Circle Forum with Restorative Resolutions

What’s the impact of staff absenteeism on students? The post-COVID environment has led to an increase in staff absences, affecting student learning and continuity. Our guest this week is Peter Jory, Superintendent/CEO of Qualicum School District in British Columbia.With fewer consistent adult figures, students may struggle to form stable relationships and stay engaged in their studies. This week we discuss why a stable staff presence is crucial for student well-being and how administrators can mitigate the impact of absenteeism on their schools.This episode is all about reimagining school culture to address attendance issues in a post-COVID world. We discuss how traditional punitive measures no longer serve schools well. We explore how fostering strong communication and connection between schools, families, and students can create a positive environment where students feel valued, engaged and cared for.

As a new principal or vice-principal, you're not just leading a school—you're guiding an entire learning community. Amy Newman, Principal of Newport Elementary in Surrey, British Columbia, talks about how educational leaders can facilitate continuous learning among staff and students. She talks about best practices for sharing knowledge, connecting educators with resources, and fostering an environment where growth and innovation thrive. From fostering a sense of belonging among students and staff to building strong relationships with families, you'll learn practical tips to cultivate a school environment that nurtures growth and respect.

Transitioning from teaching to a leadership role like principalship is a pivotal shift, requiring a new set of skills and priorities. This week is part 2 of 3 conversations with Amy Newman, principal of Newton Elementary in Surrey, British Columbia.  She explores this transition in depth, providing insights on balancing the diverse needs of students, staff, and families while fostering a positive school culture. Join us as we delve into effective leadership strategies, relationship building, and creating a collaborative environment in schools.

1. Effective school leadership involves intentional relationship building and community engagement. In our 3 part podcast, Amy Newman, principal of Newton Elementary in Surrey , British Columbia, highlights the importance of principals creating space for professional conversations and modelling community-building activities. By facilitating collaborative discussions and engaging in group activities, school leaders can foster a sense of belonging and mutual respect among staff members. Additionally, Newton emphasizes the need to lead by example, promoting a culture of continuous learning and encouraging professional growth. This approach not only enhances the sense of unity within the school but also contributes to a more supportive and effective educational environment.

Our podcast this week features Dawn Wemigwans Principal of St. David's Catholic School in Sudbury, Ontario. In this entertaining conversation, Dawn shares invaluable advice for new principals and vice principals, shedding light on the evolving landscape of educational leadership. New school principals can learn how adopting a circular leadership style, prioritizing soft skills, and fostering inclusivity can transform your school into a thriving community hub.

Welcome to our 10th Season of CircleForum(over 144 episodes so far) where we’re asking school leaders to share their advice for new principals and vice-principals. This episode we welcome Dave Johnson, VP of SD23 Watson Rd Elementary Kelowna, British Columbia, sharing his journey and wisdom gained from leading with empathy and humility. Dave tells the story of of a journey building an anti-racist school community as he responded in his role as VP to a situation on the yard regarding a racial slur. We explore the transformative power of building trust, fostering inclusivity, and leading with a learning mindset.

Principals can ease teacher stress by discovering the importance of curiosity in conversations with staff.   Restorative questions can be as simple as: “What’s been happening with……?How’s that affecting you?  What’s been the hardest thing for you? How can I help? What’s needed next?” Have the next staff meeting in a circle.

Directors and superintendents support for school based leaders like principals and vice-principals can do a lot to ease their stress.  Consider how those regular principal meetings can be a catalyst for stress relief? Restorative questions can be a simple and effective way to check in with principals.  Take a trauma informed restorative practice into intentional conversations with vice-principals too.

What can school leaders do to alleviate the immense stress on our educators? This episode explores the power of listening, asking great questions, and creating a space for teachers to share their experiences. Discover 3 of the HOW TOs of restorative practices and a trauma-informed approach that can transform your school

New research and a new theory highlighting the pivotal role of independence in the mental health crisis among teenagers. The conversation revolves around the challenges adolescents face when it comes to decision-making and autonomy. Join us as we explore the impact of persistent helplessness, hopelessness and the crucial role restorative practices can play in reshaping the narrative from doing FOR to working WITH. Restorative approaches will impact the HOW TO  for educators and parents as they support youth mental health.

