Austin ISD Circles Up!

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This image represents a harm-focused, reactive approach popularized by the Criminal Justice System. Austin ISD is taking a proactive, education-focused whole child, whole adult, whole community approach to Restorative Practices. #RPAustinISD

Austin ISD is planning for a Culturally Responsive Restorative Practices (RP) approach in its schools. The district recognizes  the need to address systemic inequities and improve campus climates and cultural proficiency. The faculty, staff and administrators in the Akins vertical team, for example, have received basic training in Culturally Responsive RP to begin their restorative journey. Other schools around the district are exploring community-building circles in classrooms and with faculty and staff to deepen connectedness and build campus culture.  So what exactly are Culturally Responsive Restorative Practices, and how do they fit into our district’s push to increase student voice, close achievement gaps, and address disciplinary action inequities?

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In Austin ISD, Culturally Responsive RP are rooted in these Core Assumptions for the whole child and whole adult:

THE TRUE SELF IN EVERYONE IS GOOD, WISE AND POWERFUL

The core self may not be reflected in how people behave, but beneath the masks we adopt is a deeper, healthier self.

THE WORLD IS PROFOUNDLY INTERCONNECTED

What we do to others, we are also doing to ourselves although we may not always be aware that this happening.

ALL HUMAN BEINGS HAVE A DEEP DESIRE TO BE IN GOOD RELATIONSHIP

All people want to love and be loved and all people want to be connected.

ALL HUMANS HAVE GIFTS; EVERYONE IS NEEDED FOR WHAT THEY BRING

All gifts are indispensable to the well-being of the whole.

EVERYTHING WE NEED TO MAKE A POSITIVE CHANGE IS ALREADY HERE

There are rich reservoirs of talent and wisdom within our communities waiting to be accessed.

HUMAN BEINGS ARE HOLISTIC

There is a connection between the mind, body, and spirit in all that we do.

WE NEED PRACTICES TO BUILD HABITS OF LIVING FROM THE CORE SELF

We need practices which help us connect to our core self so we can live in alignment with our values and build healthy relationships in families and communities.

Adapted from: “Heart of Hope Resource Guide” Suffolk University, Center for Restorative Justice Carolyn Boyes-Watson and Kay Pranis 2009

 

Because the very nature of Culturally Responsive Restorative Practices is doing it with, rather than to, an individual or community, schools exploring RP are introducing it authentically in ways that best serve that campus. Community circles are generally done with a centerpiece, to focus thoughts and words, and a passed-around talking piece, to hold space for equity of voice. However, circles can look lots of different ways!  Here are some pictures of how Restorative Practices look around our district right now.

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Ms. Polk facilitates a circle with 7th graders in her classroom at Martin Middle School.

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Secondary and elementary staff from the Discipline Alternative Learning Placement campuses debrief a professional development activity in community circles.

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Staff from the Akins Vertical Team model a community circle during an RP training (for the whole vertical team!)

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Ms. DeLaTorre at Walnut Creek Elementary facilitates a circle with her 5th graders.

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Though these pictures are from all around our district, every one of them shows people talking to each other in circles. The circle is the hallmark of Culturally Responsive Restorative Practices, which is rooted in the ancient indigenous tradition of forming circles to communicate effectively in community. Austin ISD is exploring a whole school, whole child, whole adult Culturally Responsive Approach to Restorative Practices. Although circles are the most visible piece of the process, restorative practices is #MoreThanCircles. Restorative practices provides a framework that helps us create a school culture and climate that is safe, welcoming and inclusive. The AISD Social and Emotional Learning team supports Culturally Responsive RP community-building circles. We are excited about the deep Restorative Practice work beginning in Austin ISD, and look forward to seeing it serve the social and emotional needs of all our students and staff! We are #AISDProud that we are continuously working on #AISDEquity!

Check out this Restorative Practices Twitter chat from December 2016 to experience part of the larger, real conversation that is helping to move our Culturally Responsive RP journey forward. For more information about Austin ISD Culturally Responsive Restorative Practices, contact Angela Ward (cultural.proficiency@austinisd.org), who collaborated on this blog post!

