BEST PRACTICES IN MITIGATING SUSPENSION RATES

BEST PRACTICES IN MITIGATING SUSPENSION RATES

July 2018

www.hanoverresearch.com

In the following report, Hanover Research identifies best practices and supplementary

resources to reduce student suspension rates. Specifically, Hanover Research provides

checklists, guidance, and other documents and frameworks to assist districts in providing

professional development around alternative disciplinary approaches.

Table of Contents

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Section I: Reframing Disciplinary Policies ……………….. P 7

Section II: Frameworks to Mitigate Suspensions▪ PBIS▪ Restorative Justice▪ SEL

……………….. P 11

Section III: District Profiles▪ Chicago Public Schools▪ Jonesboro Middle School▪ Austin Independent School District

……………….. P 39

Section IV: Key Resources ……………….. P 54

Works Cited ……………….. P 59

Introduction & Project Background

In the following report, Hanover Research explores strategies to reduce suspensionrates, as well as to mitigate the negative effects of suspension. The specific researchquestions include:

What are best practices that can be

adopted to reduce suspension rates?

What resources are needed to effectively

implement these practices?

Key Findings

Education policy researchers consistently note significant disparities in student suspension andexpulsion rates across racial, socioeconomic, and special education lines. Black students and specialeducation students are disproportionately represented in school office discipline referral data.Relatedly, Black students and Hispanic students constitute over 70 percent of students involved inschool-related arrests or referred to law enforcement – but do not represent the majority of students.Researchers and activists attribute these inequitable discipline referral rates to insufficient professionaldevelopment, cultural competency trainings, and student behavioral supports.

Research suggests that restorative practices, positive behavioral interventions and support systems(PBIS), and social emotional learning (SEL) frameworks can mitigate disproportionate studentsuspension and expulsion rates. District leaders have a series of evidence-based strategies available toimprove student behavioral outcomes. District and school leaders can decrease instances ofdisproportionate or inequitable punishments by providing students with universally-acknowledgedcodes of appropriate conduct, allowing students to correct and learn from their mistakes, andsupporting students in need of more individualized behavioral attention.

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Key Findings

Restorative justice disciplinary frameworks should be used to support - not replace - other evidence-based behavioral frameworks, such as PBIS or SEL programming. Restorative justice efforts shouldcomplement existing school practices to improve student outcomes. Peer circles, restorative groupconversations, peer juries, and other restorative practices are intended to further PBIS, SEL, and multi-tier systems of support (MTSS) in creating a healthy and positive school climate.

Strategies to improve equity in suspensions and student discipline require an investment inprofessional development. Best practices for implementing PBIS, SEL, and restorative justicerecommend comprehensive professional development for all staff members in order to ensure commonunderstanding and implementation. Further, some believe that inconsistent training and professionaldevelopment is one underlying cause of disparities in discipline across racial, gender, special education,and socioeconomic subgroups.

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Key Findings

Example strategies used to improve student behavioral outcomes include:

✓ Revising the district “Student Code of Conduct” to explicitly define breaches ofacceptable behavior and outline appropriate consequences;

✓ Publicly displaying the universal code of conduct repeatedly across the schoolcampus – in the bathrooms, in the gym, in the cafeteria, etc. – so that studentsare consistently reminded of what is considered appropriate behavior;

✓ Providing students and faculty members with rewards for good behavior – suchas public recognitions, catered lunches, or early dismissal for faculty memberswho exemplified positive behavior; and

✓ Structuring advisory or homeroom periods as the designated time for social-emotional, evidence-based programming and instruction.

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School districts have adopted a range of policies to improve student behavioral outcomes and promote equitable discipline.

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SECTION I: REFRAMING DISCIPLINARY POLICIES

Framing the Issue

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Policymakers, educators, social scientists, and social justice activists have long citedpersistent disparities in public school discipline policies across racial, gender, specialeducation, and socioeconomic lines. The U.S. Government Accountability Office (GAO)issued a report in March of 2018 that highlights significant discipline disparities acrossstudent subpopulations – with several key findings from the report further detailedbelow.

Black students represented 15.5 percent of all public school students and accounted for 39percent of students suspended from school, an overrepresentation of about 23 percentage points.

Black girls were suspended from school at higher rates than boys of multipleracial groups and every other racial group of girls.

Students with disabilities represented approximately 12 percent of all public school students,and accounted for nearly 25 percent or more of students referred to law enforcement,arrested for a school-related incident, or suspended from school – an overrepresentation ofroughly 15.5 percentage points for referrals to law enforcement and school-related arrests,and 13 percentage points for out-of-school suspensions.

Contents taken verbatim from: GAO, 2018

“

“”

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Additional Statistics of Inequity

…more than one in 10 black girls received an

out-of-school suspension.

…one in five black boys received an out-of-school suspension.

…in districts that reported expulsions under zero-

tolerance policies, Hispanic and black

students represented 45 percent of the student body, but 56 percent of

those expelled.

…overall, black students were three

and a half times more likely to be suspended or expelled than their

white peers.

…over 70 percent of students involved in school-related arrests or referred to law

enforcement were Hispanic or black.

In the 2013-2014 academic year….

Figure contents taken verbatim from: GAO, 2018 and Lewin, 2012

Call to Action for District Leaders

According to 2009-2010 academic year Department of Education data, the state ofVirginia “suspended 7.9 percent of its students and Maryland [suspended] 6.9percent….South Carolina suspended 12.7 percent of its students – at the high end ofthe spectrum – while North Dakota suspended just 2.2 percent” (St. George, 2014). Inresponse to these statistics, former Secretary of Education Arne Duncan shared:

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“That huge disparity [in suspension rates] is not caused by differences in children. It is caused by differences in training,

professional development, and discipline policies…We must tackle these brutal truths head-on, [as] it is the only way – the only way –

to change the reality that our children face every single day” (Duncan, 2014).

As such, school and district leaders should adopt inclusive, evidence-basedbehavioral policies to improve all student outcomes and better equip school staff tosupport their students.

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SECTION II: FRAMEWORKS TO MITIGATE SUSPENSIONS

Frameworks to Mitigate Suspension

District leaders, school principals, and educators at-large have a series of evidence-based frameworks and tools available to mitigate high rates of suspension andimprove behavioral outcomes across all student subpopulations. According to expertsfrom the Center for Child and Family Policy at Duke University, school-wideframeworks and policies that specifically target school suspensions shouldencompass the following elements:

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Rely on programs that promote positive behaviors and build prosocial skills

Use well-defined and consistently applied disciplinary codes

Implement programs at multiple levels (e.g., administrative, school personnel, individual student)

Actively engage schools, parents, students, and community partners

Collaboratively develop and regulate practices among students and school personnel

Provide a variety of graduated disciplinary options that can be tailored to meet individual and school needs

Figure contents taken verbatim from: Rosch and Iselin, 2010

Promoting Equitable Discipline

The U.S. Department of Education created a checklist of action steps to promote equitable discipline, groupedinto three guiding principles: climate and prevention; clear, appropriate, and consistent expectations andconsequences; and equity and continuous improvement. Action steps recommended by the U.S. Department ofEducation include professional development for teachers and law-enforcement officers, as well as changes inschool policies surrounding discipline and outreach to families and stakeholder groups. These strategies supportstudents by creating a safe and supportive school climate with consistent behavioral expectations.

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Climate and Prevention

•Engage in deliberate efforts to create positive school climates.

•Prioritize the use of evidence-based prevention strategies, such as tiered supports.

•Promote social and emotional learning.

•Provide regular training and supports to all school personnel.

•Collaborate with local agencies and other stakeholders.

•Ensure that any school-based law enforcement officers’ roles focus on improving schoolsafety and reducing inappropriate referrals to law enforcement.

