District-wide Implementation of Restorative Practices in PBIS Framework

1. E10 - A District-wide Approach to Implementing Restorative Practices through a PBIS FrameworkLead Presenter: Ali Hearn Exemplar Presenters: Ryan Wollberg & Lisa WestKey Words: Restorative Practices, Systems Alignment, Social Relationships

2. Miami, FL Hyatt Regency Miami March 11-14, 2020 For more information, visit: conference.apbs.org

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5. Objectives • Describe the continuum of Restorative Practices and basic theories behind the work • Identify core MTSS systems features as the basis for installing Restorative Practices within the PBIS Framework • Learn about the importance of data to monitor fidelity and outcomes of implementation & identify tools and resources that support this process

6. Thank You! to International Institute of Restorative Practices, Illinois Balanced and Restorative Practices Project, The National PBIS TA Center, Jeffrey Sprague and Tary Tobin at University of Oregon, Dr. Naomi Brahim and Jefferson Co. Public Schools, Mrs. Jill Johnson and Garden Hill Elementary, Woodland School District #50, IL & Placer County Schools, CA

8. Restorative Practices and School-wide PBIS • As we shift our focus to community and relationships we have to be INTENTIONAL about the systems, data, and practices we set up to build and repair them. • Classroom practices set up the foundation • Explicit skill development related to relationships • Science of learning Pre-skills necessary • Considerations for contraindicated practices / components • Alignment and Integration requires we are intentional, operationalized, and hold ourselves accountable

9. Illinois Balanced and Restorative Justice Restorative Practices in Schools are inspired by the philosophy and practices of restorative justice, which puts repairing harm done to relationships and people over and above the need for assigning blame and dispensing punishment.  www.ibarj.org

10. Goals of Restorative Justice in Schools (Gonsoulin, Schiff, and Hatheway 2013) • Create a restorative and inclusive school climate rather than a punitive one • Decrease suspensions, expulsions, and disciplinary referrals by holding youth accountable for their actions through repairing harm and making amends • To create opportunities for learning • Understanding about the impact of behavior on others (Costello, Wachtel, and Wachtel 2009)

11. Concerns with Restorative Practices • Limited research • Lacking scientific evidence • Lacking a “standard” model • Non-replicable • Lacking fidelity measures

12. THEORIES BEHIND THE WORK Social Discipline Window, etc.

14. TO Punitive AuthoritarianConfronting Win/Lose WITH Restorative Problem-SolvingRespectful Responsive Control (limits, expectations, discipline) Social Discipline Window NOT Neglectful IndifferentLazy Given Up FOR Permissive ProtectiveRescuing Excusing Support (nurturing, encouragement, concern etc.)

15. TO Punitive AuthoritarianConfronting Win/Lose WITH Restorative Problem Solving Respectful Responsive SCHOOLS NOT Neglectful Indifferent Lazy Given Up FOR Permissive Protective Rescuing Excusing

16. THEORY One of the basic premises of Restorative Practices is that “human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things WITH them, rather than to them or for them.” (Wachtel, 2005)

17. THEORY OF AFFECT The Tomkins Blueprint

18. Theory of Affect…Silvan Tomkins Theory of Affect • Maximize Positive Affect • Minimize Negative Affect • Minimize Inhibition of Affect • Do as much of the above three as possible (Tomkins 1961, 1962) (Irritation, Pride, Envy, Greed, Gloom, Despair, Depression and Love were incorporated, but didn't make the final cut.)

19. Trigger A deeper look at affect Affect Awareness of our physical response Feeling Addition of our own personal “scripts” Emotion Eventually personality, etc.

20. 9 AffectsInnate activation of affectsTomkin’s Institute • Enjoyment-Joy: Human connection- we seek to help and be helped by those who smile at us • Interest-Excitement: Necessary for intellectual development • Surprise-Startle: momentary inability to continue what was being done or start something new • Shame-Humiliation: Self-protection signal- A critical regulator of human social behavior • Distress-Anguish: Alerting yourself and others that help is needed • Disgust: The need to expel (applied to non-food too) • Fear-Terror: Survival- The signal to fight, flee, or freeze • Anger-Rage: WAY too much! A demand to fix it! • Dismell: Repulsion / The avoidance signal What is the first thing that comes to mind when you hear the word “Shame”. Please write it on the post its provided and stick them on the wall.

21. How the Environment Responds to Shame STIGMATIZING SHAME REINTEGRATIVE SHAME Pushes the offender out of the community and labels them. The offender is now a bad person who committed a crime or harm. This label may follow them their whole lives. Since the offender is pushed out of the community, it encourages their participation in criminal subculture Expresses disapproval but does not push the offender out of the community. This type of shame rejects the act but not the person and allows for the person to be reintegrated back into the community.

