The Students Need More Than I am Trained to Give!
Format
Individual Presentation
First Presenter's Institution
Favor Academy of Excellence, Inc.
First Presenter’s Email Address
info@favoracademyofexcellence.org
First Presenter's Brief Biography
Often regarded as an innovative and influential leader in education, Dr. Angela Coaxum-Young brings nearly two decades of experience to the field of education. She is a candid, frank and resilient educator, committed to disrupting systematic norms that often marginalize or disregard students deemed “at-risk”. Dr. Coaxum-Young’s public trials and triumphs became the conduit of change that ignited her advocacy and discussion around equity in education. She is an energizing public speaker and challenges audiences to innovate and create new practices that ensure ALL students have a seat at every table. Dr. Coaxum-Young began her career as a middle grades social studies teacher in Miami-Dade County Schools. She continued her career trajectory advancing to high school principal in Atlanta, Ga. While serving in various roles several public school systems, Dr. Young founded Favor Academy of Excellence, Inc. (2009). The non-profit is credited for expanding educational opportunities for underserved youth in communities with limited resources. As Dr. Young continued her educational service professionally, she sought new ways build better educational opportunities for ALL students through community activism. As a result of her sustained commitment to ensuring access to quality education, Dr. Young founded Favor Transition Academy in 2022.
Location
Session Nine
Strand #1
Head: Academic Achievement & Leadership
Strand #2
Heart: Social & Emotional Skills
Relevance
The session will explore school approaches that benefit student acquisition of academic and social/emotional skills. The session will specifically discuss the intersection of restorative programs in schools with high patterns of school violence or school discipline.
The session will also review the development and design process for Favor Transition Academy - Georgia's 1st Restorative Charter School for high school aged students.
Brief Program Description
The session will discuss the importance of supporting student social and emotional well-being to increase academic success and post-secondary preparedness. The session is designed specifically for at-risk students or students with high patterns of disengagement (patterns of chronic discipline, students reentering from the justice system, chronic absenteeism, homeless and students with emotional behavioral disorders).
Summary
The session will explore topics such as: Restorative Practices, Restorative Justice, Recidivism, Reentry, At-Risk, Social Emotional Learning and Pipeline to Prison.
The session will introduce a learning framework for students with unique wellness needs, that caters to both academic and emotional/behavioral skill development.
As K-12 professionals in the United States explore new ways to respond to the rising instances of school violence, emerging leaders are prioritizing the value of strategic and defined approaches to mental wellness support, as both a preventative measure and crucial component of the learning process. Traditionally, approaches to working with troubled youth have been punitive in design. The Restorative Learning Model is a comprehensive educational framework, specifically designed for the targeted and unique needs of students with chronic patterns of disengagement (which includes justice involved students and students with high instances of school discipline) with a focused intent on wellness support. The Restorative Learning Model (RLM) is grounded in Social Emotional Learning and infuses restorative systems of prevention and response, to enhance student understanding and application of academic learning targets. The model will increase critical thinking skills by connecting curriculum to student emotions and experiences. The RLM educational model is best described as a collective of processes and strategies that encourage students to expand their thinking beyond a response to the implications of a response in each scenario. The RLM maintains a significant component of Restorative Justice (RJ) as RJ participants are often required to resolve and/or repair harm caused by their actions. The Restorative Learning Model (RLM) teaches strategies that help students master academic standards by answering four critical questions: 1. What is the problem (Knowledge)? 2. What are the influencing factors of the problem (Relationship and Relevance)? 3. How can the problem be resolved (Application)? 4. Who will be impacted by the resolution (Implication)? Considering the influence of behavior on learning, the performance outcomes of students who engage learning materials they deem relevant and the expressed interest in achievement both in and beyond the school walls, this well-rounded approach is designed to prepare students for sustained success in school, community, and life.
Evidence
Gunn, J. -Resilient Educator. (2019). Long-term Benefits of Social- Emotional Learning for At-Risk Students | Resilient Educator. ResilientEducator.com. https://resilienteducator.com/classroom-resources/sel-at-risk-students/#:~:text=Research%20shows%20that%20students%20who,reactive%20stress%20responses%20in%20students.
Tyler, T. (2006). Restorative justice and procedural justice: Dealing with rule breaking. Journal of Social Issues, 62(2), 307–326
Haggis, D. (2017). Influencing Positive Outcomes For Troubled Youth. Contemporary Issues in Education Research, Volume 10(3).
Kendziora, K., & Osher, D. (2004). Fostering Resilience among Youth in the Juvenile Justice System. Community Planning to Foster Resilience in Children. https://doi.org/10.1007/978-0-306-48544-2_12
Laursen, E. (2005). Rather than fixing kids – build positive peer cultures. Reclaiming Children and Youth, 14 (3), 137-142
Grant, L., Stronge, J. E., & Popp, P. (2008). Effective Teaching and At-Risk/Highly Mobile Students: : What Do Award-Winning Teachers Do? National Center for Homeless Education.
Benson, David. The Colorado Coalition of Standards-Based Education. May 2012.
J.E, Zins, and Elias Maurice. “Social and Emotional Learning.” Children’s Needs III: Development, Prevention and Intervention, 1 Jan. 2006.
Lewis, R., McCann, T. (2009). Teaching “at Risk” Students: Meeting Their Needs. In: Saha, L.J., Dworkin, A.G. (eds) International Handbook of Research on Teachers and Teaching. Springer International Handbooks of Education, vol 21. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-73317-3_58
Learning Objective 1
Define and Review the tenets of Restorative Justice in Schools
Learning Objective 2
Identification of behaviors of patterns that contribute to student disengagement
Learning Objective 3
Review the Restorative Learning Model (Whole Child Instructional Framework)
Presentation Year
2024
Start Date
3-6-2024 11:15 AM
Recommended Citation
Coaxum-young, Angela S., "The Students Need More Than I am Trained to Give!" (2024). National Youth Advocacy and Resilience Conference. 89.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2024/2024/89
The Students Need More Than I am Trained to Give!
Session Nine
The session will discuss the importance of supporting student social and emotional well-being to increase academic success and post-secondary preparedness. The session is designed specifically for at-risk students or students with high patterns of disengagement (patterns of chronic discipline, students reentering from the justice system, chronic absenteeism, homeless and students with emotional behavioral disorders).
