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Restitution Research

Restitution Research. 15. Discipline incidents per day referred to front office. 12-15 per day in 1990-91 5-7 per day in 1991-92 2-4 per day in 1992-93 0-2 per day in 1993-94. 10. 5. 90-91 91-92 92-93 93-94. Grady Brown Elementary School Hillsborough, NC.

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Restitution Research

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  1. Restitution Research

  2. 15 Discipline incidents per day referred to front office. 12-15 per day in 1990-91 5-7 per day in 1991-92 2-4 per day in 1992-93 0-2 per day in 1993-94 10 5 90-91 91-92 92-93 93-94 Grady Brown Elementary SchoolHillsborough, NC

  3. West Middle School Discipline Referrals, Rockford, IL

  4. 5000 (4146) 4000 (2454) 3000 (1718) 2000 (1475) 1000 0 1994-95 1995-96 1996-1997 1997-98 West Middle School Discipline Referral Totals – 1994-1998 Drop of discipline referrals 2671 - 64%

  5. 100 100 90 90 80 80 70 70 60 60 50 50 Percentage 40 40 30 30 20 20 10 10 0 0 1st quarter 2nd quarter 3rd quarter 4th quarter Total Group 1 Group 2 West Middle School, Rockford, IllinoisComparison of Percentage of Two Groups Achieving a GPA of 2.0 or Better

  6. Restitution Takes Hold ProjectIndividual Student Statistics A Name: Expulsion Out School Suspension In School Suspension Detention In Class Consequence 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 Project Week (Frequency) Legend Number of Referrals 13 Discipline Referral Number of Restitutions 2 Restitution Done Race/Ethnic M/AA Parent Contacted Team Number N

  7. 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 Restitution Takes Hold ProjectIndividual Student Statistics Name: G Expulsion Out School Suspension In School Suspension Detention In Class Consequence Project Week (Frequency) Legend 28 Number of Referrals Discipline Referral 2 Number of Restitutions Bottom Quartile Y Restitution Done Race/Ethnic F/EA Parent Contacted 1 Team Number

  8. 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 Restitution Takes Hold ProjectIndividual Student Statistics M Name: Expulsion Out School Suspension In School Suspension Detention In Class Consequence Project Week Legend (Frequency) 8 Number of Referrals Discipline Referral 2 Number of Restitutions Restitution Done Y Bottom Quartile Race/Ethnic M/AA Parent Contacted Team Number 1

  9. 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 Restitution Takes Hold ProjectIndividual Student Statistics S Name: Expulsion Out School Suspension In School Suspension Detention In Class Consequence Project Week Legend (Frequency) Number of Referrals 9 Discipline Referral Number of Restitutions 1 Y Restitution Done Race/Ethnic F/HA Parent Contacted 1 Team Number

  10. Restitution is a process. Expect on an implementation dip. Sometimes we are going two steps forward and one step backwards as we attempt to get balance between the bottom lines and beliefs. As you have noticed in the previous overheads the incidents for discipline drop down after the first restitution and rise again. It is as if the kids don’t believe we are serious about solving problems rather than punishing. After the second restitution when incidents of discipline fail they tend to stay down, especially if the parents have been involved. In the following example you will see a dramatic drop in incidents of discipline followed by a return to a series of out of school suspension. If this pattern continues there is a good chance this boy is on the way to jail. This is a sad situation because we had him engaged at one point.

  11. Restitution Takes Hold Project 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 J Name: Expulsion Out School Suspension In School Suspension Detention In Class Consequence Project Week (Frequency) Where did we lose him? 50 Number of Referrals 2 Number of Restitutions Bottom Quartile Y Race/Ethnic M/AA 1 Team Number

  12. Haskell ElementaryRockford, IL - Vicki Jacobson, Principal 1995-96 Only principal and two other staff trained in Restitution 1996-97 All teachers from one grade level trained 1997-98 Entire school trained in Restitution 1998-99 Implementation of Restitution 1999-00 Further implementation * - in the process of confirmation Demographics - 97% Free & Reduced Lunch - Low socio-economic, high minority population - Have been on State Watch list for three years

  13. LINCOLN CENTER ELEMENTARYSOUTH ST. PAUL, MNPrincipal - Paul Johnson • Our first year we started with rules. • 1997-98 was a year of training for our staff in Restitution. • In 1998 we started doing beliefs with staff and students. • The second semester (January 1999) we had firmed up our bottom line and this helped a lot. • We began the fall of 1999 year with teaching needs, reviewing beliefs, and clear bottom lines in place. • We now have a peaceful school. • There is an ongoing need to rebalance the bottom lines with the beliefs.

