► Mindsets: School counselors encourage all students [to have a] M3: Sense of belonging to the school environment.
► Behavior Standards: Students will demonstrate the following standards [...]
► B-LS 9. G ather e vide nce a n d consider multiple perspectives to moke an inform ed decision. ► B-SMS 1. Demonstrate ability to assume responsibility.
► B-SMS 7. Demonstrate e ffective co p in g skills w hen fa c e d with a problem . ► B-SS 1. Use e ffective oral a n d written com m unica tion a n d listening skills. ► B-SS 2. C reate positive and supportive relationships with other students. ► B-SS 3. C reate relationships w ith adults thot support success.
► B-SS 4. Demonstrate em pathy.
► B-SS 5. Demonstrate ethical decision-m aking an d social responsibility.
► B-SS 9. Demonstrate social m aturity a n d behaviors a p prop riate to the situation a n d environm ent.
From ASCA M indsets & Behaviors fo r S tu d e n t Success: C o lle g e a n d C are e r-R e a d in e ss S ta n d a rd s fo r Every
i?nu;___________________________________________________________________
These are th e m indse t and behavior standards th a t can be addressed th ro u g h th e use o f restorative practices (ASCA, 2014).
► FNSBSD C o m p re h en sive Discipline Review (fnsbsd.2017) ► Explore th e p o te n tia l for using restorative p ra c tic e s to:
► Focus o n p re v e n tio n
► A ddress a c h ie v e m e n t a n d d is c ip lin e g a p s a t a s c h o o l leve l
(ASCA, 2012)
► W ork fo r so cia l ju s tic e a n d e q u ity fo r all stu de nts (Griffin 8, Steen, 2011; ASCA. 2016)
The Fairbanks N o rth Star Borough School D istrict is in th e final stage o f a
com prehensive discipline review. A lth o u g h th e results o f th is review w ill n o t be shared w ith th e school board u n til December, 2018, th e re is p o te n tia l fo r som e level o f restorative practices to be included in th e d is tric t's revised plan. This inclusion w o u ld align w ith th e cu rre n t tre n d in m any d istricts to im p le m e n t restorative
practices (e.g. Oakland School D istrict, San Francisco U nified School D istrict, th e state o f W ashington, th e state o f M innesota(R iestenberg, 2012; San Francisco Unified School D istrict, n.d.). Restorative practices encompass restorative ju stice, w h ich is used w ith success in Alaska w ith several rural villages in th e crim ina l ju stice system (May, 2015). Further, it is recom m ended to use th e te rm restorative practices w hen w o rkin g w ith Alaskan Native people as th e te rm restorative ju stice may lead to assum ptions th a t it is linked to th e crim ina l ju stice system. The te rm restorative practices is m ore representative o f in co rp o ra tin g c o m m u n ity values fo r prevention and dealing w ith m isbehavior (Jarrett & Hyslop, 2014). In th is presen tatio n, you w ill be provided w ith in fo rm a tio n , to o ls and ideas should restorative practices be adopted by o u r district. In a d d itio n , ideas w ill be discussed fo r ways you may use restorative practices in yo u r com prehensive counseling programs.
FNSBSD dem ographics:
► 13,702 students
► 33% Free a n d Reduced Lunch ► 25% military c o n n e c te d
► 64 in de pen den t hom e languages
Existing Gaps
► A cadem ics ► Retention
► Extended Learning Program ► Discipline
A c a d e m ic s
READING 2016-17 MATH 2016-17
Economically Disadv Not Economically Dis . Economically Disadvanta Not Economically Disadva
Fall R Wint».. Sprin. Fall R . Winte , Sprin.. Fall Ma.. W intar. Spring .. Fall Ma .. W intar.. Spring..
(FNSBSD, 2018)
[The fo llo w in g series o f slides presents a v a rie ty o f types o f ou tco m e data fo r th e FNSBSD, typical o f data tracked and used by counselors in d e te rm in in g th e ir program goals and needs.]
This d is tric t has over 13,000 students w ith w id e d iversity in ethnicity, socioeconom ic status and unique cultural backgrounds. There are gaps in achievem ent o r
representation w hen variables such as academics, grade re te n tio n , p a rticip a tio n in eighth grade algebra o r discipline referrals w hen broken d ow n by residential status, socioeconom ic status o r race.
The graph at th e right depicts an app ro xim ate 10 p o in t gap in reading and m ath scores betw een students w h o are econ om ically disadvantaged (le ft) and not econ om ically disadvantaged (right). Sim ilar gaps exist w hen breaking o u t stu d e n t groups by race. For exam ple, w hen com parin g Alaska N ative/A m e rican Indian students w ith non-Alaska N ative/A m erican Indian students, a 10 p o in t gap em erged in reading and a 9 p o in t gap in m ath. Sim ilarly th e re was a 6 p o in t gap in reading and 7 p o in t gap in m ath betw een students w h o id e n tifie d as African Am erican and Non- African Am erican. (FNSBSD 2018a, 2018b)
Am Ind/AK Nat 9.1% ■ Asian 2.3%
Black 4.8% Ш Hispanic 8.5%
Nat HI/Рас Isl 1.2% ■ Two or More 14.6% I White 59.6%
Am Ind/AK Nat 16.1% ■ Asian 3.8%
Black 5.2% ■ Hispanic 9.3%
I Nat Hl/Pac Isl 1.6% ■ Two or More 16.6% I White 47.4%
W hen looking at th e re te n tio n rates, th e largest discrepancy is am ong students id e n tify in g as Alaska Native o r A m erican Indian. These students make up 9.1% o f th e stu d e n t body, b u t account fo r 16% o f th e students retained according to the
D e p a rtm e n t o f Education's Civil Rights Data (D e p a rtm e n t o f Education, 2014).