Bulldog Weekly Update
May 2nd- May 6th
Monthly CRP Quote
“In recent years, there’s been a lot of talk about the reasons behind the low performance of many students of color, English learners, and poor students. Rather than examine school policies and teacher practices, some attribute it to a “culture of poverty” or different community values toward education. The reality is that they struggle not because of their race, language, or poverty. They struggle because we don’t offer them sufficient opportunities in the classroom to develop the cognitive skills and habits of mind that would prepare them to take on more advanced academic tasks (Boykin & Noguera, 2011; Jackson, 2011). That’s the achievement gap in action. The reasons they are not offered more opportunities for rigor are rooted in the education system’s legacy of “separate and unequal” (Kozol, 2006; Oakes, 2005).”
― Zaretta L. Hammond, Culturally Responsive Teaching and The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students
What Does it Mean to Be a Restorative Justice School?
This issue of the weekly bulletin grapples with what is means to identify as a Restorative Justice school. As the school enters the hiring season, it's important for potential candidates to understand what our community values, what we stand for, what we reinforce, what we tolerate and what we won't. The factors and conditions that comprise the school's culture, particularly it's management of student conduct and it's philosophy around discipline, are critical to hiring prospective teachers, paraprofessionals and leaders who are a good fit--not simply for where we are now but for where we want to put ourselves in the future.
Restorative Justice has many definitions and is realized across myriad contexts. We are a 5th - 8th grade public middle school in an urban, low SES context. Our school is racially, culturally and linguistically diverse--and it is also economically and geographically diverse with students coming from neighborhoods all over the city. These are just some of the factors which influence the demographics we serve. Developmentally speaking, our students enter early adolescence (10-13) in our care. They are in a rapid growth period of their lives and going through some of the most extreme developmental changes that will ever occur across their lifespans.
Restorative Justice practices must take into account specific contextual factors such as an institution's power dynamics and chains of command, the maturational and emotional capabilities of those impacted, the racial and cultural nuances of a setting, the collective and stated values of an entity and the underlying principles of RJ which include justice, equity, reparation, fairness, and preservation of relationships above all. Restorative Justice provides a guide for how students can manage and overcome conflict and altercations on their own, through a growing independence from adult intervention--but they need safe and supportive spaces willing to put the time into that guidance in order to get there.
In it's most basic form, Restorative Justice can be understood as the antidote to Zero Tolerance policies in schools. RJ relies on mediation, often utilizing a constructive approach in which a shared, desired outcome is achieved for aggrieved parties. https://www.weareteachers.com/restorative-justice/. RJ helps students to develop empathy, to cultivate an awareness of cause and effect, to understand harm in the relationship to systems and immediate v. long-term impact. It underscores that consequences without reflection, dialogue and learning, are ineffective at shaping youth as they develop conceptions about themselves, their peers, and the systems to which they belong. If you would like to learn more about how our school's Restorative Justice team works to support these efforts in our school, or if you have an interest in joining, please reach out to Jaime Moody @ JMoody@lowell.k12.ma.us.
Accountable Talk Persists as a Priority in the Building
Look Out for our Bulldog Acronym going into Hallways and Classrooms
8th Grade Student Artists Welcome to Join After School Art Club on Fridays in May
Notes from the Principal's Desk
Every week that passes we are closer to the end of the school year. How can we optimize the time we have left? Where can we prioritize our efforts to give students not just the best of our teaching but the best of ourselves? Over the last few months, instructional leaders, specialists and coaches within LPS have been picking up Cornelius Minor's educator guide, We Got This. The book is predicated on the need for teachers to see themselves as change agents and as advocates, particularly toward greater equity and access in our schools. It also focuses heavily on empowering students with voice, providing channels and platforms for feedback on their learning, and genuinely listening and implementing so that students observe and experience true influence where they learn. Minor sees educators as heroes when they are able to disrupt the status quo, prioritize the inner and outer worlds of students of all backgrounds, create and establish actual listening routines to ensure children feel heard and seen, and, where needed, buck trends that no longer serve their students.
Chapter Four of this guide is in part two of the text, "Taking Your Dreams off Deferment" (a reference to poet Langston Hughes). Chapter Four asks the reader to "Show Kids that You Hear Them," and centers on the ways schools do and don't offer students voice. In an anecdote that kicks off the chapter, Minor is enamored by what he observes: seventh grade students attending a high level, official meeting of educational leaders (the school board), and delivering their own perspectives and questions which they respectfully (but persistently) wait to have answered. Minor writes "Creating a space where kids feel safe means that we must create a space where we share power [where we share "the floor"]. On can let go of power without letting go of control." As vested educators, it is fair to argue here that giving up a little of the control is also OK. If control is your aim for the students you teach, consider what level of influence, if any, you really have... Control is a tactic that relies on positional authority when true influence does not result. When true influence does not result, it is because the team you lead is missing two connections: their roles in the leadership of the group and yours. As a wise manager once said, "if you have to threaten policy to gain compliance, you have already lost your team."
Butler MS Art Community Thrives
New art is on display in front of the main office this week. It includes students "Mind Maps" and shows what students are connected to in their communities within Lowell. Its a great way to all get a sense of the assets Lowell has to offer, through the students' lenses. For 8th grade students, during the month of May, there will be an after school opportunity on Fridays to canvas paint with Ms. Capezio. Permission slips will go out to the eighth grade team on Monday. There is space for roughly 12 students. All abilities welcome. We look forward to displaying their creations in our school.
