Integrating PBIS and Restorative Practices · Integrating PBIS and Restorative Practices: How to Implement Anything without Really Trying 2014 PBIS Leadership Forum Laura Mooiman,

Integrating PBIS and Restorative Practices:

How to Implement Anything without Really

Trying

2014 PBIS Leadership Forum

Laura Mooiman, MSW

Maryanne Christoffersen, MA

Laura Mooiman, MSW 2014

OUTLINE

Laura – (45 min)

PBIS & RJ in NVUSD:•Policy features, history and values•How to Implement•Practices & Outcomes

Maryanne – (30 min) •Hands on with Restorative Practices


Napa Valley Unified School District


In Program

Improvement

3 towns, 32 schools

18,211

students

48 % Free or

Reduced Lunch

25 different

languages

10.4% with disabilities

Over 50% of entering Kindergarteners ELL

and we make wine!52% Students are

Latino

Over the past 5 years…

-61% Decline in Incidents leading to suspension

-71% Decline in Number of Days Suspended

-95%Decline in Expulsions

Savings of $650,000 in ADA on suspensions alone


Office Referrals, Suspension and Expulsion from school have been used to:

•“punish” students•alert parents•protect other students and school staff members

unintended consequences•Referrals, suspensions and expulsions may exacerbate academic deterioration•When students are provided with no educational alternative, student alienation, delinquency, crime, and substance abuse may ensue


Zero ToleranceMost U.S. schools have policies known as “zero tolerance”—the term given to a school or district policy that mandates predetermined consequences for various student offenses, and almost 90% of Americans support these policies.

•The ABA argues that it is wrong to mandate automatic expulsion or referral to juvenile court without taking into consideration the specifics of each case (AKA due process)


REASONS WE APPLY OUT-OF-SCHOOL SUSPENSIONS

•Gun Free Schools Act• In 1997, of the 3.1 million students suspended from

school, most were involved in nonviolent and non-criminal acts.

• Only approximately 10% of the expulsions or suspensions are for possession of weapons

• In the small towns of states such as Oregon and South Carolina, students are expelled at 5 to 6 times the rates of students in cities such as Chicago and San Francisco, yet it is unlikely that crime rates in small towns are 5 times the rates in these large metropolitan areas.

“Zero tolerance has not been shown to improve school climate or school safety.”

—APA Task Force Report on Zero Tolerance


Reflection

•What are the challenges you face with discipline procedures in your school?• Inconsistent teacher responses?• Lack of resources and alternatives?•Pressure from parents to deal with disruptive

students?

•What are successes you have achieved in implementing alternatives to exclusionary discipline?


Restorative Practices

• Recognizes the purpose or function of behavior

• Addresses the needs of those harmed

• Works to put right the harm

• Aims to improve the future

• Seeks to heal

• Uses collaborative processes


hear what happened

learn how everyone’s been affected

decide how to repair the harm

60% reduction in suspensions

97% Compliance

What is Community Conferencing?


NVUSD Student Behavioral Expectations

Sanctions

TreatmentRestoration


“First they laugh at you,

then they fight, then you win.”- Mahatma Ghandi



1. Credible Champions

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• Non Negotiable Goal “All Means All,” Every student that needs structured academic, social, emotional, and behavioral interventions will get them

• Careful Program Selection – “Hitch Your Wagon to a Star”

• Galvanize Leadership to get behind it (Board Policy 5137)

2. Vision “all means all”

3. Evidence Based Programs

//nvusd_admin1/users/lmooiman/My Videos/Systematic Supervision Schoolwide PBS for Everything Elementary.mp4

//nvusd_admin1/users/lmooiman/My Videos/Systematic Supervision Schoolwide PBS for Everything Elementary.mp4

4. Business Plan

5. Annual – LayeredProfessional Development Plan

6. Scalability

7. Monitor Implementation

8. Communication & Celebration

-61% Decline in Incidents leading to suspension

-71% Decline in Number of Days Suspended

-95%Decline in Expulsions

Savings of $650,000 in ADA on suspensions alone

9. Return on Investment

$23

Date Training Who Days Time Subs

Cost

Fall 2014 BEST 101 Training

New Team members plus 1 existing team member ALL sites

1 8:30 – 3:00 PM 30 $3750

BEST Books & Materials

$1000

Spring 2015

BEST Booster Training

BEST Team members ALL sites

2 (1 Elementary, 1 Secondary)

