Jeffrey R Sprague PhD The University of Oregon Institute on Violence and Destructive Behavior Laura Mooimanm MS Napa Valley Unified School District 9142012 Jeffrey Sprague PhD jeffsuoregonedu ID: 759632
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Slide1
PBIS and Restorative Discipline in Schools: Challenges and Opportunities
Jeffrey R. Sprague, Ph.D.The University of Oregon Institute on Violence and Destructive BehaviorLaura Mooimanm M.S.Napa Valley Unified School District
9/14/2012
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide2Content
Why do we do it this way?
School to prison pipeline
How can we make a difference?
School-based mentorship
Restorative justice/practices
Define restorative discipline
Provide background on the approach
Discuss and give examples of restorative discipline practices and their relation to PBIS implementation
Illustrate restorative practices in schools
Culturally responsive SWPBIS
Slide3‘what happened, who is to blame, what punishment or sanction is needed?’The easiest consequence is the one most likely to be delivered‘What happened, what harm has resulted and what needs to happen to make things right?’ (O’Connell, 2004)A restorative process will initially be viewed as more effortful
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Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide4Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Schools That Reduce Disruption and Delinquency
Shared values regarding school mission and purpose (admin, staff, families, students)Clear expectations for learning and behavior Multiple activities designed to promote pro-social behavior and connection to school traditionsA caring social climate involving collegial relationships among adults and studentsStudents have valued roles and responsibilities in the school
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Slide5Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Big Ideas
Office Referrals, Suspension and expulsion from school are often used to punish students, alert parents, and protect other students and school staff but there are unintended consequencesReferrals, suspensions and expulsions may exacerbate academic deteriorationWhen students are provided with no educational alternative, student alienation, delinquency, crime, and substance abuse may ensueSocial, emotional, and mental health support for students can decrease the need for referrals, suspension and expulsionWe need to address the root causes of behaviors that lead to suspension and expulsion and provide alternative disciplinary policiesThese practices might be called “restorative discipline,” adapted from the concepts and practices of “balanced and restorative justice” commonly used in juvenile and adult corrections and treatment programs.
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Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Does Exclusionary Discipline Work Without A Balance of Teaching and Restoration?
Detrimental effects on teacher-student relations
Modeling: undesirable problem solving
Reduced motivation to maintain self-control
Generates student anger and disengagement
Results in more problems (Mayer, 1991)
Truancy, dropout, vandalism, aggression
Does not teach: Weakens academic achievement
Correlated with dropout, delinquency, criminality and negative life outcomes
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Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide8SCHOOL-TO-PRISON PIPELINE
SCHOOL
Dropping
Out
Adult Prison
Juvenile Detention
or Secure Commitment
Suspension & Expulsion
Re-entry
Slide9Punishment
You need to know your ABC’sAntecedentBehaviorConsequencePunishment involves providing a consequence that reduces the future probability of a behaviorConsequenceReduced probability
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Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide10Always take data to monitor effectivenessStart/stop/durationStaff person nameBehavior Behavior during TOAny negative “side effecs”Always implement with high fidelity & by highly skilled implementerAlways involve student, family, etc. in decision making
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Punishment guidelines
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide11Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Questions to ask
How can we make the behavior support process Help students accept responsibility?Place high value on academic engagement and achievement?Teach alternative ways to behave?Focus on restoring the environment and social relationships in the school?
9/14/2012
Slide12Restorative Practices
Alongside a general interest in restorative justice, attention has turned to the development of restorative justice practices in educational settings Restorative justice seeks to provide a much clearer framework for restitutionOffenses can result in sanctions but, The relationship damaged by the offense is the priorityThis damaged relationship can and should be repaired The offending individual can and should be reintegrated, not only for the good of that individual but also for that of the community as a whole.
9/14/2012
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide13Restorative Practices
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.
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Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
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Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide15Restorative Discipline
Restorative practices used in schools is where:Staff members and pupils act towards each other in a helpful and nonjudgmental way;Adults and students work to understand the impact of their actions on others;There are fair processes that allow everyone to learn from any harm that may have been done;Responses to difficult behavior have positive outcomes for everyone.