Key terms: mental health, teens, restorative practice, learned helplessness, hopelessness, trauma informed, leadership, teaching

Tune in to our podcast as we delve into the top concerns capturing district leaders' attention in 2024. The challenges are undoubtedly familiar:

1. student well-being 
2. teacher turnover, 
3. Student academic recovery and educational data interpretation 

There is transformative potential in restorative practices as it amplifies student voices and addresses teacher retention concerns, shaping a more inclusive and responsive educational environment. 

Secondary student absenteeism is a concern in all school districts.  We’re working with one district to use restorative conferences for student attendance.  It takes courage to be open and vulnerable to something new and something that is scripted.  And it works! The restorative conference for attendance moves the conversation from compliance - we expect you to be here and here’s the consequence for not attending - to a collaborative problem solving approach - each one of us has a role to play in student attendance and a responsibility for a plan of action to address absenteeism.  It takes preparation and planning, a scripted restorative conference then a follow up to the agreed upon actions.

Attendance data drives the changes.  With the data we were given, our research did not show a statistical difference between students engaged in the intervention ATSA:TWO by TEN and the control group.  And yet we heard some terrific stories of collaboration behind the data.  One participant said ‘very early in our learning, we had talked about the checklist for absenteeism and the protective and risk factors. So we had brought that to our staff meeting We had shared that as part of a resource that we would want to incorporate into our attendance folders (in order) to help us for those targeted students identify, what are the risk factors and the protective factors that those kids are struggling with? And then that allowed us to better understand those particular students and their needs and how we could support them.” And there are many more stories worth reading!

Educational research on attendance in Northwestern Ontario provides school administrators with an understanding of the multifaceted challenges surrounding the implementation of educational research and restorative practices. Emphasizing the critical need for flexibility in timing and the integration of research initiatives within annual school plans, this podcast navigates the complexities of technology utilization and data reporting, underlining the pivotal role of fostering meaningful connections within educational communities. The first of a four part research report is a valuable resource for educators seeking to address student absenteeism and cultivate a nurturing learning environment using restorative practices.

Welcome to another episode of our podcast, where we unravel the pressing concerns within the realm of education. In today's installment, we shine a spotlight on a topic that's sending shockwaves across the continent: the mysterious disappearance of students from classrooms. This isn't just an US phenomenon; Canadians are grappling with it too.

We kick off with a poignant story of an 11-year-old boy who felt so unsafe at school that he stopped attending altogether, leaving his mother feeling powerless. Join us as we delve into the crucial matter of school safety and its role in bringing students back. Moreover, we explore the lingering effects of the COVID-19 pandemic, where students were taught that learning from home was not only viable but sometimes preferable. How do we now convince them that returning to school is the better way? It's a conundrum that affects not only students but parents, teachers, and entire communities. Stay tuned as we unpack the layers of this complex issue.

Here’s a link to the Toronto Star article

https://www.thestar.com/news/world/united-states/millions-of-kids-are-missing-weeks-of-school-as-attendance-tanks-across-the-us/article_d01d35b2-c794-586d-ada2-9d1f92ec4f5d.html

Get ready to explore the pressing issue of kindergarten absenteeism in our latest podcast episode. Shelley,Steve, and Stan  are your guides on this educational journey, as they discuss the challenges and solutions surrounding kindergarten attendance post-COVID-19. Discover why some families are hesitating to send their kids to school and how a shift from a punitive approach to a collaborative, restorative one is making a difference. Don't miss this engaging conversation that sheds light on the importance of building connections and fostering a sense of belonging in early education. Tune in now for insights that can reshape the future of education!

Welcome to another episode of our podcast. I'm Stan, joined by Shelley and Steve, and today we're delving into a topic that's been making headlines recently: chronic absenteeism among students. In Season 8, Episode 5, we tackle the critical issue of too many kids missing school and explore how schools can bring them back into the fold.

