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Integra(onofRestora(vePrac(cesintoSWPBIS
JessicaSwain-Bradway,MidwestPBIS
[email protected],KentState,[email protected]
DanMaggin,UniversityofIllinoisChicago,[email protected]
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FollowusonTwiLer
JessicaSwain-Bradway-@midwestpbisNateStevenson–@nsteve15
#RJ_APBS2016
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Agenda
1. StateofRJPinEducaVon2. IntersecVonofRJPandSWPBIS3.
Examples:ElementaryandMiddleSchools4. EvaluaVon
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ExpectaVons
• Wewillbeasclearaspossible.•
WewillproviderelevantexamplesandacVviVes.
• YouwillparVcipateinacVviVes.•
YouwillaskquesVonsandsharerelevantcomments.
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STATEOFRPINEDUCATION
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Restora(vePrac(cesinSchoolsareinspiredbythephilosophyand
pracVcesofrestoraVvejusVce,whichputsrepairingharmdoneto
rela%onshipsandpeopleoverandabovetheneedforassigningblame
anddispensingpunishment.www.ibarj.org
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FiveCharacteris(csOfRestora(vePrac(ces
RELATIONSHIPS:DevelopingcaringconnecVonsandfindingcommongroundRESPECT:Listeningtoothers’opinionsandvaluingthemRESPONSIBILITY:BeingaccountableforacVonstakenRESTORATION:RepairingharmthathasbeencausedREINTEGRATION:Ensuringallremainincludedandinvolved
www.ibarj.org
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GoalsofrestoraVvejusVceinschools(Gonsoulin,Schiff,andHatheway2013):
1.
CreatearestoraVveandinclusiveschoolclimateratherthanapuniVveone;
2.
Decreasesuspensions,expulsions,anddisciplinaryreferralsbyholdingyouthaccountablefortheiracVonsthroughrepairingharmandmakingamends;
3.
Includepersonswhohaveharmed,beenharmed,andtheirsurroundingcommunityinrestoraVveresponsestoschoolmisconduct;
4.
ReengageyouthatriskofacademicfailureandjuvenilejusVcesystementrythroughdialogue-driven,restoraVveresponsestoschoolmisbehavior.
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Endorsements
• NaVonalTeacherAssociaVon(NEA)–
hLp://neatoday.org/2014/03/24/nea-and-partners-promote-restoraVve-jusVce-in-schools/
•
TheJusVceCenteroftheCouncilofStateGovernmentsSchoolDisciplineConsensusReporthLps://csgjusVcecenter.org/wp-content/uploads/2014/06/The_School_Discipline_Consensus_Report.pdf
• U.S.DepartmentofEducaVonOfficeforCivilRights –
hLp://www2.ed.gov/about/offices/list/ocr/leLers/colleague-201401-Vtle-vi.html
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GoalsofrestoraVvejusVceinschools(Gonsoulin,Schiff,andHatheway2013):
1.
CreatearestoraVveandinclusiveschoolclimateratherthanapuniVveone;
2.
Decreasesuspensions,expulsions,anddisciplinaryreferralsbyholdingyouthaccountablefortheiracVonsthroughrepairingharmandmakingamends;
3.
Includepersonswhohaveharmed,beenharmed,andtheirsurroundingcommunityinrestoraVveresponsestoschoolmisconduct;
4.
ReengageyouthatriskofacademicfailureandjuvenilejusVcesystementrythroughdialogue-driven,restoraVveresponsestoschoolmisbehavior.
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ApproachestoDisciplineRetribu(veJus(ce Restora(veJus(ce
• Blameandpunishment;direcVves/orders•
Inquiry:Whatschool/classroom/
playgroundrulewasbroken?Whoistoblame?Whatpunishment/sancVonisdeserved?
