Our project aims to establish a dedicated space for students to engage in restorative practices, incorporating mindfulness, therapeutic techniques, social skills development, and interactive games and activities. This environment will be equipped with resources for facilitated discussions, workshops, and personalized support, all designed to repair harm, foster accountability, and restore relationships. By integrating these elements, we seek to reduce recidivism in disciplinary placements and enhance overall student well-being. Your support will help create and supply a welcoming space where students can build resilience, improve social skills, and achieve lasting personal growth.
Over the past few years, our school has witnessed an increase in behavioral incidents leading to disciplinary actions. These incidents have not only disrupted the learning environment but have also perpetuated cycles of academic disengagement and repeated disciplinary placements. According to national data from the U.S. Department of Education, students who frequently face disciplinary actions are more likely to experience academic failure, drop out of school, and encounter legal challenges later in life. Our project is designed to address these pressing issues by providing a restorative and supportive approach tailored to the needs of our students. We are targeting middle school students who have been identified as at risk for repeated disciplinary issues, have been assigned to In School Suspension (ISS), Out of School Suspension (OSS), or Disciplinary Alternative Educational Placement (DAEP, that is located at Crosby Middle School). The project would include students who struggle with conflicts, behavioral challenges, or academic pressures that result in heightened emotionality, such as sadness or anger. The immediate beneficiaries of this project will be approximately 60 - 120 students each academic year. Our district is also monitoring disproportionality of disciplinary consequences and this project will also work predominantly with African-American Males and other students of diverse backgrounds. The current disciplinary practices at our school focus is on punitive measures, such as suspensions. While intended to address misbehavior, these measures often fail to tackle the underlying issues that contribute to such behavior. Data from our school reveals that students with repeated disciplinary placements are significantly more likely to fall behind academically and face further behavioral problems. Informal surveys and anecdotal information from students and teachers confirm a pressing need for more effective, supportive interventions that promote understanding and personal growth rather than simply imposing penalties. Our school serves a diverse population, with approximately 55% of students coming from low-income families and approximately 80% identifying as students of color. Academic performance data shows that these students are more likely to have lower grades and higher absentee rates compared to their peers. Disciplinary rates can contribute to lower graduation rates compared to white students. To address these challenges, our project aims to create a dedicated space for restorative practices, group and individual, that will incorporate mindfulness, therapeutic activities, social skills development, and interactive games. This holistic approach is designed to repair harm, foster accountability, and restore relationships among students. The space will be equipped with materials and resources for facilitated group discussions, workshops, and one-on-one sessions, all guided by trained facilitators. By shifting from using only punitive measures to adding restorative practices when disciplinary consequences are needed, we anticipate a reduction in disciplinary incidents and an improvement in academic performance. This approach will also help create a more inclusive and supportive school culture, breaking the cycle of recidivism and providing students with the tools they need to succeed both academically and personally. In summary, this project addresses a critical need within our school by implementing a restorative approach to discipline. By focusing on understanding, personal growth, and support, we aim to create a positive change that will benefit not only the students directly involved but also the broader educational environment.
In our district, we are dedicated to fostering an environment where every student can thrive academically and personally. While our current disciplinary methods have served us, we recognize an opportunity to enhance our approach by utilizing restorative practices tools and activities to build relationships. We plan to build on our existing strengths to better address behavioral challenges and support student growth in a more positive, constructive manner. Our school community is vibrant and diverse, with students coming from various backgrounds and facing unique challenges. We have observed that some of our students are encountering difficulties that traditional disciplinary measures do not fully address. Research highlights that these conventional approaches can inadvertently contribute to disengagement and hinder academic progress. By embracing restorative practices, we aim to leverage our strengths to create a more supportive and engaging environment. To build on our school’s strengths and address these challenges, we have established clear, SMART objectives for our project: Specific: We will create a dedicated restorative practices space designed to nurture students’ emotional development, social and self awareness skills, responsible decision making, and help students be able to have appropriate interactions and relationships with others. This space will offer resources and activities focused on mindfulness, therapeutic techniques, social skills enhancement, and interactive games. Measurable: We aim to see a 25% reduction in disciplinary incidents and a 20% improvement in academic performance among participating students within the first year. Additionally, we will measure student engagement and satisfaction through surveys and focus groups. Achievable: With the support of grant funds, we will equip and train staff, develop engaging curriculum materials, and establish a dedicated space for group discussions, workshops, and one-on-one sessions, all guided by trained facilitators. This approach builds on our district's commitment to excellence. Realistic: Our project is realistic and well-aligned with our school’s mission and available resources. By integrating these methods into our existing framework and working with our trained staff, we are confident in our ability to implement this initiative effectively. Time-bound: The project will roll out over the 2024-2025 academic year. We will begin refresher training for trained staff starting the last week in August and will begin working with students at least by the first week after Labor Day. After funding, complete setup of the dedicated space can be accomplished quickly in a matter of days. We will then launch full-scale activities within a month of funding. We will continuously assess progress and make adjustments based on feedback and data. The project will transform a designated area within our school into