[WEBINAR] Disciplined and Disconnected: Insights about Exclusionary Discipline from Youth and School Leaders
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Do harsh disciplinary practices have a place in today’s schools? Suspending and expelling students detrimentally affects their chances to graduate – and ultimately affects their chances of securing employment and succeeding in life. New research from the Center for Promise—Disciplined and Disconnected: How Students Experience Exclusionary Discipline in Minnesota and the Promise of Non-Exclusionary Alternatives—answers these questions. In this webinar, you will learn more about the findings of the CFP's latest research, the broader national implications for policy and practice of these findings, and the kind of support adults need to implement more effective practices that do not lead to further disconnection.
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[WEBINAR] Disciplined and Disconnected: Insights about Exclusionary Discipline from Youth and School Leaders
- 1. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Disciplined and Disconnected: The Experience of Exclusionary Discipline and the Promise of Alternatives Wednesday, July 11, 2018 1:30 PM – 2:30 PM EST
- 2. www.GradNation.org | #GradNation | gradnation90@americaspromise.org • Welcome and Webinar Overview • Introduction to GradNation and State Activation • National Trends in School Discipline • Research Findings • Moderated Panel Discussion • Questions & Answers • Closing Agenda
- 3. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Accelerate progress to a 90 percent high school graduation rate
- 4. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Use Quality Data Provide a Framework of Supports Increase Mentoring Recover and Re-engage Youth Replace Punitive Discipline Make Transportation Available Create Alternative Pathways Seven Priority Recommendations Minnesota Alliance With Youth
- 5. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Stacy Skelly Vice President, Corporate Affairs Pearson Pearson Welcome
- 6. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Alyssa Rafa Policy Analyst, Education Commission of the States National Trends in School Discipline
- 7. NATIONAL PERSPECTIVE: ALTERNATIVE SCHOOL DISCIPLINE STRATEGIES July 11, 2018 Alyssa Rafa, Policy Analyst
- 8. • Civil Rights Data Collection • Discipline disparities • Race • Gender • Disability Status • Research on Exclusionary Discipline • Student performance • Criminal justice involvement • Economic impact Exclusionary Discipline Data & Research
- 9. Emerging Alternative Strategies Well-implemented alternative strategies, including PBIS, restorative and trauma-informed practices may: Academic Engagement Student Behavior School Climate Exclusionary Discipline
- 10. State Policy Action 2017 Proposed Legislation SUSPENSION/EXPULSION ALTERNATIVE SCHOOL DISCIPLINE STRATEGIES BOTH WA OR CA MT ID NV AZ UT WY CO NM TX OK KS NE SD ND MN IA MO AR LA MS AL GA FL SC TN NC IL WI MI OH IN KY WV VA PA NY ME VT NH NJ DE MD Washington D.C. MA CT RI AK HI
- 11. • Professional Development & Training for Educators • Utah HB 460 (2016) • Encouraging the use of PBIS, Restorative & Trauma-Informed Practices • California AB 1014 (2016) • Study Committees • Maryland HB 1287 (2017) Alternative School Discipline Strategies
- 13. • ECS 50-State Comparison Coming Soon! • ECS Policy Snapshots • Suspension & Expulsion • Alternative School Discipline Strategies • National Clearinghouse on Supportive School Discipline • Council of State Governments Justice Center • UCLA Civil Rights Project Resources
- 14. Elizabeth Pufall- Jones Research Scientist, Center for Promise Disciplined and Disconnected: How Students Experience Exclusionary Discipline in Minnesota and the Promise of Non-exclusionary Alternatives
- 15. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Traditional systems emphasize student removal as a primary approach to managing behavior. Students who are removed from school are less likely to graduate which threatens their ability to succeed later in life. Very little is known about how students experience school discipline. Rationale
- 16. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Student Behavior Through a Positive Youth Development Lens
- 17. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Primer on Exclusionary Discipline Removing a student from class or school entirely in response to their behavior is called “exclusionary discipline.” Exclusionary discipline does not make schools safer and is associated with an array of negative outcomes for young people: Worse academic performance Lower levels of school engagement Greater chance of leaving school before graduating Increased likelihood of future involvement with the criminal justice system Higher levels of school violence and antisocial behavior
- 18. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Discipline in Minnesota MN on time graduation rates, 2015 All students: 84% Native American: 56% White: 88% Hispanic: 69% Asian-American: 86% Black: 68%
- 19. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Study Overview Our Approach In depth group interviews 38 Minnesota middle and high school students Individual interviews with administrators 3 sites across Minnesota: Chisago, Minneapolis, St. Paul Open coded interview transcripts for common themes Overview and Goals Understand students’ experiences of exclusionary discipline Understand educator experiences implementing supportive disciplinary approaches