• Approach–formsofpuniVve
consequencesthatisolate:removalfromclass/schoolcommunity,deten3on,wri3ngoflines,notallowedtogoonafieldtrip,grouppunishment,humilia3on,suspension,exclusion,yelling,etc.…
• Howwehopeitworks:Reduce
reoffendingbyinflicVngpain/humilia(onasadeterrent
• RelaVonshipsandrestoringharm
•
Inquiry:Whathappened?Whathasbeenharmed?How?Whatneedstohappentorepairtheharm?
•
Approach:WhenwrongisdoneweworkwiththoseinvolvedtohelpthemtakeresponsibilityfortheirbehaviorbyunderstandinghowtheiracVonsaffectedothers,learnfromtheincidentandacttorequiredtorepairtheharm.
•
Howwehopeitworks:Reducereoffendingbystrengthening/establishingthevalueofallinvolvedaspartofcommunity
AdaptedfromThorsborne&Blood,2013
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EvidenceandResearchNeeds
•
WestEd– NaVonalnonparVsan,nonprofitresearch,development,andserviceagency
– FundedbytheRobertWoodJohnsonFoundaVonhLp://www.rwjf.org/
• Conductedinterviewsforfutureresearchneeds•
GoalofadvancingunderstandingofRJinschools.
• January-October2014•
43expertsand15focusgroupmembersfromRPconsultants
workingwithschools.•
(Hurley,Guckenberg,Persson,Fronius,&Petrosino,2015).
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EvidenceandResearchNeedsNeedforrigorousformaVvestudiestorefinetheframeworkanddocumenttheoutcomesofRPinschools(Hurley,etal.,2015).•
(a)ImplementaVonReadiness,•
(b)whole-schoolversesstand-alonemodels,•
(c)ImplementaVonandEffecVveness,(d)impactsonracialand
ethnicminoriVesandstudentswithdisabiliVes,•
(e)leadershipandtraining,• (f)dataandmeasurement,•
(g)sustainability
•
TheintervieweesforWestEdrecommended,inlightoftheresearchneeds,thatfundingprojectsfistfocusonstrongerimplementaVonandthenonimpactonstudentoutcomes.
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EvidenceandResearchNeeds
•
Oneconsensusfromtheinterviewswasthatthereisneitheracleardefini%onnorwidelyacceptedmodelofRP(Hurley,Guckenberg,Persson,Fronius,&Petrosino,2015).
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EvidenceandResearchNeeds• WestEd,describesRPbroadly•
“anon-puniVvedisciplinarymethodthatfocusesonrestoringrelaVonships,andallparVesinvolvedintheconflictareincludedintherestoraVveprocess.”(p.1,Hurley,etal,2015).
•
InternaVonalInsVtuteonRestoraVvePracVces(IIRP),definesRPas
•
asocialsciencethatstudieshowtobuildsocialcapitalandachievesocialdisciplinethroughparVcipatorylearninganddecision-making.hLp://www.iirp.edu/
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ImplementaVonGuidance
•
DistrictsacrosstheU.S.arerespondingtotheabsenceofclearguidancebydevelopingtheirowndefini(onsandhandbooks,fordefiningRPandimplemen(ngacrosstheirschools.–
SanFranciscoUnifiedSchoolDistrict(Berkowitz,2014),and
– MinnesotastateDepartmentofEducaVon(Beckman,McMorris,&Gower,2012)
• IncreasingaMen3ontoRJPwithinMTSS/PBISframe
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Pleasetake2minutestotalkwithapeer…
1. MostAppealingAspectofRP?
2.
WhatdoyouhopetoachievebyimplemenVngRPinyourschool/district?