a welcoming space that will feature comfortable seating, educational materials, and resources for mindfulness exercises, therapeutic activities, and social skills development. Grant funds will be used to purchase chairs, tables, rug, storage, and materials. Staff will receive specialized training, or a refresher training for those who have been trained in previous years, in restorative tools and interventions. This will empower them to have better relationships with students. Regular restorative circles, mindfulness sessions, and social skills workshops will be facilitated to meet the needs of students. Additionally, staff can utilize restorative chats or conversations to address harm done and provide a plan to make things right, as well as hold re-entry circles with teachers, administrators and student to create a plan for the student to be successful after completing the DAEP assignment, or after multiple ISS or OSS consequences. Approximately 60 - 120 students will benefit from this initiative each year. Activities will be conducted in the restorative space during school hours, ensuring accessibility and support throughout the day. This project is designed to positively impact student learning by fostering a supportive and inclusive school environment. Through restorative practices, students will develop essential social skills, such as empathy, communication, and conflict resolution, which are crucial for both their academic success and personal growth. We anticipate that these enhanced skills will lead to improved behavior, increased academic engagement, and overall better performance in school. This project is in alignment with the Crosby ISD District Improvement Plan and its Portrait of a Graduate initiative. The effectiveness of restorative practices, utilizing mindfulness techniques and social skill activities in enhancing student outcomes is well-documented. Research shows that schools implementing restorative approaches experience reduced disciplinary incidents, improved student-teacher relationships, and better academic results. According to the International Institute for Restorative Practices, these methods contribute to a more positive school climate and decreased disciplinary referrals. Additionally, studies on mindfulness and social-emotional learning demonstrate their benefits in improving student focus, emotional regulation, and academic achievement (Durlak et al., 2011; Greenberg et al., 2003). In our District's experience, the utilization of restorative tools within the classroom have resulted in a significant decrease in office referrals and have assisted in improving student-teacher relationships, peer relationships, and overall positive climate and culture. Crosby Elementary School (1st -3rd grade) was the first campus to pilot these tools and received recognition by the Texas Education Agency for its work with implementing restorative practices in 2022-2023. At this time, there is sufficient data for Crosby Elementary (whole campus), Barrett Elementary (grades 4th - 5th), and Drew Elementary School (3rd - 4th grade) to receive recognition by TEA for 2023-2024. In summary, our project aims to enhance student success by implementing restorative practices that build on our school’s strengths and address behavioral challenges in a positive and supportive manner. By creating a dedicated space, providing targeted training, and developing engaging activities, we seek to foster a nurturing environment that supports both academic and personal growth, aligning with the district’s mission and improving overall student outcomes.
Over the past few years, our school has witnessed an increase in behavioral incidents leading to disciplinary actions. These incidents have not only disrupted the learning environment but have also perpetuated cycles of academic disengagement and repeated disciplinary placements. According to national data from the U.S. Department of Education, students who frequently face disciplinary actions are more likely to experience academic failure, drop out of school, and encounter legal challenges later in life. Our project is designed to address these pressing issues by providing a restorative and supportive approach tailored to the needs of our students. We are targeting middle school students who have been identified as at risk for repeated disciplinary issues, have been assigned to In School Suspension (ISS), Out of School Suspension (OSS), or Disciplinary Alternative Educational Placement (DAEP, that is located at Crosby Middle School). The project would include students who struggle with conflicts, behavioral challenges, or academic pressures that result in heightened emotionality, such as sadness or anger. The immediate beneficiaries of this project will be approximately 60 - 120 students each academic year. Our district is also monitoring disproportionality of disciplinary consequences and this project will also work predominantly with African-American Males and other students of diverse backgrounds. The current disciplinary practices at our school focus is on punitive measures, such as suspensions. While intended to address misbehavior, these measures often fail to tackle the underlying issues that contribute to such behavior. Data from our school reveals that students with repeated disciplinary placements are significantly more likely to fall behind academically and face further behavioral problems. Informal surveys and anecdotal information from students and teachers confirm a pressing need for more effective, supportive interventions that promote understanding and personal growth rather than simply imposing penalties. Our school serves a diverse population, with approximately 55% of students coming from low-income families and approximately 80% identifying as students of color. Academic performance data shows that these students are more likely to have lower grades and higher absentee rates compared to their peers. Disciplinary rates can contribute to lower graduation rates compared to white students. To address these challenges, our project aims to create a dedicated space for restorative practices, group and individual, that will incorporate mindfulness, therapeutic activities, social skills development, and interactive games. This holistic approach is designed to repair harm, foster accountability, and restore relationships among students. The space will be equipped with materials and resources for facilitated group discussions, workshops, and one-on-one sessions, all guided by trained facilitators. By shifting from using only punitive measures to adding restorative practices when disciplinary consequences are needed, we anticipate a reduction in disciplinary incidents and an improvement in academic performance. This approach will also help create a more inclusive and supportive school culture, breaking the cycle of recidivism and providing students with the tools they need to succeed both academically and personally. In summary, this project addresses a critical need within our school by implementing a restorative approach to discipline. By focusing on understanding, personal growth, and support, we aim to create a positive change that will benefit not only the students directly involved but also the broader educational environment.