 

#AISDProud of #AISDPride

Last week (Oct. 10th-14th), Austin ISD celebrated its annual AISD Pride Week, timed to coincide with National Coming Out Day on October 11th. Once again, schools from all over our city showed up to celebrate and honor the LBGTQ+ faculty, staff, students and families that are members of our vibrant education community!

The Akins High School Gender and Sexuality Alliance (GSA-formerly Gay Straight Alliance) started mass producing ally stickers and buttons for distribution across the entire campus!

Reagan High School teachers and students filled the #AISDPride photobooth in the library.

Consuelo Mendez Middle School students created a pledge committing to help generate a safe, respectful, and welcoming environment for all, and got as many of their peers to sign it as possible–resulting in hundreds of signatures collected and courtyard lunch privileges! 8th Grader Corey collected 74 signatures just by himself.

Cowan Elementary made a welcoming billboard full of love for the school community…

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And Patton Elementary had their own bilingual display of love and welcome!

These four schools are just a few glowing examples of how AISD showed our pride!  Twitter blew up with all kinds of celebrations of AISD Pride Week:

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We are #AISDProud of our school district working to serve and celebrate our whole community in all its beautiful diversity…#AllMeansAll!

Students Working to End Bias and Hate All Over Our District!

It so happens that Austin ISD is the largest Anti-Defamation League No Place for Hate district in the entire country. All 130 schools have planned, completed, and documented intentional student-led activities designed to raise awareness around bias, bullying, and prejudice, and to build a positive school culture of inclusiveness and safety. Students from pre-kindergarten through high school seniors have participated in these opportunities to increase the peace.  Here are just a few examples of how some schools have declared themselves No Place for Hate!

Kealing and Lamar Middle Schools have both created lessons to bring attention to bias and microaggressions.  Their work to bring attention to these issues on a local, campus level is the first step toward addressing bias, prejudice and racism on a societal level.  Here’s a video from Lamar Middle School with AVID student-generated examples of microaggressions that was included in an SEL lesson for the entire campus:

Kealing Middle School asked students to think of microaggressions they had heard or experienced as well, and then invited students to think of assertive ways to address the microaggression:

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At Zilker Elementary, students participated in a March Forth for Peace on…you guessed it! March 4th! The parade was a culminating event organized by the Zilker counselor, Ms. Vreeland, celebrating lessons that the students had learned about friendship, empathy, and being an ally.  The whole Zilker community sang a special peace song led by music teacher Ms. Garcia, and students decorated t-shirts and posters to show their spirit of peace!  Every single teacher, student, and hundreds of parents Marched Forth for peace that lovely spring day.

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McCallum High School had a week-long “No Hate” campaign involving a t-shirt logo contest, a “just be you” photo booth, No H8 face painting at lunch, and the reading of a student-generated play about issues faced by LBGTQ+ students for the whole faculty (in partnership with Creative Action‘s Outside the Lines project). In one way or another, every student and faculty member participated in building and celebrating McCallum’s welcoming culture!

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Travis High School students planted a peace garden in a courtyard, and had everyone on campus sign the ADL Resolution of Respect.  They created a visual symbol of the Resolution using hundreds of handprints and posted it on a long window in the cafeteria, showing off the solidarity of their learning community with panoramic stained glass effects!

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They also hosted a Peace Through Pie event (and pie eating contest!), and this year it was attended by the founder of the Peace Through Pie movement!  Like Lamar Middle School’s similar Peace Through Pie evening, it commemorates Dr. Martin Luther King Jr.’s birthday and seeks to build peaceful community ties through sharing pies of all kinds.

AISD Short Peace Thru Pie 2015 from Austin ISD TV on Vimeo.

Finally, Bowie High School planned and carried out their own No Place for Hate parade, and a student documented the campus-wide event in this inspiring video…

Jillian Bontke, the Anti-Defamation League’s Austin Education Project Director, shared feedback from educators around the district about the impact Social and Emotional Learning and No Place for Hate has had on their campuses:

No Place for Hate, in combination with SEL lessons, positively impacts our campus by raising awareness of biased behavior, increasing ally behavior, and decreasing name calling.