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TheIntersecVonofSWPBISandRP
• SWPBIS&RestoraVvePracVcesareresponsestoZeroTolerance
• Commonalityofsomevaluedoutcomes:•
PrevenVngandreducingproblembehavior• Keepingstudentsinschool•
Improvingschoolclimateandsafety
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ComplementarySystems
ReacVonPrevenVon
SW-PBIS
Restora(vePrac(ces
ImprovedOutcomes
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TheIntersecVonofSWPBISandRP
•
ProvidingalternaVvestohowschoolscurrentlyconceptualizediscipline
– SWPBISprovidessystemstoguideadultbehaviors
– RPprovidesarangeofalternaVvebehaviorsforadultstoengageinthatarenotexclusionaryreacVonstobehavior
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TheIntersecVonofSWPBISandRP• Reshapingdiscipline:
– Commonlyagreeduponstandardsofconductofadultsandyouth
– EnsureposiVverelaVonships(students/staff)– Wholeschoolandsenseofcommunity-PosiVveclimate
– Maintainstudentdignity
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WhyInstallwithinSWPBIS?
•
SWPBISisaprovenframeworkforbehavioralsupportshLp://www.pbis.org/research
• SystemswithinSWPBISguideadultbehavior:–
Consistent,predictable,posiVve
• SystemsanddatafeaturesofSWPBIScanbeexpanded
•
FrameworkallowsustobuildcapacitySugaietal,2015,hLps://www.pbis.org/blueprint/implementaVon-blueprint
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WhyInstallwithinSWPBIS?•
SWPBIShasastrongevidencebase(Horner,Sugai,Lewis2015)hLp://www.pbis.org/research
• Systemsanddatafeaturespushusto:–
Definewhatwearedoingsowecanreplicateinallserngs,withallstudents
– AssessHOWweareconducVngagivenpracVce–
Assesshowstudentsareresponding– Modifyintensityandspecificitybasedonstudentprogress
• WecanusetheSWPBISfeaturestoguideinstallaVonofRP
•
WeSTILLwanttodefineRPclearly,withinputfromtheexpertsandprac33oners
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SWPBISConcerns• PrevenVonheavy•
StrategiesincreaseposiVve,specificpraise•
DoesnotsystemaVcallyprovideinstrucVonin:
– RelaVonshipbuilding– ConflictresoluVon
•
Maybeseenas“babyish”formiddleandhighschools,andstreet-savvykids
•
NotgerngtoTier3quickenough-losingkids– Needto“stopthebleedingoffthetop”
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EXAMPLESRJinPrac(ce
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GardenHillsElementary#teamGardenHills
2014-2015 2015-2016Black 37% 67%LaVno 31% 5%White 16% 15%Asian
12% 11%FreeandReducedLunch 85% 89%
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MajorLevelReferralsbyYearComparison2013-14,2014-15,2015-16
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39
43.5
89
63
10
32 34
21
125
12
2733
168
16 16 12 16
36
026
0
20
40
60
80
100
120
140
August Sept Oct Nov Dec Jan Feb March April May June
Num
bero
fDaysL
ost
Months
NumberofDaysLosttoSuspension2014SYto2015SYComparison
2014SY 2015SY 2016SY
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2014SY
Tier3
Tier2*Mentoring
*RestoraVveChats(AdminonlyFeb-May)
Tier1*PBIS/CoolTools
*Purngindata/useofdata
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2015SY
Tier3*ComplexFBA/BIP
*SASS/CommunityPartnerMtgs
Tier2Layer4-ClosedGroups/SWReferral/MHTherapist(December–May)Layer3–SAIGs(March-May),MentoringLayer2-CICOLayer1-RestoraVveChats/1xSW/PBISAide
Tier1*PBIS/CoolTools
*SELCurriculum(CaringSchools)RelaVonshipBuilding/Circles
*CelebraVons/Boosters/Tickets
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SocialDisciplineWindow
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TheImportanceofBalance
EqualVmeandeffortmustbegiventodevelopingrelaVonshipsasisgiventocontent/issuesandplans
IBARJ,2014
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AtGardenHills
• UseofCirclesdaily– 20minutes,8:45-9:05amdaily
• SELandPBISCoolToolswillstartthefirstweekofschool•
SELlessonsandPBISCoolToolsareprovidedfortheyearinquarterincrements
– Allstaff&facultyparVcipateinCirclesfrom8:45-9:05am
• Chooseaclassroomtojoin,mayvaryeachday
Monday Tuesday Wednesday Thursday Friday
ClassroomTeacher
SELLesson ClassroomTeacher
PBISCoolTool ClassroomTeacher
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FuncVonsofCircleConflict
ResoluVon
BuildingCommunity
ReflecVng
SocialSkills
Welcoming
Farewell
DefusingTension
Healing
Problem-Solving
Brainstormingg FocusLastYear&firstquarterthisyear
AddiVonsforthisYear
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RestoraVveConversaVon
IBARJ,2014
Tellmewhathappened.
