1. Breathe, Name, Feel ACE, the Brain and daily practices for health, resiliency and primary prevention “Leading for educational excellence and equity. Every day for every one.”

2. MODEL TEACH RE- INFORCE Primary prevention for bullying and other harm education.state.mn.us 2 Empathy

3. Pause. Listen. Breathe. education.state.mn.us 3

4. Talking piece goes around the circle in order. When you have the talking piece, you get to speak. When you don’t have the talking piece, you get to listen. Say your name and answer the two questions all in the same turn. Circle Process education.state.mn.us 4

5. Introductions Name who are you on the outside ? and who are you on the inside ? 5

6. Adverse Childhood Experiences (ACE) include: Child physical abuse, sexual abuse, emotional abuse Emotional and physical neglect Mentally ill, depressed or suicidal person in the home Witness to domestic violence Loss of a parent-death or abandonment Incarceration of a family member » http://www.acestudy.org/ http://www.acestudy.org/

7. The Amygdala and Mindful Awareness Sen- sory Input Amygdala Prefrontal Cortex Conscious Response Amygdala Prefrontal Cortex Fight, Flight, Freeze Response From The MindUp Curriculum

8. ACEs and School Performance Students dealing with trauma: –Are 2 and ½ times more likely to fail a grade –Score lower on standardized achievement test scores –Have more receptive or expressive language difficulties –Are suspended or expelled more often –Are designated to special education more frequently –http://www.wfcn.org/pdf/ACE%20Presentation.pdfhttp://www.wfcn.org/pdf/ACE%20Presentation.pdf

9. education.state.mn.us 9

10. Implications for Education Policy –Formative discipline vs. punitive discipline –Universally applied social emotional learning –Tiered levels of support for all students –Universal precautions for trauma Example: Washington State Compassionate Schools http://www.k12.wa.us/CompassionateSchools/Re sources.aspx http://www.k12.wa.us/CompassionateSchools/Re sources.aspx

11. RESPONDING TO CHILDHOOD TRAUMA: THE PROMISE AND PRACTICE OF TRAUMA INFORMED CARE “…each adult working with any child or adolescent (should) presume that the child has been trauma exposed… providing unconditional respect to the child and being careful not to challenge him/her in ways that produce shame and humiliation. Such an approach has no down side, since children who have been exposed to trauma require it, and other, more fortunate children deserve and can also benefit from this fundamentally humanistic commitment.” –Gordon R. Hodas MD. Pennsylvania Office of Mental Health and Substance Abuse Services, February 2006

12. Continuum of Restorative Practices education.state.mn.us 12 Building Community Repairing Harm Restorative dialogue between several students Conference/circle with a small group of students Community conference /circle with students, parents and teachers Affective Statements Community building circles From Thorsborne & Vinegrad, also, Costello, Wachtel & Wachtel Classroom circle with a whole class Breathe

13. Focused Awareness Teaching children to focus on and control their breathing can help them become less reactive and more reflective when feeling anxious or stressed. Daily practice helps create and strengthen nerve cell connections. The more controlled breathing is practiced, the more self-managed and mindful we become. –MindUp Curriculum

14. Continuum of Restorative Practices education.state.mn.us 14 Building Community Repairing Harm Restorative dialogue between several students Conference/circle with a small group of students Community conference /circle with students, parents and teachers Affective Statements Classroom circle with a whole class Community building circles Breathe

15. “The conversation is the relationship.” Susan Scott, Fierce Conversations

16. “I” statements that express a feeling Make students aware of either the positive or negative impact of their behavior. Time, place and manner Are respectful in tone Focus is on behavior, not the worth of the person Encourage students to express feelings » Costello, Wachtel and Wachtel Affective Statements education.state.mn.us 16

17. Typical response Affective statement Stop teasing Sandy.It makes me uncomfortable when I hear you teasing Sandy.

18. Activity: fill in affective statements Typical response Affective statement Stop teasing Sandy. Talking during class is in appropriate You shouldn’t do that. Sit down and be quiet. I don’t what to see you fighting with him. It makes me uncomfortable when I hear you teasing Sandy.

19. In circle, with the talking piece Brainstorm one way you might use a talking piece in your class or program either for: –10 minutes –30 minutes –An entire lesson If you can’t think of some way, you may pass If time, discuss the pro’s and con’s of teaching focused awareness Reflection education.state.mn.us 19 Learning circles

20. Smile at kids. Call them by name. Show interest in their lives.

21. Thank you! Nancy Riestenberg School Climate Specialist Minnesota Department of Education 651-582-8433 nancy.riestenberg@sta te.mn.us

22. Aces Too High website: http://acestoohigh.com/http://acestoohigh.com/ Adverse Childhood Experiences International Questionnaire: http://acestoohigh.com/. World Health Organization Violence and Injury Prevention website.http://acestoohigh.com/ Circle in the Square: Building Community and Repairing Harm in Schools, Nancy Riestenberg, 2012. Living Justice Press, www.livingjusticepress.org.www.livingjusticepress.org Compassionate Schools : The Heart of Teaching and Learning, Washington State Superintendent of Public Instruction, 2009. http://www.k12.wa.us/CompassionateSchools/Resources.aspxhttp://www.k12.wa.us/CompassionateSchools/Resources.aspx Corrigan, M. (2012) Restorative Practices in New Zealand: The Evidence Base. Ministry of Education. Contact Mark.corrigan@minedu.govt.nz.Mark.corrigan@minedu.govt.nz Joyce, B. and Showers, B. (2002). Student Achievement Through Staff Development, National College for School Leadership, http://literacy.kent.edu/coaching/information/Research/randd-engaged-joyce.pdf.http://literacy.kent.edu/coaching/information/Research/randd-engaged-joyce.pdf MindUp Curriculum: Brain-focused Strategies for Learning—and Living. The Hawn Foundation, Scholastic, 2011. www.thehawnfoundation.org.www.thehawnfoundation.org PrevNet Resources: Bullying In Schools: Guidelines for Intervention and Prevention, http://prevnet.ca/.http://prevnet.ca/ Restoring Safe School Communities: a whole school response to bullying violence and alienation, Brenda Morrison, Federation Press, 2007, www.federationpress.com.au.www.federationpress.com.au The Restorative Practices Handbook, Costello, Wachtel & Wachtel, 2009. International Institute for Restorative Practices http://www.iirp.edu/.http://www.iirp.edu/ References education.state.mn.us 22