- 20. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Findings Root causes of behavior must be explored and addressed Exclusion interrupts learning Students need to feel valued, welcome, and connected • Behavior doesn’t occur in a vacuum • Students wanted to share and get supports to address the root causes of their behavior • Exclusion took students away from class, making it more difficult to make academic progress • Youth explained that they want to succeed in school, which is why exclusion was especially painful for them • Youth explained that their perspectives aren’t valued • Racism and other forms of negative labeling led students to feel unwelcome and unvalued “…since this year, they start talking smack about my mom, saying that, oh, she’s not worth it, she’s this and that, she’s a whore... Yeah, my mom is not a perfect mom, but it’s because she’s been through a lot… I took that super serious, ‘cause it’s my mom. If y’all talking smack about me, yeah, I’m cool with that, but my mom, I won’t let it happen.” “Why do they make you go to court during school for missing school? And I got truancies for the days that I missed for going to court, too.” “All you got to do is to get suspended one time and you’re labeled. I see it, like they follow the same kids around, like everybody knows, ‘Hey, those are the bad kids…’ “
- 21. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Insights from School Leaders “We’ve got to change what we’re doing because what we did before isn’t working.” Make student learning the ultimate goal Interpret behavior as a communication of needs Build trusting relationships Share power
- 22. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Considerations for Policy & Practice Strengthen relationships among school personnel, students, and families. Allow disciplinary action to provide an opportunity for conversation Create learning communities for educators and school leaders to discuss effective strategies for lowering the rate of school exclusion. Support district exploration of non-exclusionary discipline practices.
- 23. www.GradNation.org | #GradNation | gradnation90@americaspromise.org “For us it’s about keeping kids in school, keeping kids connected, because we all know the research. The more connected a kid is, the better they do.”
- 24. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Moderated by Monika Kincheloe Senior Director, Strategic Initiatives and Partnerships, America’s Promise Alliance Moderated Panel Discussion Elizabeth Pufall-Jones Research Scientist, Center for Promise Alyssa Rafa Policy Analyst Education Commission of the States Cindy Everling Student Support Services Coordinator, Minnesota Internship Center Charter High School Donavyn Robinson Recent High School Graduate
- 25. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Moving Away from Exclusion Approach Concept Outcomes Restorative Practices (RP) Emphasis is on identifying harm, undoing harm, and restoring damaged relationships • Improved academic performance • Fewer suspensions, referrals • Improved school climate ratings • Increased trust between teachers and students School-Wide Positive Behavioral Intervention Systems (SWPBIS) Promote positive behavior through school-wide behavioral expectations • Increased reading proficiency • Fewer referrals • Increased school safety ratings • Reduced student aggression Social Emotional Learning (SEL) Learning how to understand and self-regulate emotions and behavior, empathize, and build positive relationships • Improved academic outcomes • Higher rates of school attachment • Reduced student aggression There are three leading non-exclusionary approaches:
- 26. www.GradNation.org | #GradNation | gradnation90@americaspromise.org Questions and Answers
- 27. Download report: http://gradnation.americaspromise.org/ disciplined-and-disconnected www.AmericasPromise.org | GradNation.AmericasPromise.org @americaspromise
Notas del editor
- [LIZ] Good afternoon, everyone. Thank you for joining the Center for Promise and the GradNation campaign, housed by America’s Promise Alliance. We will begin shortly. Welcome to our webinar, releasing our new report, ”Disciplined and Disconnected: The Experience of Exclusionary Discipline and the Promise of Non-exclusionary Alternatives.” Before we begin, we want to note a few ground rules – Due to the volume of participants today, everyone has been muted. At any time during the presentation, you can use the Questions panel to write and submit your questions. We will try to take as many questions as possible following the presentation. We invite you to join the conversation on Twitter by using the hashtag #GradNation during and after the presentation. This webinar is being recorded. A link will be shared in the coming days on the GradNation website. Finally, we encourage all participants to take a 2-3 minute survey immediately following today’s webinar. This survey information will help us better understand who you are, whether this webinar was valuable to you and your work, and what topics you’d like to see covered during future GradNation learning sessions. We will now get started and the recording will begin.
