervasive mood of unhappiness or depressionrdquo

bull Note the following bull 57 of students served under IDEA are given ED disability status (The

largest category is special learning disability 388 US DOE 2017)

Disparities in ldquoEmotionally Disturbedrdquo designation

bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)

bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)

bullLow achieving students more likely to receive ED designation (Morgan et al 2017)

Negative correlates of ED

bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)

bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)

The logic of prevention in addressing disparities in ED

bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging

achievementbull Increase opportunities for SEL skill development

bull Prevent disparities in ED and negative trajectories of those with ED status

What are schools and districts doing at Tier 1 from a prevention

standpoint

District level policy changes

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

The logic of prevention in addressing disparities in disability status

ED = emotional disturbed

bull ldquoAn inability to build or maintain satisfactory interpersonal relationships with peers and teachersrdquo

bull ldquoInappropriate types of behaviors or feelings under normal circumstancesrdquo

bull ldquoA general pervasive mood of unhappiness or depressionrdquo

bull Note the following bull 57 of students served under IDEA are given ED disability status (The

largest category is special learning disability 388 US DOE 2017)

Disparities in ldquoEmotionally Disturbedrdquo designation

bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)

bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)

bullLow achieving students more likely to receive ED designation (Morgan et al 2017)

Negative correlates of ED

bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)

bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)

The logic of prevention in addressing disparities in ED

bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging

achievementbull Increase opportunities for SEL skill development

bull Prevent disparities in ED and negative trajectories of those with ED status

What are schools and districts doing at Tier 1 from a prevention

standpoint

District level policy changes

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

Disparities in ldquoEmotionally Disturbedrdquo designation

bullBlack students two times more likely to be categorized as ED relative to all other student groups (US DOE 2017)

bullLow income students and male students also more likely to be to receive ED designation (Morgan Farkas Hillemeier amp Maczuga 2017)

bullLow achieving students more likely to receive ED designation (Morgan et al 2017)

Negative correlates of ED

bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)

bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)

The logic of prevention in addressing disparities in ED

bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging

achievementbull Increase opportunities for SEL skill development

bull Prevent disparities in ED and negative trajectories of those with ED status

What are schools and districts doing at Tier 1 from a prevention

standpoint

District level policy changes

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

Negative correlates of ED

bullOnly 58 of students with ED graduated with a regular high school diploma (US DOE 2017)

bullED students relative to students with other disabilities are more likely to receive ISS and OSS (Meyers 2015)

The logic of prevention in addressing disparities in ED

bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging

achievementbull Increase opportunities for SEL skill development

bull Prevent disparities in ED and negative trajectories of those with ED status

What are schools and districts doing at Tier 1 from a prevention

standpoint

District level policy changes

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

The logic of prevention in addressing disparities in ED

bull Increase bias awareness and cultural competencebull Improve relationships engagement belonging

achievementbull Increase opportunities for SEL skill development

bull Prevent disparities in ED and negative trajectories of those with ED status

What are schools and districts doing at Tier 1 from a prevention

standpoint

District level policy changes

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

What are schools and districts doing at Tier 1 from a prevention

standpoint

District level policy changes

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

District level policy changes

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

In 2014 Syracuse City School District released a revised Student Code of Conduct Character and Support

The introduction states

bull ldquoThe Code ensures that schools provide equal access to a wide range of supports and interventions that promote positive behavior help students develop self-discipline and social and emotional efficacy and enable students to improve and correct inappropriate unacceptable and unskillful behaviorsrdquo (pg 2)

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

Social and Emotional Learning

bullStrive to hold students and staff accountable and create opportunities for student and staff social and emotional learning

bullSocial AwarenessbullRelationship SkillsbullResponsible Decision-MakingbullSelf-AwarenessbullSelf-Management

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

Positive Behavior Intervention supports (PBIS) Tier1 1 (PBIS)

