Integra(on of Restora(ve Prac(ces into SWPBIS...Integra(on of Restora(ve Prac(ces into SWPBIS...
Transcript of Integra(on of Restora(ve Prac(ces into SWPBIS...Integra(on of Restora(ve Prac(ces into SWPBIS...
-
Integra(onofRestora(vePrac(cesintoSWPBIS
JessicaSwain-Bradway,MidwestPBIS
[email protected],KentState,[email protected]
DanMaggin,UniversityofIllinoisChicago,[email protected]
-
FollowusonTwiLer
JessicaSwain-Bradway-@midwestpbisNateStevenson–@nsteve15
#RJ_APBS2016
-
Agenda
1. StateofRJPinEducaVon2. IntersecVonofRJPandSWPBIS3. Examples:ElementaryandMiddleSchools4. EvaluaVon
-
ExpectaVons
• Wewillbeasclearaspossible.• WewillproviderelevantexamplesandacVviVes.
• YouwillparVcipateinacVviVes.• YouwillaskquesVonsandsharerelevantcomments.
-
STATEOFRPINEDUCATION
-
Restora(vePrac(cesinSchoolsareinspiredbythephilosophyand
pracVcesofrestoraVvejusVce,whichputsrepairingharmdoneto
rela%onshipsandpeopleoverandabovetheneedforassigningblame
anddispensingpunishment.www.ibarj.org
-
FiveCharacteris(csOfRestora(vePrac(ces
RELATIONSHIPS:DevelopingcaringconnecVonsandfindingcommongroundRESPECT:Listeningtoothers’opinionsandvaluingthemRESPONSIBILITY:BeingaccountableforacVonstakenRESTORATION:RepairingharmthathasbeencausedREINTEGRATION:Ensuringallremainincludedandinvolved
www.ibarj.org
-
GoalsofrestoraVvejusVceinschools(Gonsoulin,Schiff,andHatheway2013):
1. CreatearestoraVveandinclusiveschoolclimateratherthanapuniVveone;
2. Decreasesuspensions,expulsions,anddisciplinaryreferralsbyholdingyouthaccountablefortheiracVonsthroughrepairingharmandmakingamends;
3. Includepersonswhohaveharmed,beenharmed,andtheirsurroundingcommunityinrestoraVveresponsestoschoolmisconduct;
4. ReengageyouthatriskofacademicfailureandjuvenilejusVcesystementrythroughdialogue-driven,restoraVveresponsestoschoolmisbehavior.
-
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
-
GoalsofrestoraVvejusVceinschools(Gonsoulin,Schiff,andHatheway2013):
1. CreatearestoraVveandinclusiveschoolclimateratherthanapuniVveone;
2. Decreasesuspensions,expulsions,anddisciplinaryreferralsbyholdingyouthaccountablefortheiracVonsthroughrepairingharmandmakingamends;
3. Includepersonswhohaveharmed,beenharmed,andtheirsurroundingcommunityinrestoraVveresponsestoschoolmisconduct;
4. ReengageyouthatriskofacademicfailureandjuvenilejusVcesystementrythroughdialogue-driven,restoraVveresponsestoschoolmisbehavior.
-
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
-
EvidenceandResearchNeeds
• WestEd– NaVonalnonparVsan,nonprofitresearch,development,andserviceagency
– FundedbytheRobertWoodJohnsonFoundaVonhLp://www.rwjf.org/
• Conductedinterviewsforfutureresearchneeds• GoalofadvancingunderstandingofRJinschools.
• January-October2014• 43expertsand15focusgroupmembersfromRPconsultants
workingwithschools.• (Hurley,Guckenberg,Persson,Fronius,&Petrosino,2015).
-
EvidenceandResearchNeedsNeedforrigorousformaVvestudiestorefinetheframeworkanddocumenttheoutcomesofRPinschools(Hurley,etal.,2015).• (a)ImplementaVonReadiness,• (b)whole-schoolversesstand-alonemodels,• (c)ImplementaVonandEffecVveness,(d)impactsonracialand
ethnicminoriVesandstudentswithdisabiliVes,• (e)leadershipandtraining,• (f)dataandmeasurement,• (g)sustainability
• TheintervieweesforWestEdrecommended,inlightoftheresearchneeds,thatfundingprojectsfistfocusonstrongerimplementaVonandthenonimpactonstudentoutcomes.
-
EvidenceandResearchNeeds
• Oneconsensusfromtheinterviewswasthatthereisneitheracleardefini%onnorwidelyacceptedmodelofRP(Hurley,Guckenberg,Persson,Fronius,&Petrosino,2015).