WhatwereyouthinkingattheVme?
Whatdoyouthinkaboutitnow?
Whodidthisaffect?
Whatdoyouneedtodoaboutit?
Howcanwemakesurethisdoesn’thappenagain?
WhatcanIdotohelpyou?
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AtGardenHills• RestoraVveconversaVonsshouldoccur:
–
Precedingaofficedisciplinereferral– Duringthedisciplinaryprocess,byadministraVon– AnyVmetheywouldbehelpful
•
LinktherestoraVveconversaVontotheclassvalues,theneedsoftheotherpeopleortheimpactofthestudent’sbehavioronothers
• ReadthequesVonsaswriLen,pleasedonotdeviatefromthescript
• Establisheda“restoraVvechat”areainallclassrooms
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WaverlyMiddleSchool
2014-2015 2015-2016Black 29% 28%LaVno 17% 19%White 37%
37%2ormoreraces 12% 12%Asian 4% 4%FreeandReducedLunch 62% 58%
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WaverlyMiddleSchool
• Urban/SuburbanMiddleSchool(Grades7and8)•
Approximately500students•
2009idenVfiedas“PersistentlyLow-achieving”byMichiganDepartmentofEducaVon(MDE;lowest5%
ofdistrictsacademicallystatewide)
• School-widecommitmenttoPBSbeginning2010•
SWISDataCollecVonbegan2011-2012•
RestoraVveJusVcebeganSpring2011-2012
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Curriculum&School-wideExpectaVons
o Explicitlessonsforcommonareas/transiVonVmes•
Scheduledregularly• Varietyofformats
o Classroomlessonso Schoolassemblieso LunchmeeVngso
Studentcreatedvideoso Reviewgameso Mindsetlessons
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EvoluVonofVme-outtoRTC
BuildonsuccessofRJprogram
RelaVonshipbuilding TrustinProgram ExplicitConVnuum
VisittoneighboringdistrictResponsible-Thinking-Room
“STOPandThink”cards
RemediaVonquesVons
MulV-purposespace
Designedtogetkidsbacktoclass
ClassicTimeoutRoom
Holdingpenforsuspension
Noprocedureforclassroomremoval
ReacVonary/EmoVonal
NoremediaVon HugelossofseatVme
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School-wideOutcomes:ODRs
RJImplemen
ted
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School-wideOutcomes:ODRs
Pre-RJ
Post-RJ
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CAUTION
•
AdopVngnewpracVceswon’tstemsystemaVcproblemswithSW-PBIS(i.e.lackofexpectaVons,instrucVon,orpolicy)
•
RecognizethestrengthsandlimitaVonsofbothapproaches–neitherisenoughbyitself
•
Striveforaconceptuallyconsistentandcohesivesystematalllevels
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DevelopingCohesionCreateatotalsystemthatisconsistentwiththeprincipalsofbehaviormanagement
• IsthereanestablishedmechanismforteachingandprevenVon?
•
AreconsequencesacVvelycontribuVngtobeLerbehavioratalllevels?