–O.Henry Middle School Teacher

Our campus has worked hard to create a positive climate through social emotional learning and explicit teaching about self regulation and the brain.  However, No Place for Hate has brought our climate to a new level of acceptance in and around our community.  Our focus this year has been on empathy.  I knew our school had very strong skills in providing empathy to our peers and teachers; however, I had not anticipated such growth in empathy for our community, including dispelling stereotypes in our community and developing empathy for those in our community experiencing homelessness.

–Cunningham Elementary School Teacher

Students have been exposed to SEL for several years now and the additional activities they are involved in for No Place for Hate enhance so much of the learning that goes on through SEL. It actually gives them more hands on opportunities to practice skills.

–Mollie Dawson Elementary School Counselor

No Place for Hate reminds student of what they are learning during their SEL lessons and counselor lessons. The activities reinforce kindness and inclusiveness and have the ability to impact the entire school – reinforcing the same message across grade levels.

–Zilker Elementary School Counselor

No Place for Hate is a good supplement to SEL and both are really supported by our administration this year.  Kids are reminding each other to be kind, be positive, breathe deeply, support each other.

–Pillow Elementary Counselor

I feel that NPFH has really benefited Dobie, and I truly even feel that it has improved our students writing skills! The thought provoking topics the students talk about and  the Social Emotional Aspect and writing about their feelings, really helps them to express themselves through words.

–J. Frank Dobie Early College Preparatory Academy Counselor

No Place for Hate, in combination with SEL lessons, positively impacts our campus by raising awareness of biased behavior, increasing ally behavior, and decreasing name calling.

–O.Henry Middle School Counselor

[We have seen a] decrease in name calling and teasing report, [and an] increase in kind acts and helpfulness, we were designated as a SEL Model Campus due to the positive social and emotional skills our students consistently show.

–Robert E.Lee Elementary Counselor

Students and teachers have reported feeling more like a family. Our staff and student body is closer than even and there is a feeling of pride and excitement as you walk the halls in our school. Some of our 5th graders have reported having new friends and talking to more peers in their classroom – not just those peers who were previously in their “cliques.” Every 3rd Friday of the month, we now recognize two students from each grade for demonstrating their SEL skills because we have noticed that students are showing respect, kindness, and responsibility around the school. We connect these acts of maturity to SEL and No Place for Hate because these two programs have educated students and helped them become better members of our school community.

–Edward L. Blackshear Elementary School Counselor

 

We are sure #AISDProud of our district’s national No Place for Hate status.  Teachers, administrators, parents, community members, and students are working hard to create welcoming, inclusive learning environments every day. Onward to an increasingly peaceful future!

Real Teachers Talk Part II: Spring Semester SEL

Austin ISD is chock-full of passionate, compassionate, talented educators bringing Social and Emotional Learning to their students in every part of our fair city, every single day. Last time on the blog, two amazing teachers from Bedichek shared their insight on the importance of intentional self-care during the stresses of the spring semester.  Today, seven more outstanding teachers lend their thoughts and practices from around the district.  They are all at different schools in different capacities, and they have this in common: they know their students, and they know SEL!

Mr. Howard, 6th-8th Grade Math Teacher, Learning Support Services

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Mr. Howard works one-on-one with students experiencing long-term in-school suspension, teaching math and being a strong, positive, compassionate adult connection. He works hard to engage with each student authentically, so that their relationship facilitates lasting learning. He says that he does his best to stay relaxed and focused on one task at a time, so that he doesn’t get overwhelmed.  “I try to know about and anticipate obstacles and challenges, so that I can make a response plan,” he says.  “You can’t always predict what’s going to happen, but thinking through some possible responses to challenges that may arise helps me avoid feeling worried and reactive. This allows me to stay calmly focused on my students.”

Ms. Williams, 3rd Grade ESL Teacher, Linder Elementary

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Ms. Williams is a big fan of the Peace Area, a special place in classrooms where students can choose to go to manage strong emotions, resolve interpersonal conflicts, or just take a self-care break.  Many teachers like Ms. Williams have experienced professional development dedicated to the creation and effective use of Peace Areas in the classroom environment, and she even has one she can take with her wherever her students might end up!  “The Peace Area is a great tool to use in de-escalating and problem solving. I grab it and take it with me as I’m walking out the door with the kids. Since it’s portable I can bring it to recess or other places. It’s just a wonderful tool for me to use when modeling [social and emotional skills] for the kids.”