Clear, Appropriate, and Consistent Expectations and

Consequences

•Set high expectations for behavior and adopt an instructional approach to discipline.

•Involve families, students, and school personnel, and communicate regularly.

•Ensure that clear, developmentally appropriate, and proportional consequences applyfor misbehavior.

•Create policies that include appropriate procedures for students with disabilities anddue process for all students.

•Remove students from the classroom only as a last resort, ensure that alternativesettings provide academic instruction, and return students to class as soon as possible.

Equity and Continuous Improvement

•Train all school staff to apply school discipline policies and practices in a fair andequitable manner.

•Use proactive, data-driven, and continuous efforts, including gathering feedback fromfamilies, students, teachers, and school personnel to prevent, identify, reduce, andeliminate discriminatory discipline and unintended consequences.

Figure contents taken verbatim from: U.S. Department of Education, 2014

Three Behavioral Frameworks

Researchers identify several discipline strategies that schools can use in place ofexclusionary discipline. For example, a 2011 report published by Child Trendsidentifies Positive Behavioral Interventions and Supports (PBIS), social and emotionallearning (SEL) or character education curricula, and targeted supports for at-riskstudents as potential alternatives to zero tolerance policies (Boccanfuso and Kuhfeld,2011). Similarly, a 2014 report published by the Council of State Governments JusticeCenter identifies PBIS, SEL, and restorative justice as evidence-based strategies toreduce exclusionary discipline (Morgan et al., 2014). Hanover reviews these threeframeworks across the following slides:

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Positive Behavioral Interventions and Supports (PBIS)

Restorative Justice

Social and Emotional Learning (SEL) supports

POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS

Positive Behavioral Interventions and Supports

A 2014 report by the Office of Special Education Programs (OSEP) Technical Assistance Centerfor PBIS recommends implementing school-wide PBIS as an approach to reducedisproportionality in school discipline. According to this report, PBIS supports equity by reducingambiguity around disciplinary policies, which reduces the potential for implicit bias to affectdisciplinary decisions and for misunderstanding of behavioral standards by students. Thecollaborative process of developing behavioral expectations within PBIS can ensure thatexpectations are culturally congruent for students (McIntosh et al., 2014).

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A series of studies have documentedsome of the effects of the PBISframework in elementary and middleschool. Specifically, “studies have showndramatic reductions in office disciplinereferrals (up to 50 percent), withcontinued improvement in schools thatsustain the intervention” (Sprague andSkiba, 2008).

Core Principles of PBIS

OSEP outlines the seven core principles of PBIS implementation. Equity is embedded in the PBIS framework -the leading core tenet of PBIS is that educators “can effectively teach appropriate behavior to all children”(OSEP, 2017). Best practices for school leadership include intervening early, before the targeted studentbehaviors occurs; using a multi-tier model of service delivery to match behavioral resources with student need;implementing research-based behavioral interventions; and incorporating student data to make decisions,among other best practices. Administrators should incorporate these guiding principles into PBIS schoolimplementation efforts and ensure that “all the adults [use] common language, common practices, andconsistent application of positive and negative reinforcement” (OSEP, 2017).

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Educators can effectively teach appropriate behavior to all children.

It is a best practice to intervene early – before targeted behaviors occur.

Educators should use a multi-tier model of service delivery – using a needs-driven resource deployment system to match behavioral resources with student need.

Educators should use research-based, scientifically validated interventions to the extent available.

Educators should monitor student progress to inform interventions.

Educators should use data to make decisions – decisions in PBIS practices are based on professional judgment informed directly by student office discipline referral data and performance data.

Educators should use assessment for threedifferent purposes :

1.) Screening of data comparison per day / permonth for total office discipline referrals

2) Diagnostic determination of data by time ofday, problem behavior, and location

3) Progress monitoring to determine ifbehavioral interventions are producingdesired effects

Figure contents taken verbatim, with minor adaptions, from: OSEP, 2017

Tiers of Support

PBIS consists of escalating tiers of support, further detailed in the figure below. Allstudents receive Tier I supports, which are designed to reduce overall rates ofmisconduct and support a positive climate. These supports reduce the percentage ofstudents in need of more targeted interventions (Tiers II and III).

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Tier III: Intensive interventions for individual students

Tier II: Targeted interventions for select group of students at risk for

behavior/academic problems

Tier I: Universal preventions for all students, implemented

schoolwide

Figure contents taken verbatim, with minor adaptions, from: Morgan et al, 2014

Examples of Interventions

There are a range of appropriate interventions associated with each tier of PBIS. The figures belowprovide examples Tier I, Tier II, and Tier III interventions. Administrators should select and adopt PBISinterventions best suited to their specific school context.

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Tier I

•Milwaukee Public Schools (MPS) publishesa series of Tier I PBIS classroommanagement best practices. Thesestrategies include guidance for teachingpositive behavior, acknowledgementsystems for appropriate conduct, as well asideas for how to respond to problembehavior. Sample Tier I classroommanagement techniques include:

•The “jar acknowledgment system” –students place jelly beans or marblesinto a jar when appropriate behavior isdisplayed.

•Post cards home for good behavior –the teacher sends home a post card witha student to acknowledge positivebehavior.

•The comprehensive MPS PBIS behaviormanagement document for teachers maybe accessed by clicking here.

Tier II

•The Midwest PBIS Network outlines aseries of Tier II interventions. Thecomprehensive listing may be accessed byclicking here. Several Tier II interventionsinclude:

•Check-In, Check-Out (CICO) - reinforcesuniversal expectations by systematicallyproviding a higher frequency ofscheduled prompts, pre-correction, andacknowledgement to all participatingstudents.

•Social/Academic Instructional Groups(S/AIG) - small group instruction;teaches specific behaviors (e.g. problem-solving skills, study skills, how to makefriends) that are linked to the Tier IUniversal expectations (e.g. Respect,Responsibility, Safety).

•Brief Function-Based Behavior Plan -Quick assessment and planning predictand prevent the problem behavior. Theresulting plan includes prompts,instruction and increased opportunitiesfor the student to practice a desired newbehavior.

Tier III

•The Midwest PBIS Network similarlyoutlines a series of Tier III sampleinterventions. These interventions include:

•Complex Functional BehavioralAssessment/Behavior InterventionPlanning (FBA-BIP) – this practiceextends the principles of the previouslydescribed brief function-based behaviorplanning. This includes directobservation for students who exhibitmore complex behavior across multiplesettings.

•Person-Centered Wraparound - anindividualized team-based processgrounded in the principle of family voiceand choice (i.e., families/youthdetermine intervention priorities). Theunique support team developed foreach student includes key people in thestudent’s life at home, school and in thecommunity.

Figure contents taken verbatim, with minor adaptions, from: OSEP, 2017 and Midwest PBIS

http://mps.milwaukee.k12.wi.us/MPS-English/CAO/Documents/PBIS/teacher-behavior-lesson-pbis-classroom-best-practices-book.pdf

http://www.midwestpbis.org/about/what-is-tier-2-tier-3-pbis

PBIS Implementation Toolkit

Eastern Suffolk Boards of Cooperative Educational Services (BOCES) provides leadership andsupport to 51 school districts in Long Island New York. The organization outlines the four stagesof PBIS implementation for school leadership:

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Exploration/Adoption

• Decision regarding commitment toadopting the program/practices andsupporting successful implementation.

Installation

• Set up infrastructure so that successfulimplementation can take place and besupported. Establish team and datasystems, conduct audit, develop plan.

Initial Implementation

• Try out the practices, work out details,learn and improve before expanding toother contexts.

Full Implementation

• Scaled-up and adopted into the systemas standard practice. Benefits of theprogram show up in data.