In our district, we are dedicated to fostering an environment where every student can thrive academically and personally. While our current disciplinary methods have served us, we recognize an opportunity to enhance our approach by utilizing restorative practices tools and activities to build relationships. We plan to build on our existing strengths to better address behavioral challenges and support student growth in a more positive, constructive manner. Our school community is vibrant and diverse, with students coming from various backgrounds and facing unique challenges. We have observed that some of our students are encountering difficulties that traditional disciplinary measures do not fully address. Research highlights that these conventional approaches can inadvertently contribute to disengagement and hinder academic progress. By embracing restorative practices, we aim to leverage our strengths to create a more supportive and engaging environment. To build on our school’s strengths and address these challenges, we have established clear, SMART objectives for our project: Specific: We will create a dedicated restorative practices space designed to nurture students’ emotional development, social and self awareness skills, responsible decision making, and help students be able to have appropriate interactions and relationships with others. This space will offer resources and activities focused on mindfulness, therapeutic techniques, social skills enhancement, and interactive games. Measurable: We aim to see a 25% reduction in disciplinary incidents and a 20% improvement in academic performance among participating students within the first year. Additionally, we will measure student engagement and satisfaction through surveys and focus groups. Achievable: With the support of grant funds, we will equip and train staff, develop engaging curriculum materials, and establish a dedicated space for group discussions, workshops, and one-on-one sessions, all guided by trained facilitators. This approach builds on our district's commitment to excellence. Realistic: Our project is realistic and well-aligned with our school’s mission and available resources. By integrating these methods into our existing framework and working with our trained staff, we are confident in our ability to implement this initiative effectively. Time-bound: The project will roll out over the 2024-2025 academic year. We will begin refresher training for trained staff starting the last week in August and will begin working with students at least by the first week after Labor Day. After funding, complete setup of the dedicated space can be accomplished quickly in a matter of days. We will then launch full-scale activities within a month of funding. We will continuously assess progress and make adjustments based on feedback and data. The project will transform a designated area within our school into a welcoming space that will feature comfortable seating, educational materials, and resources for mindfulness exercises, therapeutic activities, and social skills development. Grant funds will be used to purchase chairs, tables, rug, storage, and materials. Staff will receive specialized training, or a refresher training for those who have been trained in previous years, in restorative tools and interventions. This will empower them to have better relationships with students. Regular restorative circles, mindfulness sessions, and social skills workshops will be facilitated to meet the needs of students. Additionally, staff can utilize restorative chats or conversations to address harm done and provide a plan to make things right, as well as hold re-entry circles with teachers, administrators and student to create a plan for the student to be successful after completing the DAEP assignment, or after multiple ISS or OSS consequences. Approximately 60 - 120 students will benefit from this initiative each year. Activities will be conducted in the restorative space during school hours, ensuring accessibility and support throughout the day. This project is designed to positively impact student learning by fostering a supportive and inclusive school environment. Through restorative practices, students will develop essential social skills, such as empathy, communication, and conflict resolution, which are crucial for both their academic success and personal growth. We anticipate that these enhanced skills will lead to improved behavior, increased academic engagement, and overall better performance in school. This project is in alignment with the Crosby ISD District Improvement Plan and its Portrait of a Graduate initiative. The effectiveness of restorative practices, utilizing mindfulness techniques and social skill activities in enhancing student outcomes is well-documented. Research shows that schools implementing restorative approaches experience reduced disciplinary incidents, improved student-teacher relationships, and better academic results. According to the International Institute for Restorative Practices, these methods contribute to a more positive school climate and decreased disciplinary referrals. Additionally, studies on mindfulness and social-emotional learning demonstrate their benefits in improving student focus, emotional regulation, and academic achievement (Durlak et al., 2011; Greenberg et al., 2003). In our District's experience, the utilization of restorative tools within the classroom have resulted in a significant decrease in office referrals and have assisted in improving student-teacher relationships, peer relationships, and overall positive climate and culture. Crosby Elementary School (1st -3rd grade) was the first campus to pilot these tools and received recognition by the Texas Education Agency for its work with implementing restorative practices in 2022-2023. At this time, there is sufficient data for Crosby Elementary (whole campus), Barrett Elementary (grades 4th - 5th), and Drew Elementary School (3rd - 4th grade) to receive recognition by TEA for 2023-2024. In summary, our project aims to enhance student success by implementing restorative practices that build on our school’s strengths and address behavioral challenges in a positive and supportive manner. By creating a dedicated space, providing targeted training, and developing engaging activities, we seek to foster a nurturing environment that supports both academic and personal growth, aligning with the district’s mission and improving overall student outcomes.
Restoring Harm and Repairing Relationships to Reduce Recidivism in Discipline Settings - Richard, White, Haynes
Item #1038
$1,194
Value:
priceless