Peace Areas often contain soft stuffed animal friends, squeezy stress-balls, “calm down” bottles full of slow-settling glitter to watch, pictures of faces for emotion identification, paper and art supplies for self-reflective writing or drawing, and many other creative ideas for peace-making.  Many include a “peace path” and conflict resolution script for students to practice interpersonal assertive communication.  

Mr. Light, 9th-12th Grade English Language Arts Teacher, Alternative Learning Center

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Mr. Light covers his desk and classroom in quotes from famous folks addressing kindness, self-efficacy, and inspiration for learning. One in particular, from Oscar Wilde, serves as an important daily reminder: “Life is far too important to be taken seriously.” He builds and draws on his sense of gratitude as a self-care practice. “When the everyday drudgery settles in, when students become ‘snarky’ and push the buttons they know so well, when the work seems to keep piling up and you might wonder, What am I doing here? . . . These are the times to remember to set your mind on the bigger pictures (your dreams, your passions) and not merely what is in front of you. It helps you remember to enjoy life and to be thankful. It helps you remember to enjoy your students and to be thankful for them. It helps you. It helps them.”

Ms.Gandomi, 2nd Grade Teacher, Blackshear Elementary Fine Arts Academy

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Ms. Gandomi has found ways to weave her Social and Emotional Learning knowledge straight into challenging learning experiences for her scholars. “Subtraction with regrouping was really frustrating my students. I needed to find a way to teach my students to be kind and patient with themselves,” she says. “I created a lesson to teach them a more positive approach toward learning. First, we had a class discussion about neuroplasticity and my students learned how neurological pathways develop in the brain as we learn something new. This was a game changer! My students got excited when a lesson or strategy was difficult because they knew their brains were growing. I have overheard my students say, ‘This is hard! It’s okay because I’m creating a new neuropathways in my brain!'”

Neuroplasticity is the process by which the brain physically grows and changes in response to learning new information and trying new things.  Many teachers in AISD have participated in professional development around neuroplasticity and growth mindset, helping their students foster intellectual resilience and positive self-talk to help work through challenging learning experiences.

Mr. Sikes, 8th Grade Math Teacher, Fulmore Middle School

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Mr. Sikes makes sure his students feel safe and welcome in his classroom by teaching about stress management, and also by helping each student feel heard and seen. “I like to show my kids what types of stress triggers I have during second semester and how I know to read my bodies warning signs. We can’t avoid stress, but how can we cope with it when it arises?”  Mr. Sikes teaches from all parts of his classroom, checking in and reinforcing connections with each young person as he moves between the groups of seated students. “There is a lot of [student change and movement] as well at the beginning of a semester, so we take time every week to reintroduce ourselves and share things about ourselves that makes us unique, so that all students feel heard and valued no matter how ‘new’ they are to the school, or city, or state.”

Mrs. Roberts, 4th Grade Science Teacher, Widen Elementary

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Shown here among emotion identification words and steps for calming down in her classroom, Mrs. Roberts takes time each day to take care of Social and Emotional Learning business before getting down to the business of learning science. “SEL allows me to internalize and model emotional management skills throughout the school day, and transfer those to the kids,” she says. Like many teachers throughout AISD, Mrs. Roberts is skilled at using SEL concepts and practices to maximize learning time. “I love the rituals of Morning Meeting and breakfast in the classroom and the sense of community it instills. Words can’t describe how beautiful it is and the impact it has on our community.”

Mrs. Lozano-Studstrup, 6th Grade English Language Arts, Mendez Middle School

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Mrs. Lozano-Studstrup works hard every day to create a warm, engaging, culturally-relevant, connected learning environment.  Student work and drawings adorn the walls, and each class’ social contract is prominently displayed. A large portion of her classroom is dedicated to a cozy space with a bookshelf full of diverse books, a colorful floor lamp, and a comfortable area rug primed for the unhurried enjoyment of reading for fun. “I love my students, and I try to connect with each one of them every day they are with me,” she says. “I try to make sure each of them feels seen and heard and valued. When students feel safe and connected, that’s when authentic learning takes place.”