-
EvidenceandResearchNeeds• WestEd,describesRPbroadly• “anon-puniVvedisciplinarymethodthatfocusesonrestoringrelaVonships,andallparVesinvolvedintheconflictareincludedintherestoraVveprocess.”(p.1,Hurley,etal,2015).
• InternaVonalInsVtuteonRestoraVvePracVces(IIRP),definesRPas
• asocialsciencethatstudieshowtobuildsocialcapitalandachievesocialdisciplinethroughparVcipatorylearninganddecision-making.hLp://www.iirp.edu/
-
ImplementaVonGuidance
• DistrictsacrosstheU.S.arerespondingtotheabsenceofclearguidancebydevelopingtheirowndefini(onsandhandbooks,fordefiningRPandimplemen(ngacrosstheirschools.– SanFranciscoUnifiedSchoolDistrict(Berkowitz,2014),and
– MinnesotastateDepartmentofEducaVon(Beckman,McMorris,&Gower,2012)
• IncreasingaMen3ontoRJPwithinMTSS/PBISframe
-
Pleasetake2minutestotalkwithapeer…
1. MostAppealingAspectofRP?
2. WhatdoyouhopetoachievebyimplemenVngRPinyourschool/district?
-
TheIntersecVonofSWPBISandRP
• SWPBIS&RestoraVvePracVcesareresponsestoZeroTolerance
• Commonalityofsomevaluedoutcomes:• PrevenVngandreducingproblembehavior• Keepingstudentsinschool• Improvingschoolclimateandsafety
-
ComplementarySystems
ReacVonPrevenVon
SW-PBIS
Restora(vePrac(ces
ImprovedOutcomes
-
TheIntersecVonofSWPBISandRP
• ProvidingalternaVvestohowschoolscurrentlyconceptualizediscipline
– SWPBISprovidessystemstoguideadultbehaviors
– RPprovidesarangeofalternaVvebehaviorsforadultstoengageinthatarenotexclusionaryreacVonstobehavior
-
TheIntersecVonofSWPBISandRP• Reshapingdiscipline:
– Commonlyagreeduponstandardsofconductofadultsandyouth
– EnsureposiVverelaVonships(students/staff)– Wholeschoolandsenseofcommunity-PosiVveclimate
– Maintainstudentdignity
-
WhyInstallwithinSWPBIS?
• SWPBISisaprovenframeworkforbehavioralsupportshLp://www.pbis.org/research
• SystemswithinSWPBISguideadultbehavior:– Consistent,predictable,posiVve
• SystemsanddatafeaturesofSWPBIScanbeexpanded
• FrameworkallowsustobuildcapacitySugaietal,2015,hLps://www.pbis.org/blueprint/implementaVon-blueprint
-
WhyInstallwithinSWPBIS?• SWPBIShasastrongevidencebase(Horner,Sugai,Lewis2015)hLp://www.pbis.org/research
• Systemsanddatafeaturespushusto:– Definewhatwearedoingsowecanreplicateinallserngs,withallstudents
– AssessHOWweareconducVngagivenpracVce– Assesshowstudentsareresponding– Modifyintensityandspecificitybasedonstudentprogress
• WecanusetheSWPBISfeaturestoguideinstallaVonofRP
• WeSTILLwanttodefineRPclearly,withinputfromtheexpertsandprac33oners
-
SWPBISConcerns• PrevenVonheavy• StrategiesincreaseposiVve,specificpraise• DoesnotsystemaVcallyprovideinstrucVonin:
– RelaVonshipbuilding– ConflictresoluVon
• Maybeseenas“babyish”formiddleandhighschools,andstreet-savvykids
• NotgerngtoTier3quickenough-losingkids– Needto“stopthebleedingoffthetop”
-
EXAMPLESRJinPrac(ce
-
GardenHillsElementary#teamGardenHills
2014-2015 2015-2016Black 37% 67%LaVno 31% 5%White 16% 15%Asian 12% 11%FreeandReducedLunch 85% 89%
-
MajorLevelReferralsbyYearComparison2013-14,2014-15,2015-16
-
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
-
2014SY
Tier3
Tier2*Mentoring
*RestoraVveChats(AdminonlyFeb-May)
Tier1*PBIS/CoolTools
*Purngindata/useofdata
-
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
-
SocialDisciplineWindow
-
TheImportanceofBalance
EqualVmeandeffortmustbegiventodevelopingrelaVonshipsasisgiventocontent/issuesandplans
IBARJ,2014
-
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
-
FuncVonsofCircleConflict
ResoluVon
BuildingCommunity
ReflecVng
SocialSkills
Welcoming
Farewell
DefusingTension
Healing
Problem-Solving
Brainstormingg FocusLastYear&firstquarterthisyear
AddiVonsforthisYear
-
RestoraVveConversaVon
IBARJ,2014
Tellmewhathappened.
