The Perfect Storm:PBIS+Restorative Practices+CRT=SUCCESS!

Presented by De’Nay Speaks

For: Millennium Learning Concepts, LLC

Bell Ringer• Positive Behavior Intervention and Supports-PBIS• Restorative Practices-RP• Culturally Responsive Teaching-CRT

On a piece of paper, write down the first 3-5 words for each of the phrases/topics listed above that come into your mind.

Welcome and Introductions

Please introduce yourself to the group.Include the following information:

• Your name• Your school/where you work• How long have you been in education• One thing you wrote down on your Bell Ringer

from any of the topics listed.

Participant Expectations

• Be Responsible• Return promptly from breaks• Be an active participant• Use the law of two feet

• Be Respectful• Maintain cell phone etiquette• Listen attentively to others• Limit sidebars and stay on topic

• Be Kind• Enter discussions with an open mind• Respond appropriately to others’ ideas

Session Outcomes

• I can understand the basic principles of PBIS, CRT, and Restorative Practices.

• I can embed cultural responsiveness and restorative practices in PBIS.

• I can effectively use data to improve school-wide discipline.

What is School-Wide Positive Behavioral Interventions and Supports?

• School-wide PBIS is:• A systems approach for establishing the social culture and

individualized behavioral supports needed for schools to achieve both social and academic success for all students

• Evidence-based features of PBIS• Prevention• Define and teach positive social expectations• Acknowledge positive behavior• Arrange consistent consequences for problem behavior• On-going collection and use of data for decision-making• Continuum of intensive, individual interventions• Administrative leadership – Team-based implementation

(Systems that support effective practices)

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehavioral

Interventions& Supports OUTCOMES

Social Competence &Academic Achievement

Systems Perspective• Systems, practices, data, and outcomes “interact

with and guide each other”

• Emphasis on systems separates PBIS from other models because it provides specific focus on increasing chances of sustaining change

Systems Practices Data

Leadership Team Instructional Lessons Central Data SystemIC/SWIS

Evaluation Routines Consistent Data Entry

Communication Supervision Comprehensive

Coaching and Training

Reinforcement Efficient Referral Form

Policy Development Continuum of Consequences

Multiple Data Sources

Funding “Instructive Discipline”

Ten Critical Elements of PBIS1. PBIS Leadership

Team2. Faculty

Commitment3. Effective

Procedures for Dealing with Discipline

4. Data Entry and Analysis Plan Established

5. Expectations and Rules Developed

6. Reward/Recognition Program Established

7. Lesson Plans for Teaching Expectations/Rules

8. Implementation Plan9. Classroom Systems10.Evaluation

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions• Individual students• Assessment-based• Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

Tier 1 PBIS• Why start at Tier 1?• Provides core teaching about important behaviors • All students receive instruction• Prevention is the goal• Less students will need more intensive interventions

• What does Tier 1 look like?• Behavior is taught, practiced, and monitored across all

school settings• All students aware of expectations• All adults model, monitor, and reinforce• Should positively impact at least 80% of students

Tier 1 Interventions and Supports for All

1. What are the predictable failures for students in this school?

2. What do we do to prevent failure?

school-wide strategies

3. How do we maintain consistency?

4. How will we know if it is working?

For those who are successful -

keep doing what you are doing!

For those unsuccessful move to Secondary Level of Support

Morning Meeting• Expectations

• Format (Greeting, Sharing, Activity, Message)

• Video

• Questions

Community Building

Greeting students at the door

Graffiti Board

The number one problem in the classroom is

not discipline. It is the lack of

procedures and routines.”

-Harry and Rosemary Wong

Sample Procedures • Signal for Silence • Morning Routine• Pencils• Morning Work• Morning Meeting• Lining Up• Hallway• Bathroom• Cafeteria• Wellness• Afternoon Routine• DISMISSAL

Attendance:

Class Schedule

Morning Meeting Y-Chart

Completed Work

If we want children to get better at piano, what do we tell them? PRACTICE! If we want them to get better at reading or math, what do we tell them? PRACTICE! But if we want them to get better at developing self-control and responsibility, then

what do we tell them? BE GOOD! The step we too often miss is PRACTICE!

Children need opportunities, under caring guidance and support of adults, to practice these

essential skills, over and over again, without criticism or judgment.

Chip WoodSeven Principles of The Responsive Classroom

rules versus norms• Rules are for _____________.

• Norms are guidelines for the way we want our community to be.