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

PBIS Culturally Responsive Field Guide

bull Identity and Bias Awarenessbull Student Voicebull Supportive Environmentbull Situational Appropriatenessbull Data for equity

bull Available at wwwPBISorg

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

Strengthening Relationships

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

Authoritative Relationships

STRUCTURE

SUPPORT

Adults in this school really care about all

students

My teachers donrsquot let me do just easy work but make me

think

Gregory Cornell amp Fan 2011

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

STRUCTURE

SUPPORT

Suspension Rates

BlackWhite Suspension Gaps

Gregory Cornell amp Fan 2011

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

Community-Building Circles (6 minutes)

bull httpswwwyoutubecomwatchv=RdKhcQrLD1w

bull Students from MetWest High School in the Oakland Unified School District (OUSD) facilitate participate in and reflect on using the Circle in the classroom to build community and relationships The video highlights the process and elements of a community building Circle

A student reflects on circles held during advisory

It will help staff growhellip because itrsquos not just students that are a part of the circle itrsquos the teachers too and thatrsquos important because they need to understand where wersquore coming fromhellip and they could understand maybe thatrsquos why Irsquom not in the mood today or what happened this morning or last night may cause me to act out during the day(Student 2017)

Okonofua Paunesku amp Walton 2016

CONDITION Empathetic Mindset vs Control

AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding

INTERVENTION bull read article and testimonials about

bull driving factors for misconductbull Impact of student-teacher

relationshipsbull write about their practicebull incorporate practices into teacher training

EMPATHETiC MiNDSET

50 fewer suspensions

SUSPENSiON RATES for BOYS

84 empatheticVs

146 control

SUSPENSiON RATES for AFRiCAN

AMERiCAN amp LATiNO

63 empatheticVs

123 control

Taking stock thus far and rest of the dayhellip

COR PD can be found online Just set up an account and you are ready to go

wwwcorclassroomsorg

56

Okonofua Paunesku amp Walton 2016

CONDITION Empathetic Mindset vs Control

AIM uarr teachersrsquo perspective-taking about student misconduct and promote a context of trust and understanding

INTERVENTION bull read article and testimonials about

bull driving factors for misconductbull Impact of student-teacher

relationshipsbull write about their practicebull incorporate practices into teacher training

EMPATHETiC MiNDSET

50 fewer suspensions

SUSPENSiON RATES for BOYS

84 empatheticVs

146 control

SUSPENSiON RATES for AFRiCAN

AMERiCAN amp LATiNO

63 empatheticVs

123 control

Taking stock thus far and rest of the dayhellip

COR PD can be found online Just set up an account and you are ready to go

wwwcorclassroomsorg

56

EMPATHETiC MiNDSET

50 fewer suspensions

SUSPENSiON RATES for BOYS

84 empatheticVs

146 control

SUSPENSiON RATES for AFRiCAN

AMERiCAN amp LATiNO

63 empatheticVs

123 control

Taking stock thus far and rest of the dayhellip

COR PD can be found online Just set up an account and you are ready to go

wwwcorclassroomsorg

56

Taking stock thus far and rest of the dayhellip

COR PD can be found online Just set up an account and you are ready to go

wwwcorclassroomsorg

56

COR PD can be found online Just set up an account and you are ready to go

wwwcorclassroomsorg

56

Building relationships Observing

wwwcorclassroomsorg

58

Building relationships Being aware

wwwcorclassroomsorg

59

Building relationships Interactions

wwwcorclassroomsorg

60

Interaction of relationship-building components

wwwcorclassroomsorg

61

62

Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)

OBSERVEINTERACTIONS OBJECTIVELY

BE AWARE OF OWN AND OTHERSrsquo

BELIEFS amp FEELINGS

INTERACTEFFECTIVELY WITH STUDENTS

How might all the COR elements affect their relationship

63

BE AWAREOF OWN AND OTHERSrsquo

BELIEFS amp FEELINGS

INTERACTEFFECTIVELY WITH

STUDENTS

OBSERVEINTERACTIONS OBJECTIVELY

64

Module 2 Building Relationships Through Awareness

wwwcorclassroomsorg

65

69

Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)

Ideas for peer learning

PLCs and ldquotaking your studentrsquos perspectivesrdquo

Ideas

72

Practical strategies for increasing awareness

73

Selective attention

74

Objective versus subjective observations

75

Implicit racial bias affects who is watched

Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black

students for misbehavior more than others

bull Teachers also said Black boys require the most attention

(Gilliam et al 2016)

(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)

76

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Building relationships Being aware

wwwcorclassroomsorg

59

Building relationships Interactions

wwwcorclassroomsorg

60

Interaction of relationship-building components

wwwcorclassroomsorg

61

62

Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)