It's a problem that touches the heart of education, and we're here to dissect it. We'll be unraveling the suggestions from a recent news article on how to address this issue effectively. From talking directly to families to avoiding punitive responses, there's a lot to discuss. So, whether you're an educator, a parent, or simply someone interested in the dynamics of the education system, this episode is packed with insights you won't want to miss.

Here’s the link to the news article 

https://news.yahoo.com/too-many-kids-are-chronically-absent-how-can-schools-bring-them-back-153547903.html?guccounter=1

It’s tough to have conversations in schools today when it often feels like it’s not safe to do so. Yet we need to be able to talk together, share opinions and give each other opportunities to consider challenges to our way of thinking.  The article from Education Week “Why can’t we talk with each other any more?” evokes our conversation this week about how restorative practices can create safe spaces for a school culture which can hold opposing views. Restorative practices encourages us to slow down our thinking, to ask questions that makes one think, to discern information and to adopt an attitude of curiosity

Welcome to a thought-provoking episode of our podcast, where we dive deep into the intricate web of relationships within the world of education. In this episode, How Not Having a Teacher Contract Affects Relationships in School," we're exploring a topic that's been making waves in Ontario and beyond – the absence of teacher contracts.

Imagine a school where the rules of engagement between teachers, administrators, parents, and students are in flux, where uncertainty hangs in the air, and where relationships are put to the test. Our hosts, Stan, Steve, and Shelley, share their experiences from both sides of the teacher-administrator divide, shedding light on how contract disputes can cast a shadow on the school community. They discuss the innate adversarial nature that often emerges in such situations and the profound impact it has on everyone involved. So, if you've ever wondered about the ripple effect of labor disputes in education, buckle up for an eye-opening conversation that explores the importance of fostering resilient relationships, even when times get tough.

“1. What do you look forward to when you come to work each day?

2. If you were to consider leaving this position, why would that be?

3. What factors may trigger a departure?” (Elizabeth Heubeck in EducationWeek) These are terrific questions to initiate meaningful conversations with staff in September and October. 

Intentionally  investing time in your teachers and your staff can help to retain them in their positions. Recruitment and retention of teaching staff after Covid-19 pandemic has become increasingly challenging. Where we vary from the author’s article is in our recommendation for an inclusive rather than exclusive Stay Interview process.  Using a Fair Process of Engagement, Explanation and Expectation Clarity (Kim and Maugborgne) builds connections around why people stay working with you in school and helps to plan for ways to increase staff retention.

Read the article here 

Many schools and districts initially involved in restorative practices have let it slide.  Here’s a discussion of research which underscores the value of a relational approach to education by fostering belonging and transforming schools.  The 6 year study of 485 California middle schools shows increased student achievement, reduces suspensions and reduced disparities between groups. The recommendations include:

1. Incorporate indicators of exclusion, restorative practices, and school climate into continuous improvement and accountability systems
2. Secure buy-in from school staff and community members. 
3. Invest in ongoing education and support for all staff to develop restorative mastery and to expand access to restorative practices among all students. 
4. Provide long-term investment and support for restorative practice implementation. 
5. Replace zero-tolerance policies and punitive discipline frameworks with relational approaches. 

Read the research here

“Wake up!”  Steve tells a story about how a school responded to a student with special behaviour needs.  She fell asleep in class every day.  It took staff who had made a connection with her to figure out the “why” behind the behaviour.  Many staff thought that there should be punishment because “we can’t have kids sleeping in class!”  Steve took the time to use a Fair Process to engage, explain and set the expectation clarity for the staff with a helpful amount of information.  That led to greater understanding and acceptance of what this student needed.  When faced with unusual behaviour or situations it helps to :

Slow down

Be Curious

Ask great questions.