These amazing educators represent how Social and Emotional Learning is infusing lessons, classrooms, practices and schools across our district. To all seven talented teachers who shared their faces, expertise and insight for this post, thank you! With your dedication, compassion, and unique style, you are demonstrating the very best of SEL and Austin ISD!

Winter Celebrations!

Human beings love to celebrate–in fact, it’s critical to our well-being and good for our brains. From the very beginning of civilization, we humans have found cause to celebrate around the time of the winter solstice. Indeed, between the end of October/beginning of November, all the way through the end of January (in the northern hemisphere; June-July in the southern hemisphere), there is a high concentration of celebrations, holidays and religious observations from most of the world’s religions and cultures.  Many of these involve families, friends and communities coming together around food, light, and love. We’ve generally heard of some big ones, like Christmas and Hanukkah–what other celebrations are observed around the world?

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Muhammad’s Birthday, or Eid Milad ul-Nabiis celebrated by many Muslims.  Because the Islamic calendar is lunar and days are measured from sunset to sunset, dates vary from year to year. In 2015, the Prophet’s Birthday was celebrated on January 3rd, and in 2016 it will fall on December 12th. Observances of this holiday range from quiet meditation and prayer to exuberant parades and parties. Some Muslims choose not to celebrate this holiday at all, and in some countries it’s a national holiday.

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Kwanzaa was established in 1966 by Dr. Maulana Karenga, a professor at California State University.  It has roots “…in the first harvest celebrations of Africa from which it takes its name. The name Kwanzaa is derived from the phrase ‘matunda ya kwanza’ which means ‘first fruits’ in Swahili, a Pan-African language which is the most widely spoken African language.” Kwanzaa is a cultural holiday celebrated by African-Americans and Africans worldwide from December 26th through January 1st, and often involves family gatherings, home-made food, and meaningful gift exchanges. It was created to reinforce and celebrate the traditional African values of:  Umoja (Unity), Kujichagulia (Self-Determination), Ujima (Collective Work and Responsibility), Ujamaa (Cooperative Economics), Nia (Purpose), Kuumba (Creativity), and Imani (Faith).

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Soyal (or Soyalangwul) is a major winter solstice celebration and feast observed by the Native American Hopi and Zuni people of the Southwest. It starts on the shortest day of the year in the northern hemisphere, which is usually between December 20th-22nd, and is marked by nine days of kiva rituals, communal meals, dances, and festivities. A major aspect of Soyal is the return of the Katsinam, or Kachinas, who “…remain with the people for the first half of the Wheel of the Year until the summer solstice, when they return to their home in the mountains. The kachinas are benevolent anthropomorphic beings, who can be male or female, and represent a host of animals, plants and natural phenomena. They are greatly celebrated and revered and their presence is associated with rain, crops and healing the sick.” In some traditions, the Kachinas arrive with gifts for the children in the community.

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Omisoka is the Japanese New Year celebration.  It is observed starting on December 31st with thorough house cleaning and cooking traditional foods, followed by 3 days of resting and welcoming the brand new year. Families and friends gather to clean, eat and party together, usually enjoying soba buckwheat noodles to represent longevity and decorated mochi rice cakes for luck.  As midnight approaches on December 31st, Buddhist temples begin to ring their large brass bells 108 times.  According to Shinto tradition, each ring of the bell purifies the soul of one of the 108 worldly desires that humans must overcome to reach enlightenment.  During Omisoka, Japanese people literally ring in the new year!

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Yule is an ancient winter solstice celebration with origins in northern Europe, and still celebrated by many people all over the world. The word “yule” translates from Celtic languages to mean “wheel,” and the observance of Yule celebrates the cycle of the sun and the seasons.  It traditionally involves lighting candles to represent the return of the sun, adorning evergreen trees, putting up red, green and gold decorations in the home, exchanging gifts among family members, and feasting on turkey or pork.  Special songs are often sung during the Yuletide, and a Yule log is ceremonially burned to welcome the sun back to the northern hemisphere.

Intrigued by these global holidays and observances? AISD students Claudia Durand, Natalie Bennett, and Lily Harris of Austin High created a special Google Slides presentation about diverse winter holidays as a Anti-Defamation League No Place for Hate activity!  Check out even more information about worldwide celebrations (Bodhi Day! Boxing Day!), and share with your students and/or family! May your winter days be merry and bright!

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