District
School
Classroom
Student
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MakingRJandPBSworkforyou• Providetrainingforstaff
• Coreclassroommanagement•
Classroom-basedbehaviorintervenVons
• Communicatethebigpicture• Monitorthedata-Sharethedata•
Developcleargoals
• Makethelinkwithacademicsuccessexplicit•
AdministraVonandbudgeVng• StaffevaluaVons
• Keepstudentsinclass• Increaseengagement
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EVALUATIONMonitoringProgress
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Systems• ImplementaVonScienceasourbackground•
PBIS:TieredFidelityInventory• www.PBISassessments.org
•
AssessmentsisALL,notjustsome:– QuanVtaVve&QualitaVve– NoONEsourceofdataprovidestheinformaVonweneedtomakeinformeddecisions
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Outcomes
• ClearyDefineValuedOutcomes• SelecVon:
– IdenVfyandusetoolsthatmeasurewhatisimportant
•
Report:– SHAREthosedata,itisimportantforsustainability.(McIntosh,etal.,2013).
• Usedatatoinformnextsteps
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Outcomes
• Socialvalidity:– Whatisimportanttoyourschoolcommunity?
• Discipline:OfficeReferrals,Suspensions,Expulsions
• TimeoutofOffice• ALendance• TeacherRetenVon
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Pleasetake5minutestotalkwithapeer…
• MostAppealingAspectofRP?•
WhatdoyouhopetoachievebyimplemenVngRPinyourschool/district?
1. Howwillyoumeasurethese?Whatareyourideas?
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IdeasforMeasurement
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Contact
• [email protected]• [email protected]•
[email protected]
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References•
Beckman,K.McMorris,B.&Gower,A.(2012).RestoraVveIntervenVonsImplementaVonToolkit.Universityof
MinnesotaHealthyYouthdevelopmentPrevenVonResearchCenter.RetrievedonJan11,2016fromhLp://www.med.umn.edu/peds/ahm/programs/hyd/home.html
•
Berkowitz,K.(2014).SanFranciscoUnifiedSchoolDistrictRestoraVvePracVcesWhole-SchoolImplementaVonGuide.SFUSDStudents,Family,CommunitySupportDepartment.RetrievedMarch22,2015fromhLp://www.healthiersf.org/RestoraVvePracVces/Resources/documents/SFUSD%20Whole%20School%20ImplementaVon%20Guide%20final.pdf
•
Gonsoluin,S.,Schiff,M.,&Hatheway,M.(April,2013).RestoraVvePracVces:ApplyingRestoraVveJusVcePracVcesintheJuvenileJusVceandEducaVonSystemsWebinar.TechnicalAssistancePartnership,USDepartmentsofJusVce,EducaVon,andHealthandHumanServices.
•
Horner,R.H.,Sugai,G.,Lewis,T.(2015)IsSchool-widePosiVveBehaviorSupportaEvidence-BasedpracVce?PBISOSEPTechnicalAssistanceCenter.RetrievedonMarch22,2016fromhLps://www.pbis.org/research
•
Hurley,N.,Guckenburg,S.,Persson,H.,Fronius,T.,&Petrosino,A.(2015).WhatFurtherResearchisNeededonRestoraVveJusVceinSchools?.WestEd.RetrievedonFebruary14,2016fromhLp://files.eric.ed.gov/fulltext/ED559727.pdf
•
McIntosh,K.,Mercer,S.H.,Hume,A.E.,Frank,J.L.,Turri,M.G.,&Mathews,S.(2013).FactorsrelatedtosustainedimplementaVonofschoolwideposiVvebehaviorsupport.Excep3onalChildren,79(3),293.
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References• NaVonalTeacherAssociaVon(NEA)
–
hLp://neatoday.org/2014/03/24/nea-and-partners-promote-restoraVve-jusVce-in-schools/•
TheJusVceCenteroftheCouncilofStateGovernmentsSchoolDisciplineConsensusReport(Morgan,Salomon,
Plotkin,&Cohen,2014).–
hLps://csgjusVcecenter.org/wp-content/uploads/2014/06/The_School_Discipline_Consensus_Report.pdf
• U.S.DepartmentofEducaVonOfficeforCivilRights–
hLp://www2.ed.gov/about/offices/list/ocr/leLers/colleague-201401-Vtle-vi.html