WhatwereyouthinkingattheVme?
Whatdoyouthinkaboutitnow?
Whodidthisaffect?
Whatdoyouneedtodoaboutit?
Howcanwemakesurethisdoesn’thappenagain?
WhatcanIdotohelpyou?
-
AtGardenHills• RestoraVveconversaVonsshouldoccur:
– Precedingaofficedisciplinereferral– Duringthedisciplinaryprocess,byadministraVon– AnyVmetheywouldbehelpful
• LinktherestoraVveconversaVontotheclassvalues,theneedsoftheotherpeopleortheimpactofthestudent’sbehavioronothers
• ReadthequesVonsaswriLen,pleasedonotdeviatefromthescript
• Establisheda“restoraVvechat”areainallclassrooms
-
WaverlyMiddleSchool
2014-2015 2015-2016Black 29% 28%LaVno 17% 19%White 37% 37%2ormoreraces 12% 12%Asian 4% 4%FreeandReducedLunch 62% 58%
-
WaverlyMiddleSchool
• Urban/SuburbanMiddleSchool(Grades7and8)• Approximately500students• 2009idenVfiedas“PersistentlyLow-achieving”byMichiganDepartmentofEducaVon(MDE;lowest5%
ofdistrictsacademicallystatewide)
• School-widecommitmenttoPBSbeginning2010• SWISDataCollecVonbegan2011-2012• RestoraVveJusVcebeganSpring2011-2012
-
Curriculum&School-wideExpectaVons
o Explicitlessonsforcommonareas/transiVonVmes• Scheduledregularly• Varietyofformats
o Classroomlessonso Schoolassemblieso LunchmeeVngso Studentcreatedvideoso Reviewgameso Mindsetlessons
-
EvoluVonofVme-outtoRTC
BuildonsuccessofRJprogram
RelaVonshipbuilding TrustinProgram ExplicitConVnuum
VisittoneighboringdistrictResponsible-Thinking-Room
“STOPandThink”cards
RemediaVonquesVons
MulV-purposespace
Designedtogetkidsbacktoclass
ClassicTimeoutRoom
Holdingpenforsuspension
Noprocedureforclassroomremoval
ReacVonary/EmoVonal
NoremediaVon HugelossofseatVme
-
School-wideOutcomes:ODRs
RJImplemen
ted
-
School-wideOutcomes:ODRs
Pre-RJ
Post-RJ
-
CAUTION
• AdopVngnewpracVceswon’tstemsystemaVcproblemswithSW-PBIS(i.e.lackofexpectaVons,instrucVon,orpolicy)
• RecognizethestrengthsandlimitaVonsofbothapproaches–neitherisenoughbyitself
• Striveforaconceptuallyconsistentandcohesivesystematalllevels
-
DevelopingCohesionCreateatotalsystemthatisconsistentwiththeprincipalsofbehaviormanagement
• IsthereanestablishedmechanismforteachingandprevenVon?
• AreconsequencesacVvelycontribuVngtobeLerbehavioratalllevels?
District
School
Classroom
Student
-
MakingRJandPBSworkforyou• Providetrainingforstaff
• Coreclassroommanagement• Classroom-basedbehaviorintervenVons
• Communicatethebigpicture• Monitorthedata-Sharethedata• Developcleargoals
• Makethelinkwithacademicsuccessexplicit• AdministraVonandbudgeVng• StaffevaluaVons
• Keepstudentsinclass• Increaseengagement
-
EVALUATIONMonitoringProgress
-
Systems• ImplementaVonScienceasourbackground• PBIS:TieredFidelityInventory• www.PBISassessments.org
• AssessmentsisALL,notjustsome:– QuanVtaVve&QualitaVve– NoONEsourceofdataprovidestheinformaVonweneedtomakeinformeddecisions
-
Outcomes
• ClearyDefineValuedOutcomes• SelecVon:
– IdenVfyandusetoolsthatmeasurewhatisimportant
• Report:– SHAREthosedata,itisimportantforsustainability.(McIntosh,etal.,2013).
• Usedatatoinformnextsteps
-
Outcomes
• Socialvalidity:– Whatisimportanttoyourschoolcommunity?
• Discipline:OfficeReferrals,Suspensions,Expulsions
• TimeoutofOffice• ALendance• TeacherRetenVon
-
Pleasetake5minutestotalkwithapeer…
• MostAppealingAspectofRP?• WhatdoyouhopetoachievebyimplemenVngRPinyourschool/district?
1. Howwillyoumeasurethese?Whatareyourideas?
-
IdeasforMeasurement
-
Contact
-
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.
-
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