• Traveling Norms

What About Tier 2 and 3 PBIS?

Develop and implement systems of support for all students that address the following steps:•Predict which students will fail with only universal prevention and support•Prevent this failure •Maintain consistent intervention•Know if it is working

Tier 2 Interventions and Supports for Some1. What are the

predictable failures for small groups or individuals ?

2. What do we do to prevent failure?group or individual support plans

3. How do we maintain consistency?

4. How will we know if it is working?

For those who are successful -

keep doing what

you are doing!For those unsuccessful move to Tertiary Level of Support

Tier 3 Interventions and Supports for Few

1. What are the predictable failures for students?

(individuals)2. What do we do to

prevent failure?individual support plans

3. How do we maintain consistency?

4. How will we know if it is working?

For those who are successful - keep doing what you are doing!

For those unsuccessful w/tertiary - modify and/ or redesign intervention using data.

PBIS Evidence Based Practices Tier 1• Expectations & Rules • Procedures & Routines • Continuum of Strategies to

Acknowledge Appropriate Behavior• Continuum of Strategies to Respond

to Inappropriate Behavior• Active Supervision• Multiple Opportunities to Respond• Activity Sequence & Offering

Choice• Academic Success & Task Difficulty

Tier 2• Check in/Check Out• Social Skills Training• Self Management Training• Behavior Contracts • Organization Systems

Tier 3• FBA-Formal or Informal• Behavior Plan/Contract• Wrap Around Services

PBIS Questions?

Where Do Culture and Teaching Meet?What is Culture?

• Culture is the shared perceptions of a group’s values, expectations and norms. It reflects the way people give priorities to goals, how they behave in different situations, and how they cope with their world and with one another. People experience their social environment through their culture.

• Culture is transmitted from generation to generation.

What is Pedagogy?

• The philosophical framework for our teaching.

• The lens in which we plan, carry out and reflect on our teaching.

• The art and science of teaching.WHY WE DO WHAT WE DO & HOW WE DO

WHAT WE DO

What is Culturally Responsive Teaching?• In the 1994 book The

Dreamkeepers, Gloria Ladson-Billings, Ph.D., defined CRT as

possessing these nine principles:

Communication of High Expectations

Active Teaching Methods Teacher as Facilitator Inclusion of Culturally and

Linguistically Diverse Students Cultural Sensitivity Reshaping the Curriculum Student-Controlled Classroom

Discourse Small Group Instruction and

Academically-Related Discourse

In her 2000 book Culturally Responsive Teaching, Geneva Gay, Ph. D.,

defined CRT as teaching that is:

Validating the values, prior experiences, and cultural knowledge of students

Comprehensive Transformative Emancipatory

Culturally Responsive Teaching:What it does for Students

Builds on what students already know.

Helps students understand there is more than one way of knowing.

Encourages students to embrace their culture and develop a love of learning.

Highlights students’ strengths, and gives them confidence to confront their weaknesses.

Culturally Responsive TeachingTeachers Need to:

Be willing to reexamine individual teaching pedagogy and make it relevant to students.

Be someone who deeply cares about students.

Be a student-centered teacher, which means taking an interest in students’ community and making positive contact with their parents.

Be willing to learn about cultures other than their own.

http://www.youtube.com/watch?feature=player_embedded&v=x5eKveSnCNE

Seven Principles of Culturally Responsive Teaching

1. Positive perspectives on parents and families2. Communication of high expectations3. Learning within the context of culture4. Student-centered instruction5. Culturally mediated instruction6. Reshaping the curriculum7. Teacher as facilitator

Ladson-Billings-1994

CRT Practices-Discussion

Review the handout entitled “Culturally Responsive Teaching Practices.”With a partner or in a small group, discuss the importance of using CRT practices.Be prepared to share out one thing you discussed.

Culturally Responsive Teaching PracticesInvolving ALL students in the construction of

knowledge• Inquiry projects• Having students working collaboratively in small

groups of mixed ability• Authentic dialogues• Having students assume increasing responsibility

for their own learning

Culturally Responsive Teaching PracticesBuilding on students’ strengths, both personal and

cultural• Helping students access prior knowledge and beliefs• Building on students’ interests • Building on students’ linguistic resources• Using examples and analogies from students’ lives• Using appropriate instructional materials• Tapping community resources• Creating different paths to learning by using varied

instructional activities

Culturally Responsive Teaching Practices-Cont.