Figure contents taken verbatim from: “PBIS Practices at the Four Stages of Implementation,” Eastern Suffolk BOCES

PBIS Implementation Checklist

OSEP publishes a PBIS implementation checklist for administrators and the school PBISteam. The comprehensive planning and assessment document may be accessed byclicking here. Specifically, this PBIS implementation framework encompasses thefollowing phases:

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Establish commitment from school leaders and

school faculty

Establish and

maintain PBIS team

Conduct school PBIS

self-assessment

Establish school-wide

expectations: prevention

systems

Establish classroom behavior support systems

Establish student

behavioral data

information systems

Build capacity

for function-

based support

(behavioral expertise)

Figure adapted from: Sugai et al., 2011

http://idahotc.com/Portals/6/Docs/2015/Tier_1/3. Schoolwide/Schoolwide Handouts/3.1TIC3.1_ActionPlan.pdf

RESTORATIVE JUSTICE

Defining Restorative Justice

Authors from the National Education Association (NEA), the American Federation ofTeachers (AFT), the National Opportunity to Learn Campaign, and the AdvancementProject define restorative justice in various ways:

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…processes that proactively build healthy relationships and a sense of community to prevent and address

conflict and wrongdoing.

…increasingly being applied in individual schools and school districts to address youth behavior, rule

violations, and to improve school climate and culture.

…can improve relationships between students, between students and educators, and even between educators. They allow each member of the school community to

develop and implement a school’s adopted core values.

…allow individuals who may have committed harm to take full responsibility. This requires understanding how

the behavior affected others, acknowledging that the behavior was harmful to others, taking action to repair the harm, and making changes necessary to avoid such

behavior in the future.

Figure contents taken verbatim, with minor adaptions, from: Anderson et al., 2014

Notably, restorative practices “are not intended to replace current initiatives andevidence-based programs like PBIS or SEL models” (Anderson et al., 2014).

Key Differences from Traditional Models

The San Francisco Unified School District (SFUSD) explicitly outlines how therestorative disciplinary approach differs from traditional, punitive behavior policies.The key tenets of each framework are further detailed below.

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Traditional Approach Restorative Approach

✓ Schools and rules are violated. ✓ People and relationships are violated.

✓ Justice focuses on establishing guilt. ✓ Justice identifies needs and obligations.

✓ Accountability is defined as punishment.✓ Accountability is defined as understanding the

effects of the offense and repairing any harm.

✓ Justice is directed at the offender; the victim isignored.

✓ The offender, victim, and school all have directroles in the justice process.

✓ Rules and intent outweigh the outcome.✓ Offenders are held responsible for their behavior,

repairing any harm they've caused and workingtoward a positive outcome.

✓ No opportunity is offered for the offender toexpress remorse or make amends.

✓ Opportunities are offered for offenders to expressremorse or make amends.

Figure contents adapted from: Berkowitz and Smith et al., 2015

Zero-Tolerance Education System Restorative Practices-Based Education System

Carlos is greeted by metal detectors and a police search.

Carlos arrives at

school.

Teachers and administrators welcome Carlos and his fellow students as they enter.

His teacher scolds him in front of the class. Carlos talks back, and is given a detention.

Carlos is late to first

period.

His teacher waits until after class to speak with Carlos to learn more, and sets up a meeting

with his school counselor.

A school police officer detains and arrests both students.

Carlos gets into a minor altercation

in the cafeteria.

Student peer mediators and support staff intervene, have the students sit down

together, and de-escalate the situation.

Carlos is held in a juvenile detention facility all afternoon, missing school. He now has an

arrest record and is facing suspension.

End of Day

Carlos and the other student agree to help clean the cafeteria during a free period. Carlos

meets with his counselor and parents after school to help resolve the conflict at home.

A Tale of Two Schools

In the scenario detailed below, Carlos had a heated argument with his parents beforeleaving for school, so he is running late. The figure below illustrates the difference thatrestorative policies and practices can make on student behavioral outcomes.

25Figure contents taken verbatim from: Anderson et al., 2014

Restorative Justice as a Policy Solution

In 2016, experts from WestEd – a nonpartisan, nonprofit education research and technicalassistance agency – published a review of the available literature regarding the associationbetween restorative practices and student behavioral and suspension outcomes. Specifically, “allthe empirical studies the [authors] reviewed report a decrease in exclusionary discipline andharmful behavior after implementing some type of restorative justice program” (Fronius et al.,2016). The authors cite school improvement in student attendance and absenteeism, schoolclimate, student academic outcomes, among other positive benefits of restorative justiceimplementation. Several example case studies from their literature review include:

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Ed White Middle School

•Ed White Middle School leadershipreported an 84-percent drop in out-of-school suspensions among Grade 6students during the first year restorativejustice was introduced

•The same program evaluation shows a19-percent drop in all suspensions

Denver Public Schools

•Denver schools that implementedrestorative circles and conferencingreport a 44-percent reduction in out-of-school suspensions

•Denver schools also report an overalldecrease in expulsions across the three-year post-implementation period

Cole Middle School

•In Oakland, Cole Middle Schoolexperienced an 87-percent drop insuspensions across the first two years ofimplementation compared to the priorthree years

•Expulsions were eliminated entirelyafter restorative justice was put in place

•More recent figures suggest continuedsuccess, with a 74-percent drop insuspensions and a 77-percent decreasein referrals for violence during a two-year follow-up

Figure contents taken verbatim, with minor adaptions, from: Armour, 2016 and Fronius et al., 2016

Restorative Justice Practices

The restorative justice school-wide disciplinary approach may involve one or multiplepractices. The NEA and AFT outline several types of restorative practices – furtherdetailed below and on the following slide. School and district leaders should adoptthe restorative practices and initiatives that best suit their specific school context.

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Community conferencing is a practice that provides students and educators with effectiveways to prevent and respond to school conflict. Community conferencing involves theparticipation of each person affected by the behavior and allows all stakeholders to contributeto the conflict resolution process.

Community service allows for individuals to restore a harm they may have committed to theschool community by providing a meaningful service that contributes to their individualimprovement.

Peer juries allow students, who have broken a school rule, and trained student jurors tocollectively discuss why the rule was broken, who was affected, and how the referred studentcan repair the harm caused.

Figure contents taken verbatim from: Anderson et al., 2014

Restorative Justice Practices (continued)

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A circle process is a versatile restorative practice that can be used proactively, to developrelationships and build community, or reactively, to respond to wrongdoing, conflicts, andproblems. Circles can be used as a tool to teach social skills such as listening, respect, andproblem solving. Circles provide people an opportunity to speak and listen to one another in asafe atmosphere and allow educators and students to be heard and offer their ownperspectives. Circles can also be used to celebrate students, begin and end the day, and discussdifficult issues.

Peer mediation is a demonstrably effective youth leadership model that trains students to helpother students resolve differences. Peer mediation recognizes that students can utilize conflictresolution practices and social skills to play a leadership role in increasing peace and reducingviolence in their school. Peer mediation has been shown to reduce discipline referrals, violencerates, and suspension rates.

Informal restorative practices are small ways educators and other school personnel caninfluence a positive environment. Examples include the use of affective statements, whichcommunicate people’s feelings, and affective questions, which cause people to reflect on howtheir behavior has affected others; proactive engagement with students and families; mentorrelationships; community service; and lunchtime table talks.

Social-emotional learning teaches skills such as recognizing and managing emotions,developing caring and concern for others, establishing positive relationships, makingresponsible decisions, and handling challenging situations constructively and ethically. Theseare the skills that allow children and adults to calm themselves when angry, make friends,resolve conflicts respectfully, and make ethical and safe choices.