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Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide16Social Discipline Window
9/14/2012
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
HIGH
Control (limit setting, discipline)
Punitive
Restorative
Neglectful
Permissive
LOW
Support
HIGH
Slide17Why do we think it “works”
Impulse controlSocial bondingShame (positive)EmpathyCommitmentRepair
9/14/2012
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide18Approaches to Achieving a Restorative School
Whole schoolSchool-wide PBIS Reintegration following referrals or suspensionNeeds a specific protocolConferencingClass meetingsCirclesMediationTruancyConflict
9/14/2012
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide19Restorative Practices Continuum
Informal FormalAffective statementsAffective questionsSmall, impromptu conferenceGroup or circleFormal conference
9/14/2012
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Source:
Slide20Teacher Behaviors
ListenEmpathizeHonest/integrityOpenRespectfulFirm and FairEncouragingExplicitKnowledgeChallengingSet clear boundariesExplain your actionsRealisticPredictable
Non judgmentalBelieved in personHumor & funCreate learning environmentAffirmingApologize - vulnerableBeing realShare storyCompassionIndividualConsistent
9/14/2012
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide21Restorative 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”
Slide22What is NOT Restorative
Community Service
Shaming or embarrassing
Scolding or Lecturing
Consequences not linked to behavior
Yelling
Slide23Restorative 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?
9/14/2012
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide24Restorative Questions for “harmer”
What happened?What were you thinking at the time?What have you thought about since?Who has been affected by what you did?In what way?What do you think you need to do to make things right?
9/14/2012
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide25What is Community Conferencing?
A one time meeting where everyone who is either involved in or affected by a crime or a conflict come together to…
hear what happened
learn how everyone’s been affected
decide how to repair the harm
60% reduction in suspensions
97% Compliance
Slide26Conferencing 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)
9/14/2012
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide27Making Circles Work
Set clear topics and goals for the outcome of the circleSet a positive tone. If you are confident and upbeat, the students will follow your leadKeep the focus. In a kind a supportive way, make sure the conversation sticks to the goal you have setMake students you allies. Tell students “I am counting on you to speak up today.Always sit in the circle with students and participate fully.
9/14/2012
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide28Get a Vision!
What are the key issues you would need to consider if you were going to help a school [or organization] implement restorative practice?What would be happening in a school that has fully integrated restorative practice?What would ‘restorative classroom’ look like?What would ‘teaching and learning’ look like?
9/14/2012
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
Slide29Rich white winemakers serving
Rich white wine drinkers?
Slide30Napa Valley Unified School District
In Program Improvement
3 towns, 30 schools
17,750 students
50% Free or Reduced Lunch
25 different languages
11% with disabilities
Over 50% of entering Kindergarteners ELL
and we make wine!
Slide31“First they laugh at you, then they fight, then you win.”- Mahatma Ghandi
Slide32-26%
Decline in Incidents leading to suspension
-33%
Decline in Number of Days Suspended
-36%
Decline in Expulsions for 2 years in a row
Savings of $250,000 in ADA
Slide33Slide34NVUSD Positive School Climate Board Policy
Implement BEST
Behavior (Sprague & Golly, 2012)
/
PBIS at all 29 Schools
Implement social emotional skills program
Positively reinforce appropriate behavior
Effective classroom management
Logical & meaningful consequences including Restorative Practices
Slide35BEST Champion
Level 1 Training
Level 2 -Trainer of Trainers
Attending Cadres
BEST Team Established & Meet
BEST Team Coaching
Soc Skills Curriculum
Implementing Soc Skills?
Data Collection (SWIS)
TIC
Encyclopedia of Beh Management
SST addresses beh?
Classroom Management Program
Systematic Supervision Trained
Research Project
Alta Heights Elementary School
Suzanne Scallion
9/15/09 & 9/16/09
2
Y
2
nd
Thursdays 3 – 4 PM
borrowed 2nd Step
N
N
N
Y
Y
Bel Aire Park Elementary
Troy Knox
previously
10/19/09 & 10/20/09
1
Y
N
2nd Step
N
Y
Y
Y
Browns Valley Elementary School
Frank Silva, Principal
9/15/09 & 9/16/09
10/19/09 & 10/20/09
Y
4th Monday 3 - 4 PM
wants 2nd Step
N
N
Y
N
Y
Canyon Oaks Elementary School
Maren Rocca-Hunt, Principal
previously
10/19/09 & 10/20/09
2
Y
3rd Tues 3 – 4 PM
2nd Step
k - 5
Y
N
YY
Capell Valley Elementary School
N
N
N
N
N
N
Carneros Elementary School
Donna Drago, Principal
previously
10/19/09 & 10/20/09
Y
N
2nd Step
k - 5
N
N
N
N
Donaldson Way Elementary School
Melissa Strongman, Principal
previously
10/19/09 & 10/20/09
Y
2nd Monday, 3 - 4 PM
2nd Step
k - 5
Y
Y
YY
El Centro Elementary School
N
N
2nd Step
k/1 (upper do not implement)
N
N
N
N
Irene M. Snow Elementary School
previously
N
N
2nd Step
inconsistent (RSP)
N
N
N
Y
McPherson Elementary School
Dana Page, AP
previously
10/19/09 & 10/20/09
1
Y
3rd Tuesday 7:45 AM - 8:45 AM
2nd Step
Y
Y
Y
Y
Mount George Elementary School
N
N
2nd Step
?