8:30 – 3:00 PM 60 $7500

Oct, Dec, Feb, April

Quarterly BEST Team Lead Training

1 rep from each site 4 3:00 – 4:30 PM 0 $11,600 teachers hourly rate

Nov, March

PD Wednesdays All staff 2 1:30 – 3:00 0 $5000 consultant fees

Sept or May

BEST Planning Days

BEST Teams 30 8:30 – 3:00 PM 90 $11,250

BEST Coach Mileage

$1000

TOTAL 41,100

10. Sustainability – Moving Forward

NVUSD Positive School Climate Board Policy

• Implement BEST / PBIS at all 29 Schools

• Implement social emotional skills program

• Positively reinforce appropriate behavior

• Effective classroom management

• Logical & meaningful consequences including Restorative PracticesLaura Mooiman, MSW 2014

http://www.nvusd.k12.ca.us/PBIS

http://www.nvusd.k12.ca.us/PBIS

NVUSD Suspension Data2009-2014

0

1000

2000

3000

4000

5000

6000

SuspensionIncidents

Days ofSuspension

In Sch.Suspension

2009-2010

2010 - 2011

2011 - 2012

2012-2013

2013-2014

NVUSD Expulsion Data

0

20

40

60

80

100

120

2007-2008

2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

2005 2006 2007 2008 2009 2010 2011 2012 2013

Pe

rce

nta

ge o

f Su

spe

nsi

on

s

California Suspension Rates

Solano County

Santa BarbaraCounty

California

Napa Valley UnifiedSchools

Orange County

School Climate 2009 to NowCalifornia Healthy Kids Survey

•15% increase in 7th graders feeling listened to

•14% increase in 9th graders school connectedness

•25% increase in 9th graders feeling cared for at school

•34% increase in 11th graders feelings of safety at school


School Climate (2009 to Now)California Healthy Kids Survey

10/16/2014 Laura Mooiman

•10% increase in 7th graders feeling that students are treated fairly at school

•23% increase in 9th and 11th graders feelings of safety at school

•* Interestingly, our Latino 11th graders doubled their feelings of safety in the past 4 years of implementing PBIS! (33% to 66% now feel very safe at school)

Maryanne

• Practical application


Continuum of Corrective Consequences• Classroom Responses:

• Eye Contact

• Pause in teaching

• The teacher “look”

• Physical proximity

• Praise appropriate behavior observed

• Touch or gesture

• Use humor (but never sarcasm, kids don’t understand and feel

shamed)

• Reminder, “If you __________ we will have time for ____________.”

• Ask class for response that ends inappropriate behavior (“Take out

scratch paper and list… raise your hand if… close your eyes and

imagine..”

• Gentle verbal correction (quiet, quick, calm)

• Ignoring

• Reteach, positive practice

• Reflection Desk in which student completes reflection sheet

• Voluntary Time Out (volcano card)

• Loss of privileges

• Discussions, conference with student

• Contract with student

Office Referral Process

Staff Managed are Minors Office Managed are Majors

Minors

Inappropriate LanguagePhysical ContactDefiance / DisrespectTechnology ViolationProperty MisuseTardy

*Consequences are determined by staff

Majors

Three minor eventsAbusive / inappropriate languageFighting / Physical aggressionDefiance / InsubordinationHarassment / IntimidationVandalism / Property destructionSkippingLying / CheatingDress CodeIllegal activities (Theft, Arson, Weapons, Tobacco, Alcohol, Drugs)

Napa Valley Unified School District

Behavior Referral

Student Name: _______________________________

Grade: ________ Date: _________ Time: _________

Staff referring: ________________________________

Location: ____________________________________

Student had difficulty being:

SAFE RESPONSIBLE RESPECTFUL

Behavioral Error: Inappropriate Language Physical Contact / Physical Aggression Defiance/Disrespect/Non Compliance Disruption Damaging or misuse of property/equipment Unsafe Play Technology Violation Bullying/Harassment

Comments: ______________________________________________________________________________

Teacher/Classroom Interventions Tried with Student:

Talked to student privately, re taught expectation Seat Change Time out in classroom with reflection Date parent contacted ______________________ Time in Buddy Classroom Behavior Contract with student Restorative Practices (repair harm & relationship, apology, restorative project, community service, conflict resolution, etc)____________________________________________________________________________________

What skill needs to be retaught? (e.g. Second Step, We Have Skills, or BEST Lesson)______________________________________________________________________________________Other _____________________________________

___________________________________________

Admin Decision: (for administrator to complete) _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

NVUSD 178E Rev. Dec. 2013

When things go wrong we ask…

When things go wrong we ask….