- [LIZ] We’re thrilled you’re all here to join us. First, I want to give an overview of today’s agenda. We’ll begin by introducing GradNation and the State Activation partnership with Pearson. Then, we’ll invite Alyssa Rafa from the Education Commission of the States to discuss how states across the nation are focusing on discipline policies. Following that, we’ll dive deeply into the report itself, with Elizabeth Pufall-Jones sharing the findings. We’ll then head into a moderated panel discussion, featuring our speakers as well as a Minnesota administrator who can talk about her experience with implementing discipline practices. There will be a brief question and answer period following that panel, and then we’ll close. Please remember to submit your questions in the “questions” box throughout the course of today’s discussion. We will collect questions throughout the presentation and ask them once the panel is concluded.
- [LIZ] GradNation is a national campaign to increase the high school graduation rate by 2020 and put millions more young people on the path to adult success, a goal set over a decade ago by America’s Promise Alliance, Everyone Graduates Center, Civic, and the Alliance for Excellent Education. The GradNation campaign is focused on helping all young people earn high school diplomas, but especially those students who are most at risk of leaving school and being blocked from future opportunities for success. GradNation supports several initiatives and seeks to make systems change at the national, state, and local levels. Over the past three years, GradNation and Pearson have supported the State Activation Initiative. The theory of change behind the State Activation Intiative is that national partners, like America's Promise Alliance and Pearson, can collaborate with state-level organizations, like the Minnesota Alliane with Youth, to build support and implement change in order to accelerate progress to a 90 percent high school graduation rate.
- [LIZ] America’s Promise, supported by Pearson, has been working with the Minnesota Alliance with Youth for three years on the State Activation Initiative. Even since the beginning of the partnership, the team here has understood the impact that exclusionary discipline policies can have on students. Part of the State Activation partnership included a dedicated research opportunity, so it naturally made sense to study discipline and its effects for the young people in Minnesota. I think this research sheds light on what it’s like for young people to experience exclusionary discipline, and it will play an important part in the conversation about discipline policies moving forward. Pearson has been an invaluable partner to America’s Promise in implementing the State Activation Initiative. State Activation was born out of the idea that state-level stakeholders can act in powerful ways to increase high school graduation rates. I know that Minnesota was considered a strong addition to the State Activation Initiative because of the Minnesota Alliance With Youth’s seven priority recommendations, which, when implemented comprehensively, would lead to increased high school graduation rates. The partnership between America’s Promise, Pearson and the Minnesota Alliance With Youth has highlighted the importance of listening to young people and developing solutions based on their needs. Stacy Skelly, the Vice President of Corporate Affairs, can speak more about Pearson's relationship with the State Activation Initiative. Stacy, welcome!
- [STACY]
- [LIZ] Thank you, Stacy. I’m happy to now introduce Alyssa Rafa, a policy analyst at the Education Commission of the States. She’s going to provide an overview of what states are doing in their legislatures to address discipline policies. Alyssa, welcome!
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- Purple States Addressed Alternative Disciplinary Strategies in 2017 Green States Addressed Suspension and Expulsion Reform in 2017 Orange States Addressed Both in 2017
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- [LIZ] Thank you, Alyssa! That context is especially helpful as we dive a little more deeply into what is happening with discipline in one state: Minnesota. I’d now like to introduce Elizabeth Pufall-Jones, a lead researcher for this report, to talk about what it means when youth feel disconnected from their schools because of disciplinary policies that exclude them from the classroom. Welcome, Elizabeth! --- Thank you Liz. My name is Elizabeth Pufall Jones and I am the Senior Research Scientist at the Center for Promise. Today I have the honor of presenting our research project titled...
- As stated previously, among the seven priorities Minnesota Alliance With Youth are targeting to increase graduation rates, they indicated that “replace exclusionary discipline policies and practices with more effective alternatives,” was the priority that they wanted to address with this research. Together we noted that while the negative impact of exclusionary practices on youth educational outcomes is well documented, little is known about how the students experience school discipline. This report explores the exclusionary discipline experiences of a group of young people and some of the promising, non-exclusionary practices that exist in Minnesota.