6th Grade Speaking Engagement, Friday 4/29
6th Grade students participated in an assembly on Friday morning with Judy Lewin. Judy discussed her family's experience growing up Jewish in Europe during the time of Nazi occupation and the Holocaust. Students in 6th grade just finished their Social Issues book club text, Milkweed, which exposes the experiences of young, orphaned children in Poland beginning in 1939. Lewin was a Special Education Social Worker at Butler MS some years ago. She loves returning to the school to talk to students each year when they complete this unit.
8th Grade Speaker Coming to BMS
8th grade students in Mrs. Fraser and Mr. Francis' classes will have the opportunity to speak with LPS' Dr. Phala Chea, Coordinator of English Language Education Programs. Dr. Chea's family was impacted by the Khmer Rouge in Cambodia. 8th Grade has wrapped up their Memoir Unit, reading the text "First They Killed My Father," about the genocide of the Cambodian people during the Khmer Rouge. They will begin writing their own memoirs this week.
Keeping Our SEL Block Hands-On
Students in 6th grade reviewed the impact of stress and conflict on relationships. Students watched several videos detailing how anger and anger management impact friendships and overall relationship quality. Many students came up with suggestions around how to combat stress and frustration when a situation has escalated. Some of these suggestions include sleeping or taking a nap, exercising, getting fidget or stress toys, or even talking to a friend. As a group, students practiced a creative outlet that includes allowing the mind to wander or free draw and then finding something concrete in the abstract art. Students also discussed how sometimes within these drawings, we may pull out something that gets to the heart of our anger, and even tap into what may be subconsciously driving our emotions or alluding to what we wished we could do. In the instance where a bird is discovered in the abstract art, perhaps the frustrated party "wishes she could fly away" or what's more, "wants a better perspective--including an aerial view--of the problem." If they find a snake in the grass, perhaps they feel someone has betrayed them. The interpretations stem from this creative calming exercise and can work wonders to open the conversation about what's really going on.
What is new in your world? If you would like to make sure the Butler community is informed on new happenings and learning opportunities in your classroom, make sure to connect with the school's admin team. Just write “Bulletin” in the subject with your submission. Pictures are always a plus!
Cornelius Minor's Book, "We Got This"
6th Students Share What They Learned About Milkweed in These Snapshot Reviews
Abstract Art Helps Students Identify Their Emotions
Lowell Mind Map -- BMS Art
Lowell Mind Map -- BMS Art
Mrs. Lewin Shares with 6th Grade Her Family's Experience with the Holocaust
Week at a Glance (Teacher Appreciation Week)
Monday 5/2
9:30 Operations
SEL Morning Meeting
3:30 Pena Leadership
4pm Volleyball @ Butler (8th Grade Night)
Tuesday 5/3
- Math MCAS
- 8:30 Student Support
- 6pm PTO
Wednesday 5/4
- Math MCAS
- 3 pm ILT
- Admin CPT
- 4pm Volleyball @ STEM
- 6 pm Site Council
Thursday 5/5
- 8th Grade STEM Trip
- Curriculum and Instruction Meeting
- 3 pm Special Education PLC
- School Nurse Appreciation day
- Fun FriYay! Wear your Butler Pride Gear
ILT Updates
Next Team meeting - May 4th
Check-in with your grade level team representatives for more information.
RJLT
Next Team meeting -May 10th
Restorative Justice Implementation Note:
When we teach people to swim, we don't throw them out to the deep end, toss them all overboard, and shout "trust is the most important part" and wonder why they could not all make it back to shore without being harmed.
Rather, we scaffold the skills from small to large, empower them with recognition and encouragement, begin in low-risk spaces as we build trust, then move toward more challenging work when we all feel equipped to do so safely. Perhaps feeling challenged, but not feeling fear.
Do not wait until a disaster to begin implementing restorative practices. Begin now, work slowly, so that when the big moments come, we feel empowered, equipped, and prepared.
If you feel uncomfortable about the circle you are planning to lead, then stop. Do not move forward, take about six steps back and begin from there.
Ms. Casey is available to assist too!
PBIS
Next Team meeting - first Thursday of the month
Please check with your grade-level PBIS representative for additional information.
YOU'VE BEEN MUGGED!!
(Please take a picture of you and your mug and send it to mcurran@lowell.k12.ma.us)
Be on the lookout
And open your eyes
One day soon
You may find a surprise
Upon your desk
So if you get one
Please pass on a mug
And continue the fun
A little small treat
Is all it will take
To make someone smile
Whose day will you make?
Monthly Motivation
It's always great to start on an inspiring note. This month we will add speeches from the MLK Oratory competition.
Staff Birthday Shoutouts ~ May
Doungserey Chhim - 5/1
Teresa Soares Pena - 5/15
Julie Cooper - 5/22
Ann Early - 5/26
Butler Community
Email: jmoody@lowell.k12.ma.us
Website: https://www.lowell.k12.ma.us/Domain/10
Location: 1140 Gorham Street, Lowell, MA, USA
Phone: 978-937-8973
Facebook: https://www.facebook.com/lpsdbutler/