• What Happened?

• Who or what was hurt?

• How can we fix it?

Restorative Questions ITo respond to challenging behavior

•What happened?

•What were you thinking of at the time?

•What have you thought about since?

•Who has been affected by what you have done? In what way?

•What do you think you need to do to make things right?

10/16/2014 Laura Mooiman, MSW

Restorative Questions IITo help those harmed by other’s actions.

•What did you think when you realized what had happened?

•What impact had this incident had on you and others?

•What has been the hardest thing for you?

•What do you think needs to happen to make things right?

10/16/2014 Laura Mooiman

Restorative Consequences

Assist students in considering ways to make amends for misbehavior:

• replacing

• repairing – lost teacher time so will help making copies, collating, stapling

• cleaning – “Classroom Beautification”

• apologizing

What is NOT Restorative

•Shaming or embarrassing

•Scolding or Lecturing

•Consequences not linked to behavior

• Yelling

Restorative Practices

System

Zero Tolerance

System

Teachers and staff

welcome him and his

classmates as they

enter.

He is greeted by metal

detectors and police

search

His teacher waits until

after class to speak to

him, learn more, and

sets up meeting with

counselor after school.

His teacher scolds

him in front of class.

Jason talks back and

is given a detention

after school.

School staff

intervene, have the

students sit down

together and de-

escalate situation.

A School Resource

Officer detains and

arrests both students.

School administrators

suspend them from

school.

Jason is held in a

juvenile facility all

afternoon, missing

school. He now has

an arrest record and

is suspended for

several days.

Jason and other

student agree to help

clean the cafeteria

during a free period.

Jason meets with his

counselor and parents

after school to help

resolve conflict at

home.

Jason arrives at school

Jason has a heated argument

with his parents before leaving

for school. He is running late.

Let’s see the difference

restorative practices can make.

Jason is late for

1st period

Jason gets into a

minor altercation

in the cafeteria


Buddy Classroom Procedures

Reflection Desk- (aka Safe Seat), a desk placed strategically in the room to allow for limited distractions. They fill out a Reflection Sheet or Behavior Log, and when calm may process with the teacher return to their normal seat.

Buddy Room- A prearranged place in another teacher’s room (generally a grade higher in order to maximize positive role models and minimize shaming ) if they persist in the negative behavior in the Reflection Desk. This allows the student to have a time out from their classroom environment, to calm down, and have more time to think about his or her behavior. The student must have the Reflection Sheet filled out and be ready to talk about his or her behavior before returning to class.

NVUSD Student Behavioral Expectations

Sanctions

TreatmentRestoration


Restorative Consequences in the Classroom

Assist students in considering ways to make amends for misbehavior:

• apologizing

• replacing

• repairing – lost teacher time so will help making copies, collating, stapling

• cleaning – “Classroom Beautification”


What is NOT Restorative

• Community Service

• Shaming or embarrassing

• Scolding or Lecturing

• Consequences not linked to behavior

• Yelling


RESTORATIVE PRACTICES:Constructive Consequences for Bullying

Types of Involvement: Student, Family, Teacher, Counselor, Principal

Types of Consequences

• Loss of privileges: restricted access to school grounds areas, bus, lunch seating, other choices

• Restitution: should embody a school value, such as respect, responsibility, kindness, or safety

Examples

• Respect: model respectful and inclusive games at lunch, Role-play a scenario or make a presentation about the importance of respecting others, the negative effects of gossip, or how to cooperate. Speak to the class about one or more aspects of bullying prevention (topics could be drawn from the SECOND STEP curriculum)

RESTORATIVE PRACTICESRST Intervention Tracking Form

Student Name Date Grade Counselor Problem Behavior Restoration Sanction Treatment/ReteachTom Trouble Maker