- We take a systems approach to all of our research, believing that youth are active agents embedded within a complex developmental ecology. From this perspective, the behavior of a young person both influences and is influenced by the settings in which they live. That is the young person’s ecology is at once creating and being created by the young person. This theoretical lens emphasizes the need to understand the reasons underlying a young person’s behavior; we do not condone acting disruptively in the classroom, however we do believe that violence could be symptomatic of experiences across developmental settings that need to be addressed.
- Removing a student from class or the school building as a consequence for misconduct is a disciplinary approach known as “exclusionary discipline.” The term specifically refers to disciplinary actions such as suspension and expulsion as primary interventions for responding to misbehavior, but also includes detention and being sent to the office. Research indicates that suspending and expelling students DOES NOT help students improve behavior, address underlying causes of their behavior, or make schools safer. In fact, exclusionary discipline is associated with an array of negative outcomes for young people including: Worse academic performance Lower levels of school engagement A greater chance of leaving school before graduating An increased likelihood of future involvement with the criminal justice system And Higher levels of school violence and antisocial behavior…among others Moreover, national discipline data consistently shows that these punishments are disproportionately levied at students of color and students with disabilities.
- Minnesota’s discipline data are similar to national trends •In SY 2016-17 there were 46,311 documented disciplinary actions in Minnesota •Nearly half of those were for “non-dangerous” student behaviors (e.g. attendance, computer use, etc…) and the most common reason among these (35% of ALL CASES) was disruptive/disorderly behavior •Particular student subgroups experience disproportionate numbers of these punishments… for example students of color comprised 33% of population but 65% of disciplinary actions •Students with disabilities comprised 14% of population, but 42% of disciplinary actions We offer these statistics as context and caution that our research was not designed to explore these disparities, but rather it was designed to explore how a group of young people in Minnesota experienced exclusionary discipline.
- Thus we had two related goals for this study: first, we wanted to understand student experiences with exclusionary discipline, and second, recognizing that MN has many schools shifting to more supportive systems of discipline, we wanted to better understand how school leaders were implementing those approaches. To explore the youth experiences of school discipline we conducted group interviews with a total of 38 middle and high school students in three Minnesota communities. All participants had firsthand experience with exclusionary discipline. Participants were asked to speak about their experiences with school discipline, including, but not limited to, what led to the incident, who was involved in the resolution process, and their subsequent experiences in school. Transcripts from the group interviews were then systematically analyzed to identify key themes.
- Across all group interviews, young people explained how their experiences with discipline led them to disconnect from school. Specifically, interventions often did not address the root causes of their behavior, disrupted their learning, and had the effect of making them feel unvalued and unwelcome. Participants expressed a desire to engage in school and succeed, but found that their schools’ disciplinary practices inhibited their ability to do so. Root causes of behavior must be explored and addressed. Young people’s responses indicate that the reasons for their behavior are not often part of the disciplinary process. The young people expressed wanting to share their perspectives and explain their behavior, but they felt that often they were not given the chance to do so. This left students feeling wrongfully penalized and ignored. Exclusion interrupts their learning process. Youth explained that being taken out of class makes it harder for them to succeed academically, as they are not given the opportunity to make academic progress while excluded. For these young people, exclusionary discipline impedes opportunities to learn, threatening their connection to their school and educational experience. Finally, students need to feel valued, welcome, and connected. Young people discussed feeling undervalued at school, noting that racism and other forms of negative labeling from school personnel (such as being called a “bad kid”) often drove the treatment that led to those feelings (sort of a self-perpetuating cycle). Feeling undervalued and unwelcome was a major theme of the focus groups and led to young people’s sense of disconnection from school.
- To understand how schools are implementing non-exclusionary practices, we spoke with Minnesota school administrators implementing these practices at their schools. They discussed the mindsets that orient their schools’ approaches to discipline, the disciplinary practices they use, how they implement them, and challenges they face in implementation. When discussing what schools can do differently, the administrators emphasized four ideas: Coinciding with our youth finding regarding discipline contributing to disconnection from school, one of the foundational mindsets these administrators spoke about is that disciplinary interventions should always support and be driven by student learning. As a result, all of the school leaders we spoke with considered the success of disciplinary interventions based on the students’ connection to school and success in their learning. In tandem with our youth finding that the root causes of behavior need to be explored and addressed, these administrators indicated that they interpret student behavior as a communication of needs. Students can experience a great deal of adversity in their lives both in and out of school, which impacts their behavior. Seeing behavior through this lens is pivotal in addressing some of the needs that young people bring to school. When students feel safe and trusted by staff, they can be open about what they are experiencing and where they need support. Positive relationships allow school staff to meet the individual needs of students, and contribute to a climate of care and compassion throughout the whole school. Finally, sharing power in this context refers to a sharing of the responsibility for creating a solution. Implementing non-exclusionary practices often involves establishing shared responsibility and accountability between members of the school community, especially students. This represents a major break from the traditional discipline approach, where adults dominate the discipline process.