N
N
N
N
Napa Junction Elementary School
Dee McFarland, Principal
previously
10/19/09 & 10/20/09
2
Y
2
nd
Wed 3 -4 or 4 – 5 PM
2nd Step
Y
Y
Y
?
Y
Napa Valley Language Academy
Pam Perkins, AP
previously
10/19/09 & 10/20/09
1
Y
4th Tuesday 3 PM
2nd Step
?
N
Y
Y
Y
Northwood Elementary School
Susan Hall, AP
9/15/09 & 9/16/09
1
Y
1st Tuesday, 2:10 PM
2nd Step
k, 1, 2, 4
N
Y
Y
N
Phillips Elementary School
Matt Manning, Principal
9/15/09 & 9/16/09
1
Y
4th Tuesday 3:20 PM
purchasing 2nd step
N
Y
Y
Y
Y
Pueblo Vista Elementary School
N
N
N
N
N
N
Salvador Elementary School
Sarah Williams, Principal
9/15/09 & 9/16/09
10/19/09 & 10/20/09
Y
1st Thursday 10:00 AM
2nd Step (some)
N
N
Y
Y
Y
Shearer Charter Elementary School
Olivia McCormick, Principal
9/15/09 & 9/16/09
2
Y
1st Tuesday, 3 - 4 PM
0
N
N
Y
Y
Y
Stone Bridge School
N
N
N
N
N
N
Vichy Elementary
Mark Stephenson, Principal
9/15/09 & 9/16/09
?
N
N
N
N
Y
N
West Park Elementary School
Julie Herdell, Principal
9/15/09 & 9/16/09
2
Y
1st Tuesday, 3 - 4 PM
2nd Step
varies
N
Y
Y
N
Wooden Valley Elementary School
N
N
N
N
N
N
Yountville Elementary School
Troy Knox, Co-Principal
N
N
N
N
N
N
American Canyon Middle School
Dan Scudero, Principal / Tara Bianchi
previously. 1/14 & 1/15/10
10/19/09 & 10/20/09
Y
Wednesdays 2:00
Life Skills Training & Safe School Ambassadors/ Second Step
Schoolwide / pull out groups
N
Y
N
N
Harvest Middle School
Linda Beckstrom, Principal / Drew Herron, AP
previously. 1/14 & 1/15/10
10/19/09 & 10/20/09
1
N
N
N
N
N
N
Redwood Middle School
Maryanne Christoffersen, AP
previously. 1/14 & 1/15/10
10/19/09 & 10/20/09
1
N
N
Skills for Adol - 6th, 2nd Step, Why Try?, WEB, Postponing Sexual
Involv
varies, primarily 6th
N
N
N
N
River Middle School
Linda Inlay, Principal / Celeste Aiku
previously
10/19/09 & 10/20/09
1
Y
Last Friday 12:15
Student Connect
Y
N
Y
N
Y
Silverado Middle School
Susan Hall, AP
9/15/09 & 9/16/09, 1/14 & 1/15/10
10/19/09 & 10/20/09
2
Y
3rd Wed, 2 - 3 PM
wants 2nd Step
N
N
Y
Y
N
Napa High School
Luis Mungia, Dean
9/15/09 & 9/16/09, 1/14 & 1/15/10
10/19/09 & 10/20/09
1
N
N
0
N
N
N
N
N
New Tech High School
Howard Mahoney, Principal
1/14/ & 1/15/10
1/14/10 & 1/15/10
1
N
N
N
Vintage High School
Sharon Anderson, Dean
9/15/09 & 9/16/09, 1/14 & 1/15/10
1/14/10 & 1/15/10
Y
2nd Tuesday 3:00 PM
0
N
N
Y
Y
N
Valley Oak
Maria Cisneros, Principal / Brian Marchus, AP
1/14/ & 1/15/10
10/19/09 & 10/20/09
Y
Wednesdays
contracted counseling, Oscar
varies
N
N
N
N
Slide36NVUSD Suspension Data 2008 - 2012
Slide37NHS Suspensions by Ethnicity & RaceAugust & September
Slide38NVUSD Expulsion Data
Slide39“Zero tolerance has not been shown to improve school climate or school safety.”—APA Task Force Report on Zero Tolerance
Slide40Responding to Problem Behavior
Take the student aside
Review what you saw in a calm, business like manner
Ask student to acknowledge the inappropriate behavior
Ask them to state the appropriate behavior (if they can’t or won’t, you state the behavior and have them repeat it)
Ask student to demonstrate the skill in front of you
If unwilling, give them choices on how to correct the problem and accept consequences of the behavior
Slide41Guided Practice
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?