It strikes us in a way that sets off a hot button reaction.  There are adults in schools, parents in the community and students in class that can set off the reaction.  Knowing and recognizing this for what it is, our reaction, can help make connections with others.  Use restorative questions as a response.  Ask something like “what do you need right now?” Consider whether it’s the timing or the location that’s setting you or someone else off.  The better the relationship with the people you work with the better your reaction to others can be.

The complexity of student needs underlying attendance concerns requires new responses from schools and community agencies.

1. Agency work is done in silos
2. Absenteeism is a symptom of deeper issues and concerns
3. Government mandated collaboration can bring various agencies to a common table
4. Schools often do things TO other agencies
5. School district level interventions needed
6. Telling other agencies what their job is does not create good partnerships
7. Student meeting formate change - Figure out what the student needs from your agency perspective THEN decide who can help with what

Every school is a busy place all the time!  It’s true that there’s no month of the year that isn’t busy with something.  Instead of just reacting, proactive changes can be made in small increments.

• One teacher started restorative circles in March
• Another teacher increased talking time with students as the spring time got busier
• Ask “what happened?” Instead of “Why did you do that?”
• Pressure builds on everyone to get work done and assessed
• Anxiety rises for students facing a summer without the stability of school
• For educational assistants, take the small step of changing a question
• For teachers, go outside and have a circle in the shade
• For Ps and VPs, get outside and meet the students, teachers and parents

When educators discover some of the reasons behind student absenteeism, it can seem like the problems are insurmountable.  One of the best things to do is recognize your own role in support student attendance since everyone at school plays a role.

2:46 You never know the impact you’re having

3:34 Listening makes a difference and is more than “just” listening

4:43  They won’t care what you know till they know that you care

6:10. Maya Angelou - “People will forget what you said.  People will forget what you did bu people will never forget how you made them feel.”

7:11 story of a teacher who drew a Y to illustrate the turning point for a student

8:15 Little things can make a big difference

9:01 Story of an unknown impact on a student until years later

Talking about student attendance requires regular reminders to staff.  How about using your current memos or newsletters to make it a monthly discussion in the staffroom?  In this podcast we discuss some simple attendance tips that can be part of your conversations.

1:23 Greet students at the door of the classroom.

2:18 Address students by name

2:33 Have a weekly attendance update for staff.

3:36 Welcome students back after absences

4:03 Set the tone of welcome in your classroom.

7:22 Set an intention to make a sunshine call to each parent in your classroom.

7:46 Find out 2 new things about each student.

9:11 Use an attitude of curiosity when teaching.

9:50 Ask good questions that don’t blame or shame.

Parent voice needs to be included through a variety of channels that are formal and less formal.  

1:44 School climate surveys

4:00 Parents will come to meetings about topics that are important to them

5:34 Proactively design the questions for consideration.

7:57 Plan time for conversations with parents

9:06 Ask open ended questions like “What are 3 stars and a wish that you have for our school?”

There are a lot of people at school who have information about a student or family that’s not connected or engaged.  It’s important to make connecting the dots of information a priority.

0:23 Starts with a school leader asking the question about who’s NOT connected

2:33 Involve the staff in addressing the question

4:46 Redraft staff meeting agendas to include topics like families that aren’t connected

6:30 Set up the question for the staff meeting beforehand, for example, “how might  we best engage  families that are not connected to our school?”

9:01 Shape the conversation by making family connections to school a priority for everyone

Find out more about how to use restorative practices when building relationships and connecting with families.

Dealing with parents in difficult circumstances takes skill and practice.  The good news is that everyone can learn to get better at being firm and fair.

2:02 Start by de-escalating the situation

2:50 Acknowledge the upset parent with head nods and eye contact

6:10 Check your tone of voice and body language

6:51 Model and practice, model and practice again.

7:20 Fair process starts with Engaging parents, giving them an opportunity to have a say.

Protective factors are those things that mitigate concerns regarding student attendance and help promote coming to school.  It starts with identifying the protective factors with which parents are most engaged.  Here are a few:

1. Academic support for learning at home
2. Motivational support for learning
3. Availability of educational resources
4. Parental monitoring

4:03 Parents may not know how to do this so educate and inform.