- This research offers a number of implications for policy and practice. The full list of considerations for policy and practice can be found on page 20. While we offer four considerations here, in the report we have several more. We organized our considerations under three categories, General, those for School Personnel and District Leaders, and implications for State Policy Makers, realizing that this research can contribute uniquely to conversations in each of these groups.
- To conclude, this research adds to the literature on school discipline and should act as a conversation starter. Young people have the right to feel valued and connected with their school. Schools can support this feeling with the discipline policy and practices implemented in the school. These policies and practices should work to support a young person and their strengths rather than presenting them with a barrier that contributes to a growing physical and mental disconnection from school.
- [LIZ] Thank you, Elizabeth, for demonstrating the critical findings from this report. Discipline strategies, both exclusionary and non-exclusionary, ultimately all depend on implementation. The experience young people have with their discipline systems differs depending on who is implementing the system in their school or their community, To talk a little more about what that means, we’ve invited several speakers to share their experiences in a moderated panel discussion. We’re thrilled to have Don Robinson, a recent Minnesota high school graduate, who attended schools with exclusionary discipline policies as well as schools with more restorative practices. We’ve also invited an administrator from Minnesota, Cindy Everling, to discuss her experience with implementation of exclusionary and non-exclusionary practices. They are joined by Elizabeth from the Center and Alyssa Rafa from ECS. We’ll have about 25 minutes for this panel discussion, and then we will open up to questions from the audience. [Monika asks questions]
- Given the numerous challenges presented by exclusionary educators in Minnesota and across the country are exploring promising, non-exclusionary discipline approaches for addressing student behavior and supporting student success and well-being. Three of the most promising and popular practices are restorative practices, school-wide positive behavioral intervention systems, and social emotional learning. These are not new approaches, but have been growing in popularity as pressure mounts to reduce overuse of suspension and student removal. Restorative Practices represents an approach to community building and response to wrong doing where behavior is understood not as a violation of a rule, but in terms of its impact on relationships. As a result, restorative practices aim to build community and respond to harm through a process of reconciliation. It is increasingly utilized in schools across the country, mandated in over 27 states and has been associated with improved academic performance, lower overall rates of disciplinary referrals, suspensions, reduced disparity by race and disability, and increased levels of trust between students and teachers SWPBIS is a disciplinary model that emphasizes explicitly teaching behaviors, often tying them to school wide values and norms, and then consistently reinforcing those behaviors through positive reinforcements. When students struggle to reach behavioral expectations, there are tiered systems of support in order to help students succeed. PBIS is also growing rapidly across the country and has been associated with improved academic performance, lower rates of disciplinary referrals, and lower levels of student aggression. Social emotional learning approaches are not often included in conversations about school discipline but have been a part of school programming for decades, are increasingly recognized as essential to student development, and represent a preventative approach to addressing challenging student behavior. The goal with SEL is to support students in developing emotional regulation strategies, and social emotional competencies so that they are better able to manage their own emotions and behaviors and thus reduce their levels of aggression and build positive coping skills. SEL programs too have been associated with improved academic performance, higher rates of school connectedness and lower levels of aggressive/anti-social behaviors. These are presented as distinct from one another, but often do and can co-occur.
- [LIZ] Thank you, all for that great discussion. It's now time to begin our question and answer portion of the webinar. If you haven’t already, please take a moment now to submit your questions via the questions panel. Let’s start with this question… [include questions from planning document if nobody asks questions]
- [LIZ] That is all the time we have today. We just wanted to thank all of our presenters and panelists for joining us to discuss the importance of implementing discipline practices that keep students feeling engaged and connected to their schools. You can download the report at Americas promise dot com. For more information about the GradNation campaign, please visit our website. (show on screen). To join the conversation on social media, please use hashtag #GradNation. Thanks for joining us and please take a few minutes to answer the questions in the short survey that follows. Thank you to everyone for participating, and we look forward to supporting your continued efforts to improve graduation rates and outcomes for students!