OBSERVEINTERACTIONS OBJECTIVELY

BE AWARE OF OWN AND OTHERSrsquo

BELIEFS amp FEELINGS

INTERACTEFFECTIVELY WITH STUDENTS

How might all the COR elements affect their relationship

63

BE AWAREOF OWN AND OTHERSrsquo

BELIEFS amp FEELINGS

INTERACTEFFECTIVELY WITH

STUDENTS

OBSERVEINTERACTIONS OBJECTIVELY

64

Module 2 Building Relationships Through Awareness

wwwcorclassroomsorg

65

69

Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)

Ideas for peer learning

PLCs and ldquotaking your studentrsquos perspectivesrdquo

Ideas

72

Practical strategies for increasing awareness

73

Selective attention

74

Objective versus subjective observations

75

Implicit racial bias affects who is watched

Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black

students for misbehavior more than others

bull Teachers also said Black boys require the most attention

(Gilliam et al 2016)

(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)

76

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Building relationships Interactions

wwwcorclassroomsorg

60

Interaction of relationship-building components

wwwcorclassroomsorg

61

62

Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)

OBSERVEINTERACTIONS OBJECTIVELY

BE AWARE OF OWN AND OTHERSrsquo

BELIEFS amp FEELINGS

INTERACTEFFECTIVELY WITH STUDENTS

How might all the COR elements affect their relationship

63

BE AWAREOF OWN AND OTHERSrsquo

BELIEFS amp FEELINGS

INTERACTEFFECTIVELY WITH

STUDENTS

OBSERVEINTERACTIONS OBJECTIVELY

64

Module 2 Building Relationships Through Awareness

wwwcorclassroomsorg

65

69

Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)

Ideas for peer learning

PLCs and ldquotaking your studentrsquos perspectivesrdquo

Ideas

72

Practical strategies for increasing awareness

73

Selective attention

74

Objective versus subjective observations

75

Implicit racial bias affects who is watched

Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black

students for misbehavior more than others

bull Teachers also said Black boys require the most attention

(Gilliam et al 2016)

(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)

76

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Interaction of relationship-building components

wwwcorclassroomsorg

61

62

Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)

OBSERVEINTERACTIONS OBJECTIVELY

BE AWARE OF OWN AND OTHERSrsquo

BELIEFS amp FEELINGS

INTERACTEFFECTIVELY WITH STUDENTS

How might all the COR elements affect their relationship

63

BE AWAREOF OWN AND OTHERSrsquo

BELIEFS amp FEELINGS

INTERACTEFFECTIVELY WITH

STUDENTS

OBSERVEINTERACTIONS OBJECTIVELY

64

Module 2 Building Relationships Through Awareness

wwwcorclassroomsorg

65

69

Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)

Ideas for peer learning

PLCs and ldquotaking your studentrsquos perspectivesrdquo

Ideas

72

Practical strategies for increasing awareness

73

Selective attention

74

Objective versus subjective observations

75

Implicit racial bias affects who is watched

Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black

students for misbehavior more than others

bull Teachers also said Black boys require the most attention

(Gilliam et al 2016)

(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)

76

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

62

Letrsquos watch on corclassroomsorgModule 1 Activity 6 (3 min) and Module 1 Activity 7 (6 min)

OBSERVEINTERACTIONS OBJECTIVELY

BE AWARE OF OWN AND OTHERSrsquo

BELIEFS amp FEELINGS

INTERACTEFFECTIVELY WITH STUDENTS

How might all the COR elements affect their relationship

63

BE AWAREOF OWN AND OTHERSrsquo

BELIEFS amp FEELINGS

INTERACTEFFECTIVELY WITH

STUDENTS

OBSERVEINTERACTIONS OBJECTIVELY

64

Module 2 Building Relationships Through Awareness

wwwcorclassroomsorg

65

69

Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)

Ideas for peer learning

PLCs and ldquotaking your studentrsquos perspectivesrdquo

Ideas

72

Practical strategies for increasing awareness

73

Selective attention

74

Objective versus subjective observations

75

Implicit racial bias affects who is watched

Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black

students for misbehavior more than others

bull Teachers also said Black boys require the most attention

(Gilliam et al 2016)

