And Restoration for All... Re imagining the In School Suspension Model While Building a Culture of Reflective Students
Format
Individual Presentation
First Presenter's Institution
Southwest Guilford High School
Second Presenter's Institution
Southwest Guilford High School
Third Presenter's Institution
N/A
Fourth Presenter's Institution
N/A
Fifth Presenter's Institution
N/A
Location
Session 2 Breakouts
Strand #1
Heart: Social & Emotional Skills
Strand #2
Head: Academic Achievement & Leadership
Relevance
The quantitative and qualitative data below is what we have realized after a year and a half of implementation:
-31% reduction overall in RS(ISS)
-16.9% reduction in overall OSS
-Students willingness to take responsibility and think about their actions (SEL)
-Students asked to do Restorative Conferences(SEL)
-Students have begun to share advice with other students in trouble(Leadership/SEL)
-Over the semester, student answers have been more reflective and detailed when asked restorative questions (SEL)
Brief Program Description
In direct response to the traditional “In-school suspension”, Dr. Angela C. Monell envisioned and created a space where students can reflect, examine, and restore. With carefully selected staff, Social Emotional Learning practices, and a daily focus of introspection and restoration versus punishment, the idea is that students will be successful. By strategically selecting socially and emotionally centered educators, Restoration Station educates, advises, and supports students in the space and after they leave. Monell was meticulous in the creation of this two-staff model as it provides a “wrap-around” feel and students are not only seen in the space but are also provided with focused follow-up and coaching several days beyond their behavioral incident. Shortly after its inception, Monell upgraded the restoration station model with the implementation of restorative practices, guided by Eric Rainey, licensed trainer for the International Institute of Restorative Practices.
Summary
This dynamic session will detail the mindful and transformative process of moving from the traditional punitive In-School Suspension model to the powerful Restoration Station model. Dr. Angela C. Monell and International Institute of Restorative Practices trained Eric Rainey will lead you through the step by step process of re-imagining a space for consequences to a space for support and skill-building. Attendees will leave this session with a clear understanding of the educational, social, emotional, and psychological benefits of transitioning to this new model. Attendees will gain valuable insight from a school administrator perspective, understand the importance of human capital, social emotional learning and the many facets of restorative practices that are necessary within the daily wrap-around model to build the capacity of students beyond the classroom.
Evidence
https://www.edutopia.org/sel-research-learning-outcomes
https://onlinelibrary.wiley.com/doi/abs/10.1002/pits.20611
Learning Objectives
1. Attendees will leave with an understanding of the thought process and planning required to implement such a model.
2. Attendees will leave with an understanding of a punitive versus restorative discipline model.
3. Attendees will leave with an understanding of the roles of Social and Emotional Learning and Restorative Practices in re imagining discipline.
4. Attendees will leave with multiple examples of real life experiences and powerfully positive results from the implementation of this model.
Biographical Sketch
Eric Rainey has been a Graduation Coach at Southwest Guilford High School since 2007, which is a large urban high school (1,597 students) that operates in the third largest school district in the state of North Carolina. In this role he has helped Southwest reach the highs of a 96% graduation rate for the 2014-2015 school year, which led to recognition from the Piedmont Triad Education Consortium as being one of the top schools in the state. Mr. Rainey also played a vital role in the school's all-time low dropout rate of 0.82% for the same school year.
Mr. Rainey was licensed to train in Restorative Practices in 2019 by the International Institute of Restorative Practices; the largest provider of Restorative Practices professional development in the world. After being introduced to Restorative Practices in early 2018 and doing extensive research, Mr. Rainey realized that what he and his co-workers had been doing at Southwest Guilford High School to produce the data above was essentially Restorative Practices; just without the explicit language to name it.
He offers over 25 years of experience in the field of education and childcare services, serving in varying roles which include graduation coach, classroom teacher, behavior intervention specialist, and recreation supervisor. Mr. Rainey supplemented many of his years in education with coaching football; six of those years as a head high school coach. Mr. Rainey had a brief three-year experience in law enforcement as a deputy sheriff, which proved to be an education in and of itself. He holds a Bachelor’s degree in Physical Education (minor Mass Communication) from Towson University and a Master’s degree in Instructional Technology from Walden University.
Dr. Monell has been in education for over 20 years. She has served in the K-12 sector as well as worked in charter schools and the non-public arena. As an educator, her passion for students is evident in her daily work as a school administrator. Her belief and daily work are grounded in understanding and addressing root-causes of student behaviors in order to fill gaps and support students. Her ideas are to help build life-long sustainable social-emotional skills in her students that will help them throughout life. She believes in restoring relationships, creating access and opportunity in the academic arena and ensuring that students feel they have a safe place to be who they are. Dr. Monell received her undergraduate degree at Towson University in Mass Communication. As she began to explore her career interests, she obtained her master’s degree in Special Education at Bowie State University. In 2014, she received her doctorate in Educational Leadership with a focus on Curriculum and Instruction and her Administrative Certification at North Carolina A&T in 2016. Not only does she work to build students in her daily work, but her community work with middle school girls is also reflective of her passion for students.
Keyword Descriptors
High School, Discipline, SEL, Restorative Practices, Support Services, Empathy
Presentation Year
2021
Start Date
3-8-2021 11:40 AM
End Date
3-8-2021 12:40 PM
Recommended Citation
Rainey, Eric, "And Restoration for All... Re imagining the In School Suspension Model While Building a Culture of Reflective Students" (2021). National Youth Advocacy and Resilience Conference. 7.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2021/2021/7
And Restoration for All... Re imagining the In School Suspension Model While Building a Culture of Reflective Students
Session 2 Breakouts
In direct response to the traditional “In-school suspension”, Dr. Angela C. Monell envisioned and created a space where students can reflect, examine, and restore. With carefully selected staff, Social Emotional Learning practices, and a daily focus of introspection and restoration versus punishment, the idea is that students will be successful. By strategically selecting socially and emotionally centered educators, Restoration Station educates, advises, and supports students in the space and after they leave. Monell was meticulous in the creation of this two-staff model as it provides a “wrap-around” feel and students are not only seen in the space but are also provided with focused follow-up and coaching several days beyond their behavioral incident. Shortly after its inception, Monell upgraded the restoration station model with the implementation of restorative practices, guided by Eric Rainey, licensed trainer for the International Institute of Restorative Practices.