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!
Slide43What “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.
Slide44What “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
ed
brother
The couple declined to press charges
Neighbor invited boys to play guitar with him in his garage studio.
Slide459/14/2012
Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)
SWPBISRestorative Justice/DisciplineAssumptions/TheoryApplied Behavior AnalysisImplementation Science (Finsen, Naomi, Blasé, Friedman, & Wallace, 2005)Human Performance (Gilbert, 1996)Host Environment (Jones et al., 2009)A restorative environment provides the context for restorative practicesControl Theory (Li & Mustanski, 2012)PracticesBuilding-level PBIS team established to guide needs assessment, planning and integration with school improvementConsistent school wide expectations that are taught and followed by all students and staffStudents are acknowledged for their success in meeting expectationsDecisions regarding interventions are based on data collected on student behaviorA continuum of responses to rule infractions is used consistently by all staff Routine collection and summary of discipline data to identify school wide, classroom and individual student needsSystem improvement decisions based on outcome dataFirm but fair consequences for misbehavior are clearly definedWhole school preventionEducators are models of restorative practicePhysical environment promotes an ethos of careEmotional environment promotes an ethos of careSchool policies and practices focus on restorationConflict resolutionFlexible policiesDifferentiated disciplineRestorative Responses to Problem BehaviorReintegration following office referrals or suspensionConferencingClass meetingsCirclesMediationConflict Resolution Research BaseTwo randomized control trials in elementary schools (C.P. Bradshaw, Koth, Thornton, & Leaf, 2009; Lynne-Landsman, Bradshaw, & Ialongo)One completed randomized control trial in middle schools (Sprague et al.,)Multiple single subject studies and evaluation studies documenting positive effects (C. P. Bradshaw & Garbarino, 2004)Multiple case study reports in U.S. and Canada (Leff, Kupersmidt, Patterson, & Power, 1999; Lewis, 2009; Marini, Dane, Bosacki, & YLC-CURA., 2006; Sumner, et al., 2010)
SWPBIS
Restorative Justice/Discipline
Assumptions/Theory
Applied Behavior Analysis
Implementation Science
(
Finsen, Naomi, Blasé,
Friedman, & Wallace, 2005
)
Human Performance (
Gilbert, 1996
)
Host Environment (
Jones et al., 2009
)
A restorative environment provides the context for restorative practices
Control Theory (
Li & Mustanski, 2012
)
Practices
Building-level PBIS team established to guide needs assessment, planning and integration with school improvement
Consistent school wide expectations that are taught and followed by all students and staff
Students are acknowledged for their success in meeting expectations
Decisions regarding interventions are based on data collected on student behavior
A continuum of responses to rule infractions is used consistently by all staff
Routine collection and summary of discipline data to identify school wide, classroom and individual student needs
System improvement decisions based on outcome data
Firm but fair consequences for misbehavior are clearly defined
Whole school prevention
Educators are models of restorative practice
Physical environment promotes an ethos of care
Emotional environment promotes an ethos of care
School policies and practices focus on restoration
Conflict resolution
Flexible policies
Differentiated discipline
Restorative Responses to Problem Behavior
Reintegration following office referrals or suspension
Conferencing
Class meetings
Circles
Mediation
Conflict Resolution
Research Base
Two randomized control trials in elementary schools (
C.P. Bradshaw, Koth, Thornton, & Leaf, 2009
;
Lynne-Landsman, Bradshaw, & Ialongo
)
One completed randomized control trial in middle schools (Sprague et al.,)
Multiple single subject studies and evaluation studies documenting positive effects (
C. P. Bradshaw & Garbarino, 2004
)
Multiple case study reports in U.S. and Canada (
Leff, Kupersmidt, Patterson, & Power, 1999
;
Lewis, 2009
;
Marini, Dane, Bosacki, & YLC-CURA., 2006
;
Sumner, et al., 2010
)
Slide46Restorative Discipline Resources
International Institute for Restorative Practices http://www.iirp.org/ Mirsky, Laura (2003). SaferSanerSchools: Transforming School Culture with Restorative Practices Restorative Practices E-Forum. Link: www.restorativepractices.org/library/ssspilots.htmlhttp://www.restorativejustice.org/programme-place/02practiceissues/schools-1 Bob Costello, Joshua Wachtel and Ted Wachtel (2009). The Restorative Practices Handbook for Teachers, Disciplinarians and Administratorshttp://www.iirp.edu/oscommerce-2.3.1/catalog/product_info.php?products_id=189National Summit on School – Juvenile Justice Partnerships – www.school-justicesummit.org
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