(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)

76

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

OBSERVEINTERACTIONS OBJECTIVELY

BE AWARE OF OWN AND OTHERSrsquo

BELIEFS amp FEELINGS

INTERACTEFFECTIVELY WITH STUDENTS

How might all the COR elements affect their relationship

63

BE AWAREOF OWN AND OTHERSrsquo

BELIEFS amp FEELINGS

INTERACTEFFECTIVELY WITH

STUDENTS

OBSERVEINTERACTIONS OBJECTIVELY

64

Module 2 Building Relationships Through Awareness

wwwcorclassroomsorg

65

69

Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)

Ideas for peer learning

PLCs and ldquotaking your studentrsquos perspectivesrdquo

Ideas

72

Practical strategies for increasing awareness

73

Selective attention

74

Objective versus subjective observations

75

Implicit racial bias affects who is watched

Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black

students for misbehavior more than others

bull Teachers also said Black boys require the most attention

(Gilliam et al 2016)

(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)

76

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

BE AWAREOF OWN AND OTHERSrsquo

BELIEFS amp FEELINGS

INTERACTEFFECTIVELY WITH

STUDENTS

OBSERVEINTERACTIONS OBJECTIVELY

64

Module 2 Building Relationships Through Awareness

wwwcorclassroomsorg

65

69

Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)

Ideas for peer learning

PLCs and ldquotaking your studentrsquos perspectivesrdquo

Ideas

72

Practical strategies for increasing awareness

73

Selective attention

74

Objective versus subjective observations

75

Implicit racial bias affects who is watched

Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black

students for misbehavior more than others

bull Teachers also said Black boys require the most attention

(Gilliam et al 2016)

(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)

76

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Module 2 Building Relationships Through Awareness

wwwcorclassroomsorg

65

69

Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)

Ideas for peer learning

PLCs and ldquotaking your studentrsquos perspectivesrdquo

Ideas

72

Practical strategies for increasing awareness

73

Selective attention

74

Objective versus subjective observations

75

Implicit racial bias affects who is watched

Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black

students for misbehavior more than others

bull Teachers also said Black boys require the most attention

(Gilliam et al 2016)

(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)

76

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

69

Letrsquos watch on corclassroomsorg Module 2 Activity 1 (10 min) Module 2 Activity 4 (20 minutes)

Ideas for peer learning

PLCs and ldquotaking your studentrsquos perspectivesrdquo

Ideas

72

Practical strategies for increasing awareness

73

Selective attention

74

Objective versus subjective observations

75

Implicit racial bias affects who is watched

Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black

students for misbehavior more than others

bull Teachers also said Black boys require the most attention

(Gilliam et al 2016)

(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)

76

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Ideas for peer learning

PLCs and ldquotaking your studentrsquos perspectivesrdquo

Ideas

72

Practical strategies for increasing awareness

73

Selective attention

74

Objective versus subjective observations

75

Implicit racial bias affects who is watched

Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black

students for misbehavior more than others

bull Teachers also said Black boys require the most attention

(Gilliam et al 2016)

(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)

76

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

72

Practical strategies for increasing awareness

73

Selective attention

74

Objective versus subjective observations

75

Implicit racial bias affects who is watched

Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black

students for misbehavior more than others

bull Teachers also said Black boys require the most attention

(Gilliam et al 2016)

(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)

76

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Practical strategies for increasing awareness

73

Selective attention

74

Objective versus subjective observations

75

Implicit racial bias affects who is watched

Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black

students for misbehavior more than others

bull Teachers also said Black boys require the most attention

(Gilliam et al 2016)

(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)

76

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Selective attention

74

Objective versus subjective observations

75

Implicit racial bias affects who is watched

Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black

students for misbehavior more than others

bull Teachers also said Black boys require the most attention

(Gilliam et al 2016)

(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)

76

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Objective versus subjective observations

75

Implicit racial bias affects who is watched

Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black

students for misbehavior more than others

bull Teachers also said Black boys require the most attention

(Gilliam et al 2016)

(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)

76

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Implicit racial bias affects who is watched

Tracked ldquoeye gazerdquo of early education teachers watching a video of preschoolers bull Teachers watched Black

students for misbehavior more than others

bull Teachers also said Black boys require the most attention

(Gilliam et al 2016)

