An Overview of Positive & Restorative Approaches to Supporting Student Behavior

1. Texas Behavior Support Network An Overview of Positive & Restorative Approaches to Supporting Student Behavior Prepared for Region 4 Special Education Solutions, Texas Behavior Support Network

2. Texas Behavior Support Network Objectives • Describe the guiding principles, history, and research base for Positive Behavior Interventions and Support (PBIS) and Restorative Practices(RP) • Define key differences and similarities between PBIS & RP • Describe strategies to integrate PBIS & RP at Tier 1, Tier 2, and Tier 3

3. Defining PBIS Texas Behavior Support Network PBIS is the application of explicit values and proven practices to build a MTSS that is doable, durable, and available to all who need it. MTSSis aframeworkfor support delivery.

4. Texas Behavior Support Network

5. Positive Behavioral Interventions and Support Texas Behavior Support Network • Coexists with most school-wide, Tier 2 and Tier 3 programs Provides a common language for all initiatives Can be adapted to fit your school Equity Data-based decision making Tier 1- universal Inclusion Problem-solving Interconnected systems framework Social skills curriculum (LEAPS, Skillstreaming, 7 habits of highly effective students, etc.) Tier 3- individualized/intensive School climate & discipline School-wide initiatives- character education, anti-bullying, class meeting Tier 2- targeted/supplemental Continuum of supports Mental health Classroom management Wraparound support

6. Social Competence & Academic Achievement PBIS is “an application of a behaviorally-based systems approach” Texas Behavior Support Network OUTCOMES DATA SYSTEMS Supporting Staff Behavior Supporting Decision Making PRACTICES Supporting Student Behavior

7. Texas Behavior Support Network

8. Texas Behavior Support Network PBIS at Tier 1

9. Texas Behavior Support Network In PBIS, Consequences….

10. Texas Behavior Support Network In PBIS, consequences do not….

11. Texas Behavior Support Network PBIS at Tier 2

12. Texas Behavior Support Network Examples of Tier 2 Interventions • Check-in/Check-out (CICO) • Social skills groups • “Lunch buddies” • Skillstreaming, Second Step, etc. • Bereavement, support groups • Coping Strategies • Academic/Behavior interventions • http://www.pbisnetwork.org/wp-content/uploads/2010/09/Academic-Behavior-Check-inCheck-out-Implementation-Manual.pdf

13. Texas Behavior Support Network PBIS at Tier 3

14. Texas Behavior Support Network Research on PBIS(April 2015: www.pbis.org/research)

15. Number of Schools Reporting Tier 1 Implementation (SWPBIS) by State (August, 2015) Texas Behavior Support Network 16 States with more than 500 schools

16. Texas Behavior Support Network PBIS Summary • PBIS encompasses a range of practices across the tiers of support • Reflects specific values • Positive • Proactive/preventative • Educational • Practical • Includes a focus on implementation science • Systems to support desired staff and student behavior • Systems to support effective evaluation • Relies on data-based decisions for implementation • Evidence-based practices • Implementation science • Ongoing monitoring • Regular evaluation

17. Texas Behavior Support Network Defining “Restorative Practices” (RP) Justice Conferences Circles Mediation Practices “Restorative Practices” “The application of the principles of Restorative Practices…at both the school-wide and at the classroom level.”(Meyer & Evans, 2012)

18. Texas Behavior Support Network History of RP • 1970’s criminal justice system • United States & Canada • Dissatisfaction with punishment & retribution • Mediation, Circles and Conferencing • Included the person who was harmed, the person who caused harm and a mediator • “Restorative Justice” • Healing for the people who were harmed • The people who caused harm reported genuine remorse for their actions (International Institute of Restorative Practices, 2012; McCold, 2007)

19. Texas Behavior Support Network Beyond Criminal Justice • Expansion outside of the Justice System in 1989 in New Zealand with Family Group Conference • Gave families a voice in the social services system • Restorative practices were first introduced to school systems in Australia in 1994 by a school counselor. • Addressing bullying, drug use, property damage, disruption, and more

20. Texas Behavior Support Network Guiding Principles of RP 5 R’s Eber, 2015; SFUSD; Gonsoulin, Schiff, and Hatheway 2013; IIRP, 2012; Restorative Practices Workgroup, 2014

21. Texas Behavior Support Network Goals of RP • Positive relationships are shared by all stakeholders • Reduction in number of offenses may be a by-product of positive relationships, strong community • Inclusive school community • Less reliance on exclusionary discipline practices • RD is Incompatible with an approach that focuses on punitive, exclusionary consequences • Needs of community members, including the person who caused harm, are addressed • Stakeholder voice & collaboration is evident in practices

22. Texas Behavior Support Network RP Across Settings • Whole school • Classroom • Setting-specific projects • Office-Managed misbehaviors • Juvenile Justice/Community • Children of all ages

23. Texas Behavior Support Network RP Across the Tiers • Community Restorative Conferencing • Family Group Conferencing (FGC) • Family Group Decision Making (FGDM) • Peer juries • Peer mediation • Shuttle mediation • Mediation • Restorative meetings • Restorative conversations • Informal conferences • Problem-solving circles • Restorative meetings • Restorative questioning • Affective statements & scripts • “Checking-In” circles • Using social/emotional curriculum Structure RD has the strongest impact when implemented as a whole-school, preventative approach to discipline Responsive strategies Preventative strategies McCluskey et al., 2011