Examining the curriculum to ensure that it includes multiple perspectives Review the curriculum to see if it contains multiple

perspectives and is relevant to youth Review curriculum resources to see if they provide

multiple perspectives Review teaching to see it if includes different cultural

perspectives

Culturally Responsive Teaching Practices-Cont.

Making the culture of the classroom inclusive of all students Reflect on teaching experiences to determine what works Don’t automatically misinterpret cultural differences as

misbehaviors (e.g., explain speaking and turn-taking rule) Set and provide clear expectations Provide meaningful feedback

CRT-Questions?

Restorative Practices

What are Restorative Practices?

• The fundamental premise of restorative practices is that people are happier, more cooperative and productive, and more likely to make positive changes when those in authority do things with them, rather than to them or for them. • Restorative practices is a relatively new

field of study that has the potential to positively influence human behavior and strengthen civil society around the world.

Restorative Practices…

• Promote building respectful relationships as a foundation for teaching and learning• Provide meaningful opportunities for

people to take responsibility for their behavior• Help students build the capacity and

necessary social and problem-solving skills to successfully integrate/re-integrate and contribute to the greater learning community

Restorative Practices History

Restorative practices has its roots in restorative justice, a way of looking at criminal justice that emphasizes repairing the harm done to people and relationships rather than only punishing offenders.

Why Restorative Practices in Schools?

Rather than simply punishing offenders, restorative practices hold students accountable for their actions by involving them in face to face encounters with the people they have harmed.

In schools, Restorative Practice/Approaches are multifaceted in nature. Restorative practices include interventions when harm has happened, as well as practices that help to prevent harm and conflict by helping to build a sense of belonging, safety, and social responsibility in the school community.

Informal Formal---------------------------------------------------------------------------------------------------------------------------------Affective Restorative Impromptu Victim Restorative Restorative Enquiry RestorativeWrong/Doer Class Meeting-Statements Discussion Mediation

Circles

Restorative Practices Continuum

Affective Statements/Restorative Enquiry

The starting point for all restorative processes involving active non-judgmental listening. The process can be used with one person to help them reflect on a situation and find ways for moving forward. It can also be useful in preparation of a more formal meeting. Affective statements and questions allow for students to communicate their feelings and reflect on how their behavior has affected others.

Restorative Questions for the “Harmer”• What happened?• What were you thinking 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 as right as possible?

Restorative Questions for the “Harmed”• What did you think when you

realized what had happened?• What impact has 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?

Restorative Discussion• Takes place in a challenging situation,

often between a more and less powerful person• Skills include expressing and listening for

feelings and needs• There is an understanding of why each has

acted in the way they did • Facilitator must be careful to control the

situation and guide discussions appropriately

Victim/Wrongdoer Mediation

Is useful when someone acknowledges they have caused harm to another person and both sides agree to see how the matter can be resolved with the help of an impartial mediator.

Restorative Class Meeting/ Community Circles

Circles can be used for team building and problem solving. It enables a group to get to know each other, builds inclusion, and allows for the development of mutual respect, trust, sharing, and concern. Circles provide students with opportunities to share their feelings, ideas, and experiences in order to establish relationships and social norms on a non-crisis basis. When there is wrongdoing, circles play an active role in addressing the wrong and making things right.

http://www.youtube.com/watch?feature=player_embedded&v=9lllaTksKtw

Results and Outcomes from Using Restorative Practices• Relationships improved between students, school

staff, police, and parents • Less out of school suspensions • Fewer office referrals • Better communication – teachable moments • More inclusion, less disengaged • Process more effective, efficient, & supportive

than the legal system• Leadership opportunities for youth • Potential for applications outside of schools, such

as Parent/Community Partners meeting

Benefits of Restorative Approaches in the School Setting

• A safer, more caring environment• A more effective teaching and learning

environment• A greater commitment by everyone to

taking the time to listen to one another• A reduction in bullying and other

interpersonal conflicts• A greater awareness of the importance of

connectedness to young people. The need to belong and feel valued by peers and significant adults

Benefits of Restorative Approaches in the School Setting Cont…

• Greater emphasis on responses to inappropriate behavior that seek to reconnect, and not further disconnect young people

• Reductions in suspensions and expulsions• A greater confidence by staff in dealing with

challenging situations• An increased belief in the ability of young people

to take responsibility for their choices, and more people giving them opportunities to do so.

RP-Questions

PBIS/RP Practices-Discussion

Review the handout entitled “Comparing PBIS and RP.”With a partner or in a small group, compare and contrast the practices of both systems.Be prepared to share out one main idea.