5:35 Parents have varieties of priorities to consider for their children.

10:38 Provide messaging to support parents in their parenting

11:15 Promote family and parenting workshops that are of interest to the families.

12:13 Principals are leaders in facilitating the conversations that include protective factors.

Find out more about how to use restorative practices to build protective factors with parents. 

Conversations about student attendance issues are filled with complexity and it all starts with attendance data.  How do you get attendance to be part of the discussions in schools?  How does attendance impact achievement?  What are the changes we can measure?  Who’s the point person for attendance at school or in the school district?  Sharing attendance data with school and district staff each have a role to play in student attendance.  What’s been shared with the community agencies to get their participation to address the underlying causes of absenteeism?

Talking with parents can be challenging especially when the topic is their child’s absenteeism. Don’t make attendance your first or only contacts with parents! Get to know them and ask questions that are open and curious. Restorative questions don’t judge others and lead to conversations not conclusions. It’s not always easy and we may feel judged as educators! Change your questions to build relationships rather than confront about an issue.

Questions like “What happened? What do you think? Who’s impacted by this and how? What’s the hardest thing for you in all of this? What do you think needs to happen next?”

“I am so busy that I don’t have time for this! Besides, how can I use restorative questions during my busy day?” It’s one of the questions we often hear from educators. And schools are very busy places so setting an intention to make some small changes in your language and questions can make a big difference. Integrating questions like “What’s happening?” Or “What do you think?”  can invite better conversations. Simple.Practical.Effective. That’s what we like in a busy school!

The most severe and chronically absent students need a community surrounding them to address the issues that impact their attendance. It’s not an easy thing to do yet is essential and can benefit from a restorative approach as you’ll hear in this week’s podcast CircleForum.

By itself, restorative practices does not do it all! The research shows some positive change in reducing suspensions. The recommendations coming out of this research are worth a second look. Shelley, Steve and Stan discuss how the complexity involved with attendance, suspensions and achievement require complex responses.

Student achievement and attendance are improved by the non-academics of social emotional learning and character education. Using a restorative lens, Shelley, Steve and Stan discuss the many positive in this program, things like interactive discussions.

“Using school-level archival data, analyses comparing change from baseline (2002) to one-year post trial (2007) revealed that intervention schools scored 9.8% better on the TerraNova (2nd ed.) test for reading and 8.8% on math; 20.7% better in Hawai‘i Content and Performance Standards scores for reading and 51.4% better in math; and that intervention schools reported 15.2% lower absenteeism and fewer suspensions (72.6%) and retentions (72.7%). “

To say that attendance is complex is to state the obvious. Shelley , Steve and Stan discuss how a restorative process can develop student voice, parent voice and a fair process in addressing student attendance. One size does not fit all so it’s important to determine the reasons behind the attendance behaviour. A circle process which has great questions and focusses on listening goes a long way.

“School absenteeism (SA) is associated with anxiety, depression, and disruptive behavior. It is a risk factor for academic difficulties and school dropout, which predict problems in adulthood such as social, work-related, and health problems. The main goal of this study is to examine the initial effectiveness of a modular transdiagnostic cognitive behavioral therapy (CBT) intervention (Back2School) for increasing school attendance and decreasing psychological problems, relative to a comparator control arm (treatment as usual [TAU]).”

Using Restorative Practices, communication with middle school and high school parents is all about building a partnership relationship with school and home. The research on these early and timely ALERTS shows improvement in student attendance. From our perspective, it adds to good conversations and connections.

“ABSTRACT We partnered a low-cost communication technology with school information systems to automate the gathering and provision of information on students’ academic progress to parents of middle and high school students. We sent weekly automated alerts to parents about their child’s missed assignments, grades, and class absences. The alerts reduced course failures by 27 percent, increased class attendance by 12 percent, and increased student retention, though there was no impact on state test scores. There were larger effects for below-median GPA students and high school students. More than 32,000 text messages were sent at a variable cost of $63.