24. Texas Behavior Support Network RP at Tier 1 (Universal Supports)Staff and Students • Familiarity with (and acceptance of) the guiding principles of RD • Using/Responding to affirmative statements & scripts • Using/Responding to restorative questioning • Circle procedures

25. Texas Behavior Support Network Social Skills for RP (sample) • Social skills (just a sample): • Listening • Having a conversation • Using self-control • Asking a question • Identifying emotions (in self and others) • Understanding feelings of others • Dealing with anger (in self and others) • Dealing with fear • Dealing with an accusation, embarrassment • Getting ready for a difficult conversation • Deciding on what caused a problem • Gathering information • Problem Solving • Accepting consequences • Relaxing • Being honest

26. Texas Behavior Support Network Tier 1 Discipline Level 1 & 2 misbehaviors • Restorative Questioning • Problem-Solving Circles • Restorative Chat/Conversations • Restorative Meetings • Mediation • Restorative Conferences Level 2 & 3 misbehaviors Level 3 & 4 misbehaviors

27. Texas Behavior Support Network RP at Tier 2 (Supplemental Supports) • Tier 2 consists of processes and procedures: • That reflect Tier 1 expectations, • Are designed for small groups of students with similar problems, behavioral function • Remediate skill deficits, prevent problems from escalating • Proactive circles to address common needs/issues, such as: • Lack of motivation • Academically frustrated • Family instability • LGBTQ • Gender non-conforming

28. Texas Behavior Support Network RP at Tier 3 (Intensive Supports) • Tier 3 consists of individualized processes and procedures: • That are based on a functional assessment of the student’s behavior • Are collaboratively determined by multi-disciplinary team of individuals • Brief FBA, Complex FBA, Wraparound • Circles for skill development, relationship-building • Information from restorative chats/mediation/conferencing may be included in FBA process

29. Texas Behavior Support Network RP Benefits • RP has the potential to: • Increase student & staff social/emotional skills • Strengthen relationships • Improve school climate • Uncover unidentified student needs • Reduce exclusionary discipline • Increase stakeholders’ voice in the discipline process

30. Texas Behavior Support Network Research on RP Randomized Control Group Studies Experimental Studies • Quantitative studies: • Random assignment • Control group • Operational definitions • Fidelity measures • Quantitative studies: • Operational definitions • Fidelity measures Non-Experimental Studies Student Outcomes • Qualitative studies: • Surveys • Focus groups • Interviews • Discipline • Academics • Health/Lifestyle • Much of RD research: • Took place outside the U.S. • Reported during conference presentations • Written up in government reports • Shared through books

31. RP Texas Behavior Support Network PBIS Focus on relationships & community Focus on prevention & effective environments Improve school climate Decrease exclusionary discipline Application of science, evidence-based practices Repairing harm caused by the person who caused the harm Teach socially important skills Increase student & family involvement Practical strategies that can be sustained over time Subject to strong philosophical objections Reintegrating the person who caused harm into the classroom community Emphasis on data & evaluation Flexibility within guiding principles Application across settings, content areas, ability levels Acknowledge the role of certain implementation drivers Reliance on circle process for climate building, skill instruction, conflict resolution, and identification of student needs Outcomes vary by level of implementation Deliberate integration of supports & initiatives (academics, mental health, etc.)

32. Texas Behavior Support Network PBIS & RP are Complimentary Approaches • Both approaches: • Share common outcomes • Value student & family participation • May be objectionable to some stakeholders • Offer flexibility in implementation • RP emphasizes relationships, reintegration, restoration of harm

33. Texas Behavior Support Network Advantages of PBIS • PBIS has a broad scope • PBIS explicitly emphasizes prevention, role of environment • PBIS emphasizes data-based decisions, fidelity, & evaluation • PBIS can be incorporated with other initiatives Social Competence & Academic Achievement Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior

34. Texas Behavior Support Network The Best of Both Worlds • RP offers appealing strategies for addressing problem behavior and enhances the continuum of responses within a PBIS framework • PBIS may strengthenRP: • System to organize skills necessary to participate in restorative practices • Time saved from strong PBIS implementation may help justify the time spent on restorative conferencing • Focus on fidelity and evaluation makes it more likely that practices will be used as intended and that they will be effective • Consider equity, academics, attendance, family and community engagement • Regular data sharing to drive staff PD

35. Texas Behavior Support Network An Integrated Tier 1 • Common language and school identity highlight restorative principles • Reward system could help to balance the scales for kids who like to engage in problem behavior • Consistent discipline procedures may guide use of different RD practices

36. Texas Behavior Support Network An Integrated Tier 2 • School-wide screening to identify students in need of support • Additional circles structured to meet students’ needs • Fidelity checklists for circle procedures • Daily ratings to evaluate effectiveness

37. Texas Behavior Support Network An Integrated Tier 3 • Student voice evident within FBA process • Restorative conferencing may give rise to FBA/ BSP • Circles become smaller, more specific, more personal

38. Texas Behavior Support Network Support for Effective Systems Change • http://nirn.fpg.unc.edu/ • Self-Assessment: http://implementation.fpg.unc.edu/resources/stages-implementation-analysis-where-are-we?o=nirn

39. Region 10 PBIS Contact Information