Figure contents taken verbatim from: Anderson et al., 2014

Restorative Practices Implementation Checklist

The Minnesota Department of Education’s School Safety Technical Assistance Center publishesan administrator’s checklist for school-wide restorative practices implementation. Guidance onstaff restorative practice training and support is detailed in the checklist below – thecomprehensive implementation checklist may be accessed by clicking here.

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✓ All staff receives an initial two hours of training and a totalof four hours of training aimed at increased understandingof the philosophy, principles and values of restorativepractices as applied to the specific school context.

✓ Any staff planning to be a “circle keeper” receives fourdays or 24 hours of training. The training time can bespread throughout a school year and is a combination ofdirect training and time in circle. For example, staff coulddo four, one-day training sessions throughout the year. Orstaff could do a one- to two-day training, plus acombination of experiencing Circle during staff meeting,using Circle in class with the help of a coach and being in aprofessional learning community about Circles with otherstaff and a coach along with additional trainings.

✓ Any staff planning to use conferences or Circles to repairharm receives three to four days of training beyond theinitial 24 hours of Circle training. People who repair harmshould be cross-trained: knowing how to facilitate bothcircles and conferences for repairing harm will improvetheir skills.

✓ Training for speaking restoratively in school is eight-hourtraining.

✓ New restorative practices practitioners have a coach or anexperienced partner with whom they can consult withregularly. Check-ins with the coach should be monthly forthe first year and quarterly for the second through fifth year

✓ Professional development for school staff includes creationof a restorative practices-specific individual growth anddevelopment plan in the three-year professional reviewcycle.

✓ By the end of the initial implementation process, a schoolstaff member has been identified to become a leadrestorative practices coach or aspiring restorative practicescoach and is being mentored by the current restorativepractices trainer with the goal of becoming the lead coachwho would be housed within the school.

Figure contents taken verbatim from: Minnesota Department of Education, School Safety Technical Assistance Center

https://education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=MDE058269&RevisionSelectionMethod=latestReleased&Rendition=primary

Additional Resources for Administrators

Chicago Public Schools (CPS) developed a “Restorative Practices Guide and Toolkit.” Like the Minnesota Department ofEducation, CPS authors provide a framework for schoolwide restorative practices systems and structures; staff and professionaldevelopment; school community and environment; and appropriate restorative interventions. School leaders can assess whetherbest practices are fully in place, partially in place, or non-existent. A portion of the restorative practices implementation rubric isreproduced in the figure below – the entire CPS resource may be accessed by clicking here.

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Systems and Structures Not Yet True (1) Partially True (2) Mostly True (3) Evidence

The school’s mission and vision reflect restorative mindsets and values and integrate the voices ofall stakeholders.

School has developed written protocols for disciplinary procedures and restorative practices,including a clear referral process, procedures for assigning students to restorative interventions,schedules for restorative circles and/or peer conferences, and procedures for following up onreferrals.

School has developed and utilizes a menu of logical, instructive, and corrective disciplinaryresponses, in addition to Tier II/III behavioral health supports, to build into restorative agreements.

School has identified a confidential space and reserved a regular schedule for Peace Circles, PeerConferencing, and/or Restorative Conversations to occur.

School has a system for tracking and following up on agreements made by participants duringrestorative practices.

School ensures that restorative actions taken (i.e. Restorative Conversations, Peace Circles, etc.)are entered into IMPACT following Student Code of Conduct infractions. The school has a datacollection process for Restorative Practices that are not tied to SCC infractions.

School regularly uses data (including from IMPACT, Dashboard, MVMS, and surveys of students,staff, and families) to assess effectiveness of restorative practice efforts.

Procedures are in place for staff, students, and families to request Restorative Practices.

Teachers are given time in their class schedules to teach the SEL skills for successful restorativepractices (empathetic listening, “I” statements, etc.)

Figure contents taken verbatim from: Office of Social and Emotional Learning, Chicago Public Schools

https://blog.cps.edu/wp-content/uploads/2017/08/CPS_RP_Booklet.pdf

SOCIAL-EMOTIONAL LEARNING

Core Components of SEL

Social emotional learning (SEL) supports are intended to improve student behavioral outcomesand mitigate inequitable disciplinary referrals. Experts from the Collaborative for Academic,Social, and Emotional Learning (CASEL) – the preeminent SEL research and technical assistanceorganization for schools and districts – define SEL in the following way:

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… “the process through which children and adultsacquire and effectively apply the knowledge,attitudes, and skills necessary to understand andmanage emotions, set and achieve positive goals,feel and show empathy for others, establish andmaintain positive relationships, and makeresponsible decisions.”

Figure contents taken verbatim from: “What Is SEL?,” CASEL

SEL Core Competencies

SEL consists of several overarching core tenets that extend across many contexts. Specifically, SELinstruction and programming should encompass social awareness, self-awareness, self-management,responsible decision-making, and relationship skills. These five core SEL competencies and theirassociated descriptions are further detailed in the figure below.

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Self-awareness

Self-management

Responsible decision-making

Relationship skills

Social awareness

The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability

to understand social and ethical norms for behavior and to recognize family, school, and

community resources and supports.

The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately

assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”

The ability to successfully regulate one’s emotions, thoughts, and

behaviors in different situations —effectively managing stress, controlling impulses, and motivating oneself. The

ability to set and work toward personal and academic goals.

The ability to establish and maintain healthy and rewarding relationships with diverse

individuals and groups. The ability to communicate clearly, listen well, cooperate

with others, resist inappropriate social pressure, negotiate conflict constructively,

and seek and offer help when needed.

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The

realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.

Figure contents taken verbatim from: “Core SEL Competencies,” CASEL

Associated Positive Behavioral Gains

Schools and districts across the country have adopted SEL frameworks to mitigate inequitablestudent discipline referral rates – and have seen significant improvements, in terms ofbehavioral outcomes. Specifically, a 2011 meta-analysis published in the journal ChildDevelopment finds that school-wide SEL programs demonstrate a significant positive impact onstudent behavior – and improved student behavior may reduce the rate of misconduct that leadsto exclusionary discipline and opportunities for inequitable discipline (Durlak et al., 2011). Thefigure below details the positive gains associated with Baltimore City Public Schools’ focus on SEL.

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In the 2016-2017 academic year, “more than 40 [Baltimore City] schoolsutilized the restorative practices model last school year, and 79 usedanother behavioral framework emphasizing positiveinterventions.” Specifically, “a central tenet of [Baltimore City PublicSchools’] blueprint is a focus on SEL and rehabilitative responses tomisbehavior.”

Based on the district’s SEL work, “there were about 6,800 suspensionsand expulsions last school year, down from nearly 8,500 the year before.”This represents a nearly 20 percent drop.

Figure adapted from: Richman, 2017

Equity and SEL

Schools should explicitly emphasize equity when implementing SEL supports.

A 2017 article published in the journal The Future of Children suggests that schoolsrestructure SEL programs “to account for the cultural beliefs, biases, and powerdynamics that privilege developmental expressions of behavior that are more likely tobe nurtured among while middle-class children” (Gregory and Fergus, 2017).

According to the authors, this restructuring will lead to improvements in schoolclimate and teachers’ ability to implement SEL with diverse students (Gregory andFergus, 2017).

The authors cite examples of SEL and restorative justice programs in several schooldistricts which reduced overall rates of exclusionary discipline but did not eliminateracial disproportionalities in discipline as evidence that an explicit focus on equity indisciplinary interventions is necessary.

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District-Wide Framework

A study conducted by CASEL examines the implementation of SEL strategies in 10 large urban schooldistricts. This study found that SEL is most effective when fully integrated into core activities at both theschool and district levels.

▪ At the school level, effective SEL requires a welcoming and affirming school culture and acommitment to explicit SEL instruction in classrooms.

▪ At the district level, SEL requires integration into budgets and strategic plans.