22. Compass of Shame Go stand near the pole that best represents your response Adapted from International Institute of Restorative Practices, Nathanson

23. Does the practice ultimately change behavior? • Does the practice help or hurt the relationship? • Practices of this nature are typically effective for the 80% of youth who don’t need it anyway and ineffective for the 20% who need something more • Public shaming practices hurt relationships and don’t allow students to separate the deed from the doer. Our youth internalize this experience. MR. SMITH Distinguished Receipt of even one suspension is associated with higher likelihood of academic failure, school dropout, and involvement in the juvenile justice system (American Academy of Pediatrics, 2013; Hemphill, Toumbourou, Herrenkohl, McMorris, & Catalano, 2006). A Difference in Approach(Proactive vs. ReactiveTeaching vs. Punitive, etc.) Accomplished Needs Improvement MRS. MARKS MR. KLEIN Un-Satisfactory MRS. SUN

24. FAIR PROCESS

25. Components of Fair Process Using Fair Process should help create a shift in process.It will not guarantee outcomes. • Engagement • Voice: All parties involved have the opportunity to freely and safely express their perspectives • Explanation • Transparency about why decisions are made as they are • Expectation Clarity • New rules are clearly stated and checks for understanding are provided to ensure all parties understand

26. FROM THEORY TO PRACTICE

27. PRACTICES … to Practice The continuum of restorative practices provide a specific set of proactive and responsive strategies for strengthening relationships/community and repairing harm when it is caused making it more EXPLICIT Preventative to Responsive RESPONSIVEFORMAL PREVENTATIVEINFORMAL group or circle formal conference small impromptu conversations affective questions affective statements

28. PRACTICES Preventative to Responsive 80% 20% RESPONSIVEFORMAL PREVENTATIVEINFORMAL group or circle formal conference small impromptu conversations affective questions affective statements

29. ALIGNMENT & INSTALLATION

30. Positive Behavioral Interventions & Supports (PBIS) is… a data-driven decision making framework for establishing the social culture and multi-tiered behavioral supports needed for an organization to be an effective learning environment for all youth and staff. • Increase Effectiveness and Efficiency • Supports Consistent Adult Behavior • Process for Continuous Improvement • Framework for Aligning Initiatives Adapted from: USDOE OSEP PBIS TA Center, 2010 Midwest PBIS Network 1-15-19

31. Misconceptions of this Work Mona Shores High School Norton Shores, MI CAR GIVEAWAY! Ride With Pride Program • Students who adhere to a Safe Driving and Positive Behavior pledge are eligible to win a car. • Collaborative effort between Norton Shores Police Department, Mona Shores Public Schools, Muskegon ALI, and Ramos Towing and Auto Body. • Parties, assemblies and ice cream socials • Rewarding youth (for doing things they should already know how to do) • Enabling our youth • People talking in really high voices and “being positive” all the time • Childish • Mascots on steroids • It’s only for “naughty” kids

32. Social Competence & Academic Achievement OUTCOMES Supporting Decision Making DATA Supporting Staff Behavior SYSTEMS RESTORATIVEPRACTICES PRACTICES Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm Supporting Student Behavior

33. MULTI-TIERED SYSTEM OF SUPPORTS FOR BEHAVIOR ~5% Trauma Informed Practices Bullying Prevention ~15% Restorative Practices Community Mental Health Agency Second Step ~80% of Students

34. Woodland District 50 Restorative Practices: Our Journey Dr. Lisa West & Ryan Wollberg

35. WHY RESTORATIVE PRACTICE IN WOODLAND D50? • Proactive approach • Aligns with district and building goals • Aligns with the PBIS model and our District handbook - (Tiered supports) • Separates the behavior from the person • Allows person to make amends for any harm caused and restores the relationship • Acknowledges the worth of the person and their potential contribution to the school community

36. Restorative Practices Will... • Improve relationships establish rights, accountability and responsibility • Provide a safe basis for staff, students, and parents to share ideas and discuss issues • Improve behavior and attitudes • Provide a framework to challenge unacceptable behavior, resolve conflict, and repair harm

37. Administrative team and small group of lead teachers trained through IIRP Implementation began with community circles facilitated by administration in classrooms and staff meetings (Optional) Administrators began using Restorative Question model with PBIS Matrix and District Parent/Student Handbook as a shift in discipline strategy Administrative Perspective Year One

38. Timeline - Training Staff - Year One

41. Administrative Perspective Year Two Training all Staff Professional Development - Highly recommend PD is built into the summer and school year - Long range planning This is not a one and done training it is a systemic change Utilize all summer and school PD times to train as many staff members as you can for overall success in the implementation Budget - Include professional development and trainer of trainer model District level support for Trainer of Trainer model Wildcat Academy registration for staff and administrative trainings SIP Days reserved for training Data Collection

42. Restorative practices take incidents that might otherwise result in punishment and create opportunities for students to: Become aware of the impact of their behavior. Understand the obligation to take responsibility for their actions. Take steps toward making things right. Parent Informational Meeting

43. Parent Informational Meeting

44. Restorative Practices in Action - Community Circle

45. Community Circle-Share one adjective to describe how you feel leaving today.

46. THANK YOU! Contact Us! Ali Hearn- Technical Assistance Director, Midwest PBIS Network ali.hearn@midwestpbis.org @heyalihearn Dr. Lisa West - Principal, Woodland Elementary East lwest@dist50.net Mr. Ryan Wollberg- Principal, Woodland Elementary West rwollberg@dist50.net