(see also Chmielewski et al 2016 Ferguson 2000 Heilburn Cornell amp Lovegrove 2015 Neal McCray Webb-Johnson amp Bridgest 2003 Okonofua amp Eberhardt 2015)

76

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Suggested activity in the COR Observing

Before the observation

bull What are my beliefsattitudes about how this student engages in course activities (or does not engage)

bull What behaviors do I expect to see

After the observationbull How did my beliefs affect what I

looked for

bull What behaviors did she show that I expected

bull Which behaviors surprised me

bull What patterns did I notice ndash in student behavior and my own

77

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Incorporate observation into your routine

78

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Ideas for peer learning

PLCs and ldquoobserving objectivelyrdquo

Ideas

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

80

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Ask yourself

When was the last time I had a positive interaction with this student

Do I have more negative interactions than positive ones with this student

What do I like or appreciate about this student

How do I expect this student to act

81

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

82

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

For your own reflection

bullDoes your teaching staff have regular opportunities to practice objective observation

bullAre your teaching staff members encouraged to ldquorecognize rutsrdquo with individual students

bullHow can we think about issues of equity and ldquorecognizing rutsrdquo

83

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Ideas for peer learning

PLCs and ldquorecognizing rutsrdquo

Ideas

How can we think about equity related to ldquorutsrdquo

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Creating Opportunities through Relationships (COR)

Developed at the Center for the Advanced Study of Teaching and Learning University of Virginia and supported by Atlantic Philanthropies and the William T Grant Foundation

85

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Modules 3-5

86

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

87

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Practical strategies

88

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Dr Eddie FergusldquoItrsquos amazing how neighborhoods are used as a loosey-goosey way to create an archetype for who a kid isrdquo

ldquohellip lsquothe flatsrsquo hellip lsquothe other side of the tracksrsquomdashitrsquos a neighborhood They use that language as a placeholder for everything they need to know about that kid And it becomes problematic because it becomes their point of reference in understanding who these kids are without ever asking the question lsquoWho are yoursquo Not only is it lsquoWhere do you liversquo but lsquoWhatrsquos it like living therersquo Theyrsquore never exploring those set of questions Theyrsquore creating archetypes based on these constructed labelsrdquo

89

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

The need for regular ldquosocial conversationsrdquo to truly get to know students as individuals

bull A teacher described his relationship with a Black student who was having conflict with other teachers

bull ldquoI chat with her about her friends hellip She is transgendered hellip so we have a lot of talks about thatmdasharound her gender identitymdashso hellip I try to let her know that I appreciate where she is coming fromrdquo

bull How do you and your colleagues integrate ldquosocial conversationsrdquo with students into the day

90

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Practical strategies

91

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Making sure to bring your enthusiasm

Activity in the COR Take a moment to imagine yourself as an outside observer of your classroom

On a scale of 1 to 10 how enthusiastic do you think you are on a typical day

92

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

93

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

94

Letrsquos watch on corclassroomsorg Module 4 introduction (4 min) andActivity 3 Giving opportunities for leadership and agency (16 min)

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

REFLECTION How have you harnessed the leadership qualities of

students who have multiple discipline referrals

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

How can we think about issues of equity when we ldquogive opportunities for leadership and agencyrdquo

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Creating Opportunities through Relationships (COR)

Five interactive online modules (Grades Kndash8)Module 1 The Power of RelationshipsModule 2 Recognizing and Understanding Our Own Lenses

Practical Strategies for Increasing AwarenessModule 3 Interactions that Promote Safety and HappinessModule 4 Interactions that Promote Feeling Capable and ValuedModule 5 Interactions that Promote Engagement in Learning

97

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

98

Letrsquos watch on corclassroomsorg Module 5 Activity 1 Introduction Activity 3 inspire learning (20 min)

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

How can we think about issues of equity when we work on ldquoinspiring learningrdquo

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

100

Letrsquos watch on corclassroomsorg Module 5 Activity 4 Build a reinforcing environment (16 min)

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

How can we think about issues of equity when we ldquobuild reinforcing environmentsrdquo

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Distributing your praise

102

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Micro-affirmations and ldquoWise critical feedbackrdquo

teachers communicating high academic standards coupled with their belief in the studentsrsquo potential

(Yeager et al 2014)