Districts participating in the CASEL study supported the integration of SEL using a variety of strategiesaligned with the framework shown in the figure below.

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Cultivate commitment and organizational support for SEL

•Vision and long-term plan

•Stakeholder communication

•Aligned resources

•Central office expertise

Assess SEL resources and needs

Establish systems for continuous improvement

Support classroom, schoolwide, and community SEL

programming

•Professional learning

•SEL integration

•SEL standards and assessment

•Evidence-based programs

Figure adapted from: “Key Insights from the Collaborating Districts Initiative,” CASEL, 2017

SEL Implementation Framework

Relatedly, CASEL experts outline the specific stages of the SEL adoption and implementationprocess. This SEL implementation framework consists of the following four phases:

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Planning

• During this phase, school and district leadership should craft an SEL communication plan; draft an SEL vision statement (which is the district’s description of what it would like to accomplish with SEL); develop central office expertise and competence; and align financial and human resources.

Needs Assessment

• School and district leadership should take a “snapshot” of school and/or district’s SEL-related activities, resources, and needs.

• This needs assessment should involve evaluating existing programs and practices the district can build on; gaps where new programs, practices, or policies may be needed; and resources that may enable district to maximize impact of SEL.

Implementation

• District should design and implement effective professional learning programs for all staff –this may include conferences, workshops, webinars, online courses, professional learning communities, and coaching support.

• SEL efforts should be integrated with all activities, including curriculum, student discipline, athletics, college and career readiness, assessment, and culture and climate.

• District should establish K-12 SEL standards – specifically, goals and benchmarks for student SEL, grade by grade, and adopt evidence-based programs to advance SEL.

Continuous Improvement

• District should develop repeating processes through which leaders evaluate the success of implementation and progress towards outcomes.

• Leadership should define SEL goals and metrics, and use data to drive implementation.

Figure adapted from: “District Resource Center,” CASEL

CASEL SEL Implementation Rubric

CASEL experts also developed an SEL implementation rubric for district and school leaders, as well asassociated benchmarks for each phase. A score of “4” signals complete implementation. A portion of theCASEL “Collaborating Districts” Rubric is reproduced below – the comprehensive SEL planning document isprovided in the Appendix.

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Activity Benchmarks

1. Conduct SEL-related resource and

needs assessment (District Strength

Inventory) across the district and schools.

4. The district has shared findings from the resource and needs assessment with stakeholders to support SEL planning and implementation at thedistrict and school levels, and has plans to assess resources and needs regularly (every two years or less).

3. The district has collected and summarized information from its resource and needs assessment.

2. The district has started to conduct a thorough resource and needs assessment to support SEL implementation district-wide.

1. The district has initiated their SEL resource and needs assessment process by reviewing the CASEL tool, integrating it with district resources and

needs assessment processes, and identifying stakeholders who will lead and participate in this process.

2. Develop a district-wide vision that

prioritizes academic, social, and emotional

learning for all students

4. The district has completed a process with opportunities to involve all stakeholders (including students) to contribute to developing sharedlanguage, understanding, and ownership for prioritizing the goals of academic, social, and emotional learning for all students. The governingboard and district leadership have taken action for public commitment to support implementation of the SEL vision as a priority for studentlearning.

3. The district has completed a vision development process, but either did not include all the stakeholders noted in the benchmark above (#4), orhave not publicly committed to SEL implementation as a priority.

2. The district is actively working on developing a vision for academic, social, and emotional learning, but the work is not complete.

1. The district is beginning to think about plans for developing a district-wide vision that prioritizes academic, social, and emotional learning for all

students.

3. Develop expertisein academic, social,

and emotional learning theory,

research, and practice at the central

office level.

4. The district has developed widespread capacity, commitment, and knowledge in SEL theory, research, and practice across many central officeleaders from diverse departments to provide guidance and support for school and classroom academic and SEL development.

3. The district has developed capacity, commitment, and knowledge in SEL theory, research, or practice for a core group of central office leadersto provide guidance and support for school and classroom SEL development.

2. The district is implementing a plan to build central office capacity, commitment, and knowledge in SEL theory, research, and practice toprovide guidance and support for school and classroom SEL development.

1. The district is developing a plan to assess central office staff capacity, commitment and knowledge to provide guidance and support for schooland classroom SEL development.

Figure contents taken verbatim from: “District Resource Center,” CASEL

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SECTION III: DISTRICT PROFILES

CHICAGO PUBLIC SCHOOLSRESTORATIVE PRACTICES

Chicago Public Schools

Chicago Public Schools (CPS) - which enrolls over 392,000 students across 660 schools- is the nation's third-largest school district. CPS implemented restorative practicesacross the district schools – with significant evidence of success. Since 2013, CPS hasseen…

41

…more than a 65 percent reduction in suspensions. Out-of-school suspensions fell

from more than 69,000 occurrences in 2012-13 to fewer than 25,000 in 2014-2015.

…a 57 percent drop in expulsions. Police notifications – in which schools report calling police –

dropped by 19 percent.

Figure adapted from: “CPS Continues Reduction of Suspensions and Expulsions to Keep Students Connected to Schools,” CPS, 2016


CPS attributes the positive shift in student suspension and expulsion rates to revisions in 2010-11 and 2014-15 to the Student Codes of Conduct (SCC). According to CPS staff, the 2010-11 “revisions to the studentcode…allowed the District to realize an unprecedented 36 percent drop in high school suspensions…The latestrevisions build on that effort with a more holistic approach that addresses the root causes of studentmisbehavior, minimizing the disruption to student learning and promoting a more positive school climate”(CPS, 2014). Specific changes to the Student Code of Conduct in the 2014-15 academic year included:

42

Simplified policy language to encourage accessibility.

•…a new mission statement whichestablishes a more restorativeapproach to address the root cause ofstudent behavior

•…a streamlined and easier-to-accessappeal process for parents andguardians to express concerns

•…new guidelines to assistadministrators in implementing policies

Placed stronger limits on suspensions applied and an emphasized restorative

approach.

•…Removed out-of-school suspension asan available consequence for minormisconducts and lowered the numberof suspension days permitted forrepeated offenses

•…Prohibited suspensions of Pre-Kthrough Grade 2 students, except forcases involving extreme safety concernsthat receive network chief review andapproval for suspension

Made improvements to the appropriateness and specificity of

behavior codes.

•…to limit subjectivity in how behavioralincidents are addressed (e.g.,“persistent tardiness” re-defined as“three or more tardies in a semester”).

Notably, “the revised SCC provides comprehensive guidance to administrators to respond to disruptivestudent behavior, better enabling schools to drive consistent and supportive school discipline practicesthroughout the district” (CPS, 2014). The revised guidance also simplifies the behavioral appeal process forCPS parents and guardians, “encouraging them to take a more active role in the process” (CPS, 2014).

Figure contents taken verbatim, with minor adaptions, from: “ CPS Proposes Revisions to Student Code of Conduct,” CPS, 2014


Professional development is a critical component of the CPS restorative practicesimplementation framework. Specific trainings and resources provided to school and districtleaders include:

43

The district provides training to school staff using In School Suspensions (ISS),including training ISS coordinators and providing a skills-building ISScurriculum.

As part of the district’s continued investment in restorative justice, CPS’sOffice of Social and Emotional Learning (SEL) has trained all school principalsin using suspensions as a last resort and increased tools, training andcoaching available to all CPS schools in developing alternatives to suspensionand preventive practices.

Since 2013, more than 400 schools have received training in at least one ofseveral strategies including school climate improvement, proactive classroommanagement strategies, social and emotional learning instruction, traumaand behavioral interventions, and restorative practices.

Additionally, CPS is providing intensive coaching to 58 schools to improveschool climates, as well as Restorative Practice coaches via communitypartners to another 74 schools to help leverage more restorative approachesto discipline.