10/17/11

9 Cy Cology Fight across the street before school

Apology to store owners, school job to give back to community – “College Night”

Parent contact, serve time volunteering in evening

George Gang Banger

10/30/11

11 Molly Coddle

Recruiting freshmen for gangs

Contribute to school by tutoring World History to 10th graders during intervention time

Restricted area for lunch time – away from 9th graders

Reteach expectations for leaving gang affiliations off campus, refocus on job here to learn

Johnny ComeLately

11/9/11

7 Ray O’Lite Tardy every day to 3rd

period all weekMarcus Absent

11 Molly Coddle

No show to 5th period 15 times in past month

Izzy Able 5 Cy Cology Continued work refusal during math

Mel Arky 4 N/A Trying to make peers laugh by pretending to poop into a basket

Robin Banks 3 N/A Caught taking gum out of teachers desk

Adam Baum 3 N/A Continually disruptive in class

Drew Blood 10 Cy Cology Fight with peer, dislocated jaw

Billy Club 1 N/A Hit peer with a stapler

Secondary Examples

•Students got into fight across the street from the school and damaged store property.

What could be the Restoration and/or sanction?

•Two Boys Hurling Racial Insults get into a fight


•Boys Kick in Neighborhood Fence and police were called



Elementary Examples

•Students threw trash down in front of custodian and “He’ll pick it up.”


•Two girls hit each other over tetherball gamesWhat could be the Restoration and/or sanction?

Two Boys fight after one accuses the other of something.



What “they” did.Students got into fight across the street from the school and damaged store

property.

(Annie Petrie, Napa High)

• Restoration – Families offered to pay for damage in store across the street. Instead of a 5 day suspension provided students with a choice to reduce suspension days and volunteer for “College Night” as an act of community service.

• Treatment – Student wrote reflective essays– many did not think they could go to college but after an evening helping host the event are interested in applying for colleges and financial aid!


What “they” did.

Two Boys Hurling Racial Insults and Fought(Lillian Zmed, Counselor ACHS)

• Restoration - One boy had to write a paper on hate speech and the other had to apologize.

• Treatment – The one who tackled the other had to learn how to express his feelings in more constructive ways and will be attending some anger management sessions with the school counselor.


What “they” did.Boys Kick in a Fence on the Way home from School and Police were called

(Deb Wallace, NVLA)

• Principal took the boys to the house and they apologized

• They painted the fence on 2 Saturdays, bringing their HS aged special edbrother

• The couple declined to press charges

• Neighbor invited boys to play guitar with him in his garage studio.



• Students were rude to the custodian

• (by Olivia McCormick, Shearer Charter)

• Two boys threw trash down in front of the custodian and said, “He’ll pick it up.”

• Restoration: The boys became the custodian’s assistants for 2 days.

• Sanction: Missed recess and fun activities with class

• Outcome: They became the custodian’s main ‘buddies’ who helped out and encouraged other students to be respectful and helpful as well.



• Two girls get into fist fight over tetherball game

• (by Frank Silva, Browns Valley)

• Restoration: For 1 week during recess must work together on primary playground teaching rules to the games to younger students. Every day must sit across the table from each other at lunch.

• Sanction: Missed recess with peers for 1 week, restricted seating at lunch

• Treatment:Problem solved with girls, conflict mediation, and resolution

• Outcome: They are the best of friends.



• Boys get in fight after one accuses the other of something

• (by Olivia McCormick, Shearer Charter)

• Conflict mediation in with principal.

• Reteaching: Taught a Second Step Lesson on ‘Accusations’

• Restoration: Made a poster together about solving a problem

• Sanction: Students called their parents, missed the following 2 recesses


Restoring is not enough

Conferencing is a highly effective process for responding to inappropriate behavior of a serious nature in a school but also that ‘the use of conferencing itself is not enough’ (Blood & Thorsborne, 2005, p. 2).

These authors concluded that:

• while the implementation of a carefully thought out strategy is vital, one of the critical issues for successful implementation and sustainability of a restorative philosophy is the realization that this means organization and cultural change. (Blood & Thorsborne, 2005, pp. 2–3)


Documents

Integrating PBIS and Restorative Practices · Integrating PBIS and Restorative Practices: How to Implement Anything without Really Trying 2014 PBIS Leadership Forum Laura Mooiman,