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Restorative Practices

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

RESTORATIVE APPROACHES to disciplineRestorative approach to discipline

bull Focuses on relationships

bull Gives voice to the person harmed and the person who caused the harm

bull Engages collaborative problem-solving

bull Dialogue-based decision-making process

bull An agreed upon plan leads to actions aimed at repairing the harm done

Schiff M (2013) Dignity disparity and desistance Effective restorative justice strategies to plug the ldquoschool-to-prison pipelinerdquo In Center for Civil Rights Remedies National Conference Closing the School to Research Gap Research to Remedies Conference Washington DC

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Foster reflection through a series of ldquorestorative questionsrdquoQuestions to ask the disputant and those harmed by the incident

From Costello B Wachtel J amp Wachtel T (2010) Restorative circles in schools building community and enhancing learning

What happened What were you thinking about at the time What have your thoughts been since

Who has been affected by what you did In what way have they been affected

What do you think you need to do to make things right

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Example of a restorative conference (20 min)

bull Restorative pre-conference videohttpswwwyoutubecomwatchv=kdp8NW6Q5zw

bull 0-240bull Brief overview to skip over the student narrating the incident and the facilitators

asking him for more explicit details to be ready for the day of the conference and thinking about how he feels about the situation now

bull 1040-1200end

bull The actual conference at httpswwwyoutubecomwatchv=XPuajScuHa8ampt=798s

bull 1559 ndash 2824 Derekrsquos apology the action plan discussion one-word closing

Restorative Justice (RJ)

Since we implementedhellipRJhellip instead of being suspendedhellip you talk it out you understand what you did wrong understand like how tohellipdo something better the next time And thenhellipit kind of limit[s] altercationshellip(Student 2017)

REFLECTIONDo your school norms lay the foundation for

repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)

Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District

Changing habits and mindsets is slow It requires courage and resources to support

implementation

(Oakes et al 1993)

A teacher explained

ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you

hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)

bullClear vision and leadership from administrators

bullStart with key opinion leaders ndash grow the change within buildings

bullOrient students to the rationale for the changes and nurture student leadership to lead the charge

Implementation supports are crucial

annegreggsapprutgersedu

DR ANNE GREGORY

REFLECTIONDo your school norms lay the foundation for

repairing harm and social emotional learning when conflict occurs (eg this is just what we do here)

Photo taken from Teaching Restorative Practices with Classroom Circles by Amos Clifford Center for Restorative Process Developed for San Francisco Unified School District

Changing habits and mindsets is slow It requires courage and resources to support

implementation

(Oakes et al 1993)

A teacher explained

ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you

hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)

bullClear vision and leadership from administrators

bullStart with key opinion leaders ndash grow the change within buildings

bullOrient students to the rationale for the changes and nurture student leadership to lead the charge

Implementation supports are crucial

annegreggsapprutgersedu

DR ANNE GREGORY

Changing habits and mindsets is slow It requires courage and resources to support

implementation

(Oakes et al 1993)

A teacher explained

ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you

hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)

bullClear vision and leadership from administrators

bullStart with key opinion leaders ndash grow the change within buildings

bullOrient students to the rationale for the changes and nurture student leadership to lead the charge

Implementation supports are crucial

annegreggsapprutgersedu

DR ANNE GREGORY

A teacher explained

ldquohellipSo many initiatives came our way So itrsquos hard to know what to prioritizehelliponce you leave a training you get in your classroom and therersquos so much that they expect from you

hellipWe have a training and maybe that next week teachers will go in and use those circles Then it gets lostrdquo (Korth 2015)

bullClear vision and leadership from administrators

bullStart with key opinion leaders ndash grow the change within buildings

bullOrient students to the rationale for the changes and nurture student leadership to lead the charge

Implementation supports are crucial

annegreggsapprutgersedu

DR ANNE GREGORY

bullClear vision and leadership from administrators

bullStart with key opinion leaders ndash grow the change within buildings

bullOrient students to the rationale for the changes and nurture student leadership to lead the charge

Implementation supports are crucial

annegreggsapprutgersedu

DR ANNE GREGORY

Implementation supports are crucial

annegreggsapprutgersedu

DR ANNE GREGORY

annegreggsapprutgersedu

DR ANNE GREGORY