Figure adapted from: “CPS Continues Reduction of Suspensions and Expulsions to Keep Students Connected to Schools,” CPS, 2016


The CPS Office of Social and Emotional Learning created a “Restorative Practices Guide andToolkit” intended “to support CPS staff, administrators, and community partners in developingrestorative school communities” (“Restorative Practices Guide and Toolkit,” CPS). The toolkitprovides CPS educators with a standardized, district-wide definition of restorative practices;techniques and suggestions for how to incorporate restorative practices in the classroom; arestorative justice mindset survey for staff; and guidance as to which restorative practices shouldbe used at which grade levels - further detailed below. The comprehensive toolkit may beaccessed by clicking here.

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Practice When to Use Grade Level

Restorative Mindset Always GradesPre-K-12

Restorative Language Always Grades Pre-K-12

Talking CircleProactively to build community and SEL skills; to work collaboratively on a

problemGrades Pre-K-12

Restorative ConversationAt the moment of a minor occurrence, in a safe space, and after the respondent

has accepted responsibility for his/her behavior. Or, to better understand an incident that has occurred and the root causes of the behavior exhibited

Grades Pre-K-12

Peace CircleCan be used in response to repeated inappropriate behaviors; persistent disruptive behaviors, most seriously disruptive behaviors, and some very

seriously disruptive behaviorsGrades 3-12

Peer ConferenceIn response to repeated inappropriate behaviors, persistent disruptive behaviors

and some seriously disruptive behaviorsGrades 3-12

Figure contents taken verbatim from: “Restorative Practices Guide and Toolkit,” CPS

https://blog.cps.edu/wp-content/uploads/2017/08/CPS_RP_Booklet.pdf

JONESBORO MIDDLE SCHOOLPBIS

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Jonesboro Middle School

Jonesboro Middle School (JMS) – located in Clayton County, Georgia – was recognized by theOSEP Technical Assistance Center in 2017 “as a model demonstration school for the state ofGeorgia’s schoolwide PBIS efforts” (OSEP, 2017). JMS attributes improved student behavior withsuccessful PBIS implementation, and cites the following gains:

46

Last year, JMS recorded 1,252 office discipline

referrals (ODR).

This year, JMS recorded 674 ODRs

Assuming the average ODR takes approximately 15

minutes for each….

…this is a savings of 8,670 minutes, or almost 21 days of work. This amounts to a month more of contact time that the

staff had to spend instructing and interacting positively to their students.

The JMS assistant principal further analyzed the data…

…and directly correlated ODR to achievement test scores. Teacher for

teacher, the lower the ODR, the higher the achievement scores.

Figure contents taken verbatim, with minor adaptions, from: “Tier I Case Examples,” OSEP, 2017


JMS leadership enacted a series of behavioral policy changes to shift the culture atJMS. Specifically, JMS crafted a series of universal behavioral expectations for allstudents - these JMS universal behavioral expectations (which are displayed all overthe school campus) include:

47

Be respectful of self, others, and

property

Be responsible and prepared at

all times

Be ready to follow

directions and procedures

Figure contents taken verbatim from: “Tier I Case Examples,” OSEP, 2017


After identifying appropriate, universal behavioral expectations for all students, JMS faculty andstaff “worked in small groups to define what the [behavioral] expectations would look like in eacharea of the school.” For example, staff “decided that being respectful on the school grounds”amounts to “picking up trash or litter and putting it in the proper receptacle.” Concrete policiesand guidance from JMS covers the following areas of behavior and student conduct:

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Attendance policy

Tardiness policy

Student attire policy

Readiness for school

Figure contents taken verbatim from: “Tier I Case Examples,” OSEP, 2017

To acknowledge the good behavior of students, the team decided on a "Gotcha" system that would be brought to the office to be traded for a smallprize such as ice cream at lunch. They introduced the “gotchas” to the teachers and instructed them on how to use them. They made sure that theentire staff understood that these were not to be given out to every child in their class; rather, the staff was to monitor the non-classroom areas lookingfor good examples of "Doing it the Jonesboro Way" and giving a “gotcha” for a specific exemplar.

It's not just the students who get rewarded at JMS. The students are allowed to come tell the assistant principal that they would like to give a “gotcha”to a teacher, and have to tell him what it is the teacher has done to earn a “gotcha.” The teacher's names all go into a drawing. If their name is drawn,they don't announce it over the intercom. Instead, the teachers get “goosed.” The assistant principal walks into their classroom 30 minutes before theend of the day with a large ceramic goose. The teacher knows that goose stands for (Get Out Of School Early). The teacher leaves his/her class and isfree to leave for the day, while the assistant principal stays and teaches the rest of the lesson. This policy allows for the assistant principal to get to knowthe students, and lets the teacher know how much her students and his/her administrators appreciate her.


In addition to crafting universal behavioral expectations for all students, JMSleadership enacted a robust system of rewards to acknowledge positive student andfaculty behavior. Specific strategies of the JMS behavioral acknowledgement systeminclude:

49Figure contents taken verbatim, with minor adaptions, from: “Tier I Case Examples,” OSEP, 2017

“Gotcha” System

Student LuncheonThe student names are also drawn once a month and read over the intercom. These students are invited to attend a special luncheon. The stage,which is in the lunchroom, is decorated with a table - complete with tablecloth, decorations, and musical accompaniment.

The teachers report that this lunch is a huge hit, because what means the most to the students is the attention they receive. The assistant principaleats lunch with them and all the other students in the cafeteria see them on the stage having a wonderful time for "Doing it the Jonesboro Way." Theirfriends cheer them on for their "getting picked."

AUSTIN INDEPENDENT SCHOOL DISTRICT

SOCIAL EMOTIONAL LEARNING

Austin Independent School District

Austin Independent School District (AISD) – a participating member of the CASEL “CollaboratingDistricts Initiative” - enrolls over 83,600 students across 130 schools. AISD explicitly incorporatedSEL into the district’s 2015-2020 academic years’ strategic plan, and cites the following associatedbehavioral benefits of SEL district-wide implementation on elementary and secondary studentoutcomes:

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After controlling for baseline ratings of school safety, students in elementary schools where “peace areas” were implemented in classroomswere more likely to say “I feel safe at my school” than students in schools where peace areas were implemented with less fidelity.

Secondary SEL schools with more years in SEL showed a greater reduction in campus discretionary removals than did schools with noyears in SEL.

Secondary schools participating in SEL for three or four years experienced a greater decrease in chronic absenteeism than did schoolsparticipating in SEL for one or two years.

Teachers’ ratings of their third-grade students’ SEL competencies were positively related to students’ performance in state readingand math tests.

Seventh-grade students’ ratings of the SEL competency item “I have strong self-control” were positively related to their performance instate reading and math tests.

Elementary school students with fewer disciplinary infractions received higher teacher ratings of the SEL competency items “respects theproperty of others” and “gets along well with adults” than students with more disciplinary infractions.

Figure contents taken verbatim from: “Austin,” CASEL


AISD prioritizes the incorporation of evidence-based SEL programming into theelementary, middle, and high school levels.

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• In elementary schools lessons are generally taught weekly by the classroom teacher andreinforced in all areas of the school. In middle schools, lessons are taught during advisory or aspart of a core class such as English or social studies.

Elementary and middle schools use explicit instructional materialsfrom Second Step, a CASEL Program.

• In several high schools, Grade 9 students attend a Methods for Academic and Personal Success(MAPS) class to develop SEL skills and study skills to help with their transition to high school. Inother high schools, explicit SEL instruction is provided in advisories or core content courses.

High schools are using School-Connect as their instructionalresource.



