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PBIS and Restorative  Discipline in Schools: Challenges and Opportunities PBIS and Restorative  Discipline in Schools: Challenges and Opportunities

PBIS and Restorative Discipline in Schools: Challenges and Opportunities - PowerPoint Presentation

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PBIS and Restorative Discipline in Schools: Challenges and Opportunities - PPT Presentation

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)

Slide2

Content

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

9/14/2012

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

Slide4

Jeffrey 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

9/14/2012

Slide5

Jeffrey 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.

9/14/2012

Slide6

9/14/2012

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

Slide7

9/14/2012

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

Slide8

SCHOOL-TO-PRISON PIPELINE

SCHOOL

Dropping

Out

Adult Prison

Juvenile Detention

or Secure Commitment

Suspension & Expulsion

Re-entry

Slide9

Punishment

You need to know your ABC’sAntecedentBehaviorConsequencePunishment involves providing a consequence that reduces the future probability of a behaviorConsequenceReduced probability

9/14/2012

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

Slide10

Always 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

9/14/2012

Punishment guidelines

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

Slide11

Jeffrey 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

Slide12

Restorative 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)

Slide13

Restorative 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.

9/14/2012

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

Slide14

9/14/2012

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

Slide15

Restorative 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.

9/14/2012

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

Slide16

Social Discipline Window

9/14/2012

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

HIGH

 

Control (limit setting, discipline)

Punitive

Restorative

Neglectful

Permissive

LOW

Support

HIGH

Slide17

Why do we think it “works”

Impulse controlSocial bondingShame (positive)EmpathyCommitmentRepair

9/14/2012

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

Slide18

Approaches 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)

Slide19

Restorative Practices Continuum

Informal   FormalAffective statementsAffective questionsSmall, impromptu conferenceGroup or circleFormal conference

9/14/2012

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

Source:

Slide20

Teacher 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)

Slide21

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”

Slide22

What is NOT Restorative

Community Service

Shaming or embarrassing

Scolding or Lecturing

Consequences not linked to behavior

Yelling

Slide23

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?

9/14/2012

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

Slide24

Restorative 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)

Slide25

What 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

Slide26

Conferencing 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)

Slide27

Making 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)

Slide28

Get 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)

Slide29

Rich white winemakers serving

Rich white wine drinkers?

Slide30

Napa 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

Slide33

Slide34

NVUSD 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

Slide35

 

BEST 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

Slide36

NVUSD Suspension Data 2008 - 2012

Slide37

NHS Suspensions by Ethnicity & RaceAugust & September

Slide38

NVUSD Expulsion Data

Slide39

“Zero tolerance has not been shown to improve school climate or school safety.”—APA Task Force Report on Zero Tolerance

Slide40

Responding 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

Slide41

Guided 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?

Slide42

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!

Slide43

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.

Slide44

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

ed

brother

The couple declined to press charges

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

Slide45

9/14/2012

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

)

Slide46

Restorative 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

9/14/2012