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
Laura Mooiman, MSW 2014
Napa Valley Unified School District
Laura Mooiman, MSW 2014
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
Laura Mooiman, MSW 2014
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
Laura Mooiman, MSW 2014
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)
Laura Mooiman, MSW 2014
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
Laura Mooiman, MSW 2014
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?
Laura Mooiman, MSW 2014
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
Laura Mooiman, MSW 2014
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?
Laura Mooiman, MSW 2014
NVUSD Student Behavioral Expectations
Sanctions
TreatmentRestoration
Laura Mooiman, MSW 2014
“First they laugh at you,
then they fight, then you win.”- Mahatma Ghandi
Laura Mooiman, MSW 2014
Laura Mooiman, MSW 2014
• 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
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
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
Laura Mooiman, MSW 2014
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
Laura Mooiman, MSW 2014
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
Laura Mooiman, MSW 2014
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
Laura Mooiman, MSW 2014
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”
Laura Mooiman, MSW 2014
What is NOT Restorative
• Community Service
• Shaming or embarrassing
• Scolding or Lecturing
• Consequences not linked to behavior
• Yelling
Laura Mooiman, MSW 2014
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
What could be the Restoration and/or sanction?
•Boys Kick in Neighborhood Fence and police were called
What could be the Restoration and/or sanction?
Laura Mooiman, MSW 2014
Elementary Examples
•Students threw trash down in front of custodian and “He’ll pick it up.”
What could be the Restoration and/or sanction?
•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 could be the Restoration and/or sanction?
Laura Mooiman, MSW 2014
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!
Laura Mooiman, MSW 2014
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.
Laura Mooiman, MSW 2014
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.
Laura Mooiman, MSW 2014
What “they” did.
• 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.
Laura Mooiman, MSW 2014
What “they” did.
• 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.
Laura Mooiman, MSW 2014
What “they” did.
• 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
Laura Mooiman, MSW 2014
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)
Laura Mooiman, MSW 2014