In addition to adopting evidence-based SEL programming, AISD leadership has madeintentional efforts and adopted specific policy mechanisms to ensure successful SELimplementation across the district – further detailed in the figure below.

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Funding

As the SEL initiative has been scaled to include all schools, budgets have risen as well — from

$690,000 to more than $2 million in recent years.

The district has supplemented local funding with federal funding for its coaches, a central

part of the implementation strategy.

A local philanthropic matching program yielded $2.4 million in three years. The district has a

dedicated fund development team comprised of internal and external leaders.

AISD has taken multiple steps to communicate about the importance of the work with all

stakeholders — from the board and cabinet to parents, students, and the community.

Climate and Culture

All schools are implementing the district’s “Whole Child, Every Child” initiative, a

collaborative effort that frames SEL as a districtwide effort, not an isolated program.

All teachers and principals receive targeted professional development in SEL.

Master teachers and content specialists now integrate SEL objectives and instructional

methods into all exemplar lessons in all subject areas.

The athletics department is implementing a character education program.


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KEY RESOURCES

CASEL SEL Implementation Blueprint

55

Activity Benchmarks

1. Conduct SEL-related resource

and needs assessment

(District Strength Inventory) across the district and

schools.

4. The district has shared findings from the resource and needs assessment with stakeholders to support SEL planning andimplementation at the district and school levels, and has plans to assess resources and needs regularly (every two years or less).

3. The district has collected and summarized information from its resource and needs assessment.

2. The district has started to conduct a thorough resource and needs assessment to support SEL implementation district-wide.

1. The district has initiated their SEL resource and needs assessment process by reviewing the CASEL tool, integrating it with district

resources and needs assessment processes, and identifying stakeholders who will lead and participate in this process.

2. Develop a district-wide vision

that prioritizes academic, social,

and emotional learning for all

students

4. The district has completed a process with opportunities to involve all stakeholders (including students) to contribute todeveloping shared language, understanding, and ownership for prioritizing the goals of academic, social, and emotional learningfor all students. The governing board and district leadership have taken action for public commitment to support implementationof the SEL vision as a priority for student learning.

3. The district has completed a vision development process, but either did not include all the stakeholders noted in the benchmarkabove (#4), or have not publicly committed to SEL implementation as a priority.

2. The district is actively working on developing a vision for academic, social, and emotional learning, but the work is not complete.

1. The district is beginning to think about plans for developing a district-wide vision that prioritizes academic, social, and emotional

learning for all students.

3. Develop expertise in

academic, social, and emotional

learning theory, research, and practice at the

central office level.

4. The district has developed widespread capacity, commitment, and knowledge in SEL theory, research, and practice across manycentral office leaders from diverse departments to provide guidance and support for school and classroom academic and SELdevelopment.

3. The district has developed capacity, commitment, and knowledge in SEL theory, research, or practice for a core group of centraloffice leaders to provide guidance and support for school and classroom SEL development.

2. The district is implementing a plan to build central office capacity, commitment, and knowledge in SEL theory, research, andpractice to provide guidance and support for school and classroom SEL development.

1. The district is developing a plan to assess central office staff capacity, commitment and knowledge to provide guidance andsupport for school and classroom SEL development.



56

Activity Benchmarks

4. Design and implement

effective professional development

programs to build internal capacity for developing


learning.

4. The district has implemented a coordinated professional development program that provides PD to address academic, social, and

emotional learning capacity development for all staff at individual, school, and district levels using effective PD practices including

embedded, ongoing support and continuous assessment for improvement.

3. The district has developed a coordinated professional development program that provides PD to address academic, social, and

emotional learning capacity development for most staff at individual, school, and district levels using effective PD practices including

embedded, ongoing support and continuous assessment for improvement.

2. The district has a professional development program that provides PD to address academic, social, and emotional learning

capacity development for some staff at individual, school, and district levels using some effective PD practices including embedded,

ongoing support or continuous assessment for improvement.

1. The district has academic, social, and emotional learning-related PD opportunities available for isolated purposes, but does not

yet have systematic coordination, alignment, or outcome assessments.

5. Align resourcesto support


learning programming.

4. The district is implementing a long-term plan with funding, staff, and material resources to sustain ongoing SEL programming for

all students. Additional funding partners are supporting the district efforts in academic, social, and emotional learning.

3. The district has dedicated substantial funding, staff, and material resources to sustain high-quality SEL programming for all

students.

2. The district has dedicated some of the funding, staff, and material resources necessary to implement ongoing SEL programming

for all students.

1. The district has begun to identify financial resources for staff, professional development, and materials to support SEL

programming.

6. Communicateabout academic,

social, and emotional learning

with a variety of stakeholders.

4. The district has fully implemented a well-designed systematic communications plan to engage all key stakeholders, internally and

externally, to understand and fully support academic, social, and emotional learning for all students.

3. The district has partially implemented a well-designed systematic communications plan to engage all key stakeholders, internally

and externally, to understand and fully support academic, social, and emotional learning for all students.

2. The district has started to implement a communications plan to engage most key stakeholders, internally and externally, to

understand and fully support academic, social, and emotional learning for all students.

1. The district is beginning to design a systematic communications plan to engage all key stakeholders, internally and externally, to

understand and fully support academic, social, and emotional learning for all students.Figure contents taken verbatim from: “District Resource Center,” CASEL


57

Activity Benchmarks

7. Establish Pre-K–12 learning

standards for students’ social and

emotional competence.

4. The district is implementing comprehensive, developmentally appropriate learning standards and benchmarks that articulate

what students should know and be able to do in the area of social and emotional learning from Pre-K through grade 12 and outlined

intersections with standards in academic content areas (including Common Core state standards if applicable). This information has

been shared with staff, students, and parents.

3. The district has adopted comprehensive, developmentally appropriate learning standards and benchmarks that articulate what

students should know and be able to do in the area of social and emotional learning from pre-K through grade 12. The district has

outlined intersections with standards in academic content areas (including Common Core state standards if applicable).

2. The district has developed a plan for adopting Pre-K–12 SEL learning standards.

1. The district is beginning to consider Pre-K–12 SEL learning standards and reviewing exemplars such as the Illinois Pre-K–12 SEL

standards.

8. Adopt and implement

evidence-based programs for

academic and SEL in all schools.

4. The district has adopted evidence-based programs that explicitly address a full range of social and emotional competencies for all

students in all grades. The activities identified in the school theory of action have been fully implemented in all schools.

3. The district has adopted evidence-based programs that explicitly address a full range of social and emotional competencies for all

students in some grades and some schools. The activities identified in the school theory of action have been fully implemented in

some schools.

2. The district has adopted evidence-based programs that explicitly address social and emotional competencies for all students in

some grades. The activities identified in the school theory of action have not been fully implemented in many of the schools with

the program.

1. The district does not yet have evidence-based programs in place at the universal level (although there may be programs in place

for selected/at-risk students). The district is beginning to examine the school level theory of action.



58

Activity Benchmarks

9. Integrate SELprogramming with

other existing initiatives, including

academic improvement, at the district and school levels.

4. The district has aligned, integrated, and implemented SEL with all other district initiatives and priorities including curriculum,

instruction, and assessment.

3. The district has aligned but not yet integrated SEL with all other district priorities including curriculum, instruction, and

assessment.

2. The district has aligned SEL with some other district priorities including curriculum, instruction, and assessment.

1. The district has started to think about connections with SEL across curriculum, instruction, and assessment.

10. Establish systems to

continuously improve academic,

social, and emotional learning

programming through inquiry and

data collection.

4. The district systematically collects data on SEL program implementation, students’ social and emotional competence, and school

climate from all schools. Central office staff and school teams reflect on these data and actively change practices.