Restorative Practices and PBIS are School-wide Approaches that Seek too:• Engage Parents, Students, Teachers,

School Staff, and Administrators• Enforce Positive Behavior• Avoid Labeling Students• Uplift Students’ Strengths• Establish a routine

What About the Data?• PBIS Big Five

• Who?• What?• Where?• When?• How Often?

• Analyzed Regularly-Monthly or more often as needed• Used for Decision

Making/Action Planning

• Restorative Practices

• Use existing data collection systems • Look closely at types of

events as well as equity issues in the data• Data collected can be

used for team-based decision making and action planning• Use of data to plan

classroom circle discussions and activities

Other Data Sources

• Attendance Records• Persistence to Graduation Tool

• Grades-Final/On-going• Unbridled Learning Scores

• Others?

“The goal is to transform data into information, and information into insight”-Carly Fiorina

Tier 1: 80-85% of students

PBIS/Restorative Practices Approach

Tier 1 PBIS: School/classroom systems for all students and staff

Tier 1 RP-Community building circles to:

• Develop relationships• Set community guidelines• Understand behavioral

expectations• Address issues of

oppression or “isms”• Teachers can discuss

successes and frustrations

Tier 2: 10-15% of students

PBIS/Restorative Practices Approach

Tier 2 PBIS: Specialized groups systems for students with “at risk” behaviors

Tier 2 RP-Circles targeted for specific interventions such as:

• Being Truant/Tardy• Circles of support for

social/family issues• Re-entry circles for students

returning from detention/suspension/SAFE

Tier 3: 2-5% of students

PBIS/Restorative Practices Approach

Tier 3 PBIS: Specialized individual systems for students with “high risk” behaviors

Tier 3 RP-Harm/Conflict circles to respond to incidents such as:

• Conflict Circles for bullying, harassment, teacher-student issues• Harm Circles to address

fighting, stealing, threats, etc...

Reminder…………….

Culturally Responsive Teaching Practices should be embedded in both PBIS and Restorative Practice

systems and procedures……..It is just good teaching and will result in increased behavioral

and academic success.

Outcome Review and Exit Slip• I can understand the basic principles of PBIS, CRT,

and Restorative Practices.• I can embed cultural responsiveness and

restorative practices in PBIS.• I can effectively use data to improve school-wide

discipline.

Complete a 3-2-1 Exit Slip:

-3 things you have learned-2 things you can implement immediately-1 question you have

ReferencesArtesani, J. (n.d.). PBIS: School Wide to Classrom. PBIS. Retrieved July 7, 2014, from

http://www.mepbis.org/docs/nwp-01-10-12-Class-Man.ppt

Berkowitz, K. (n.d.). Student, Family and Community Support Department -- SFUSD: San Francisco Unified School District. Student, Family and Community Support Department -- SFUSD: San Francisco Unified School District . Retrieved July 9, 2014, from http://www.healthiersf.org/ Restorative Practices/Alternatives to Suspension

Billings, G. (1994). The dreamkeepers: successful teachers of African American children . San Francisco: Jossey-Bass Publishers.

Costello, B., Wachtel, J., & Wachtel, T. (2009). The restorative practices handbook: for teachers, disciplinarians and administrators. Bethlehem, PA: International Institute for Restorative Practices.

Gay, G. (2000). Culturally responsive teaching theory, research, and practice . New York: Teachers College Press.

Home. (n.d.). CCEJ. Retrieved July 9, 2014, from http://www.cacej.org/

Using Restorative Justice Practices and Positive Behavior Supports TogetherSprague, J. (Director) (2014, July 9). PBIS and Restorative Discipline in Schools: Challenges and Opportunities.

Napa Valley Unified School District. Lecture conducted from The University of Oregon Institute on Violence and Destructive Behavior, Napa, CA.

POWERPOINT: The Principles of Culturally Responsive Teaching & Culturally Responsive School Environments. (n.d.). RSS. Retrieved July 9, 2014, from http://www.inclusion-ny.org/node/1822

Villegos., & Lucas. (n.d.). Culturally Responsive Teaching Practices. Educating Culturally Responsive Teachers. Retrieved July 7, 2014, from http://www.phy.ilstu.edu/.../responsive/culturally_responsive_teaching.ppt

  PBIS Tier 1 and Tier 2 PPT Trainings. (n.d.). KYCID. Retrieved July 9, 2014, from http://www.kycid.org/