3. The district collects data on SEL program implementation, students’ social and emotional competence, and school climate from

all schools but does not have a reporting system in place so central office staff and school staff can reflect on these data and

actively change practices.

2. The district systematically collects data on two of the three domains listed above from some schools, but central office staff and

school staff do not formally reflect on these data or change practices.

1. The district has started conversations about collecting the data identified in the top benchmark (#1) but does not collect data in

more than one of the domains, and does not yet have a process in place for reflecting on or using data to improve practice.


Works Cited• “About Us.” Eastern Suffolk BOCES.

http://www.esboces.org/site/default.aspx?DomainID=37

• Anderson, C. et al. “Restorative Practices: Fostering HealthyRelationships and Promoting Positive Discipline in Schools - A Guidefor Educators.” National Education Association, AmericanFederation of Teachers, Advancement Project, and NationalOpportunity to Learn, March 2014.http://schottfoundation.org/sites/default/files/restorative-practices-guide.pdf

• Armour, M. “Ed White Middle School Restorative DisciplineEvaluation: Implementation and Impact, 2014-2015 on Sixth,Seventh, and Eighth Grades.” The Institute for Restorative Justiceand Restorative Dialogue, University of Texas at Austin, 2016.https://irjrd.org/files/2016/01/Year-3-FINAL-Ed-White-report.pdf

• “Austin.” CASEL. https://casel.org/partner-districts/austin-independent-school-district

• Berkowitz, K. “Restorative Practices Whole-School ImplementationGuide.” San Francisco Unified School District.http://www.healthiersf.org/RestorativePractices/Resources/documents/SFUSD%20Whole%20School%20Implementation%20Guide%20final.pdf

• Boccanfuso, C. and M. Kuhfeld. “Multiple Responses, PromisingResults: Evidence-Based, Non-Punitive Alternatives to ZeroTolerance.” Child Trends, March 2011.https://www.childtrends.org/wp-content/uploads/2011/03/Child_Trends-2011_03_01_RB_AltToZeroTolerance.pdf

• “Core SEL Competencies.” CASEL. https://casel.org/core-competencies/

• “CPS Continues Reduction of Suspensions and Expulsions to KeepStudents Connected to Schools.” Chicago Public Schools, February12, 2016.http://cps.edu/News/Press_releases/Pages/PR1_02_12_2016.aspx

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• “CPS Proposes Revisions to Student Code of Conduct to FurtherReduce Suspensions and Keep Students Engaged in the Classroom.”Chicago Public Schools, June 26, 2014.http://cps.edu/News/Press_releases/Pages/PR1_06_23_2014.aspx

• “Discipline Disparities for Black Students, Boys, and Students withDisabilities.” United States Government Accountability Office, March2018. https://www.gao.gov/assets/700/690828.pdf

• “District Resource Center.” CASEL. https://drc.casel.org/

• Durlak, J.A. et al. “The Impact of Enhancing Students’ Social andEmotional Learning: A Meta-Analysis of School-Based UniversalInterventions.” Child Development, 82:1, February 2011.

• Fronius, T. et al. “Restorative Justice in U.S. Schools: A ResearchReview.” WestEd Justice and Prevention Research Center, February2016. https://jprc.wested.org/wp-content/uploads/2016/02/RJ_Literature-Review_20160217.pdf

• Gregory, A. and E. Fergus. “Social and Emotional Learning andEquity in School Discipline.” Future of Children, 27:1, Spring 2017.https://files.eric.ed.gov/fulltext/EJ1144814.pdf

• “Guiding Principles: A Resource Guide for Improving School Climateand Discipline.” U.S. Department of Education, January 2014.https://www2.ed.gov/policy/gen/guid/school-discipline/guiding-principles.pdf

• “Key Insights from the Collaborating Districts Initiative.” CASEL,March 2017. https://www.casel.org/wp-content/uploads/2017/03/Final-CDI-Report-3-17-17.pdf

• Lewin, T. “Black Students Face More Harsh Discipline, Data Shows.”The New York Times, March 6, 2012.https://www.nytimes.com/2012/03/06/education/black-students-face-more-harsh-discipline-data-shows.html

• McIntosh, K. et al. “Recommendations for Addressing DisciplineDisproportionality in Education.” Office of Special EducationPrograms Technical Assistance Center, August 7, 2014.https://www.pbis.org/Common/Cms/files/pbisresources/RecommendationsForAddressingDisciplineDisproportionality.pdf

Works Cited• Morgan, E. et al. “The School Discipline Consensus Report:

Strategies from the Field to Keep Students Engaged in School andOut of the Juvenile Justice System.” The Council of StateGovernments Justice Center, 2014. https://csgjusticecenter.org/wp-content/uploads/2014/06/The_School_Discipline_Consensus_Report.pdf

• “PBIS Practices at the Four Stages of Implementation.” EasternSuffolk BOCES.https://www.esboces.org/cms/lib/NY01914091/Centricity/Domain/64/Stages%20of%20Implementation.pdf

• “Restorative Practices Guide and Toolkit.” Office of Social andEmotional Learning, Chicago Public Schools.https://blog.cps.edu/wp-content/uploads/2017/08/CPS_RP_Booklet.pdf

• “Restorative Practices Implementation, Trainers, and Training: AnAdministrator’s Checklist.” Minnesota Department of Education,School Safety Technical Assistance Center.https://education.mn.gov/mdeprod/idcplg?IdcService=GET_FILE&dDocName=MDE058269&RevisionSelectionMethod=latestReleased&Rendition=primary

• Richman, T. “Baltimore School Suspensions Fell Last Year.” TheCouncil of State Governments Justice Center, October 23, 2017.https://csgjusticecenter.org/youth/media-clips/baltimore-school-suspensions-fell-last-year

• Rosch, J. and A.M. Iselin. “Alternatives to Suspension.” DukeUniversity Center for Child and Family Policy.https://childandfamilypolicy.duke.edu/pdfs/familyimpact/2010/Alternatives_to_Suspension.pdf

• Skiba, R. and J. Sprague. “Safety without Suspensions.” EducationalLeadership, September 2008.http://www.pbis.org/common/cms/files/Coach_Trainer/Articles/Safety%20Without%20Suspensions.pdf

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• Smith, D., D.B. Fisher, and N.E. Frey. “Chapter One - Punitive orRestorative: The Choice Is Yours.” In Better than Carrots or Sticks:Restorative Practices for Positive Classroom Management, ASCD,2015.http://www.ascd.org/publications/books/116005/chapters/[email protected]

• St. George, D. “Holder, Duncan Announce National Guidelines onSchool Discipline.” Washington Post, January 8, 2014.https://www.washingtonpost.com/local/education/holder-duncan-announce-national-guidelines-on-school-discipline/2014/01/08/436c5a5e-7899-11e3-8963-b4b654bcc9b2_story.html

• Sugai, G. et al. “PBIS Team Implementation Checklist.” Office ofSpecial Education Programs Technical Assistance Center, May 2011.http://idahotc.com/Portals/6/Docs/2015/Tier_1/3.%20Schoolwide/Schoolwide%20Handouts/3.1TIC3.1_ActionPlan.pdf

• “Tier I Case Examples.” Office of Special Education ProgramsTechnical Assistance Center, 2017.https://www.pbis.org/school/tier1supports/case-examples

• “Tier I Supports.” Office of Special Education Programs TechnicalAssistance Center, 2017. https://www.pbis.org/school/tier1supports

• “Tier II FAQs.” Office of Special Education Programs TechnicalAssistance Center.https://www.pbis.org/school/tier2supports/tier2faqs

• “What Is SEL?” CASEL. https://casel.org/what-is-sel/

• “What Is Tier 2/Tier 3 PBIS?” Midwest PBIS Network.http://www.midwestpbis.org/about/what-is-tier-2-tier-3-pbis