  14. 240 X 1997-98 220 X X 200 X X X X X 180 X X 160 X X 140 1998-99 X 120 X X X 100 80 1999-00 X X X X 60 X 40 X 20 0 Sept Oct Nov Dec Jan Feb Mar Apr May/June 1998-99 1997-98 1999-2000 Office Referrals for Behavior 1997-00Lincoln Center Elementary School South St. Paul, MN - All staff trained in Restitution by end of summer 1998 X X X X X X X X X X 2000-01 2000-01

  15. Evergreen Teachers Use RestitutionEvergreen, WA - Number of Teachers Surveyed 695 I use the following strategies of RDM in my classroom. Mark all that apply. My Job Your Job 652 (93%) Behavior Car 177 (25%) Classroom Beliefs 566 (81%) Restitution 536 (77%) Basic Needs 47 (78%) Classroom Agreements 475 (68%) What’s your plan? 549 (78%) None 23 (0.03%)

  16. Implementation By Teachers After Training 695 Surveyed - Evergreen School District, Vancouver, WA 100 100 90 90 80 80 70 70 60 60 50 50 Percentage 40 40 What’s Your Plan? – 78% My Job/Your Job – 93% Class Beliefs - 81% Class Beliefs – 81% Restitution - 77% Basic Needs – 78% 30 30 Restitution – 77% What’s Your Plan? - 78% My Job/Your Job - 93% Basic Needs - 78% 20 20 10 10 0 0 Strategies Used My Job Class Beliefs Restitution Basic Needs What's Your Plan

  17. RESTITUTION SCHOOLS SURVEY 1996Identity Shift • Do you find the concepts/practice of restitution leading to a success identity for yourself? Yes-91% No-9% • Do you believe restitution leads students, staff and parents to a success identity? Yes -94% No-6% • Where would you rate restitution with regard to locus of control on a scale of 1-10 with external locus of control being 1 and internal locus of control being 10? Yes-100% (5 and above) No-0% (Under 5) Average - 8.4

  18. Identity Shift Survey - 1996

  19. Princess Alexandra Community SchoolSaskatoon, SK • Inner city setting • Kindergarten to grade 8 • peak enrollment 260 students • High transience • High level of poverty • 98% of students Aboriginal • Staff, principal, parents and elders developed their beliefs • students referred to the principal for counseling or bottom line • The following graph represent information about the number of students sent to the office for discipline problems • The data has been corrected to an enrollment of 241 students. • December is often a difficult month for our students. The anticipation created in the media is not their reality. Christmas is a time of disappointment! February was a month of changes - staff away sick, lost of classrooms. • Twenty five staff members, parents and our elder attended the 2 day workshop “Restitution 1”. After this workshop our incidents of discipline began to drop every month. • In September with 150 new students we had to begin the process again realized the same decrease in discipline problems.

  20. 40 30 Restitution Workshop March 2000 20 10 2000- 2001 2001- 2002 0 Sep Oct Nov Dec Jan Feb Mar Apr May Jun 1999- 2000 2002- 2003 Princess Alexandra Community School September 1999 – June 2003

  21. Princess Alexandra Community School Update • In 1998, only 7 % of our students in grade 4 performed at the 50 percentile on the Canadian Achievement Test (CAT). • In 2000, 40% of our students in grade 4 performed at the 50 percentile on the Canadian Achievement Test (CAT). • In 2002, 55% of our grade 4 students are at or above the 50% percentile on the Canadian Achievement Test (CAT). • That means that over 50% our students are doing as well or better than the average Canadian grade 4 student. • As of the spring 2002, we can say that all our grade 1 students can read, compare to 50% in 2000. • We are on target for our goals; • To have all grade 1 students read at grade level by 2004. • To have all our students k – 4 performing at or above grade level by 2005. • To close the gap in our senior students’ performance to less than 2 years behind grade level by 2005. (Now, a 5 years gap is common).

  22. ·Grades: K to 6   ·Average 410 to 430 students Urban school with high poverty - 55%.  

  23. 60 49 50 40 Number of Suspensions 33 30 27 20 10 3 0 Year 2001-Apr 02 1998-99 1999-00 2000-01 ÈcoleJ.H. Sissons, Yellowknife, NT Out of School Suspensions 1998-2002

  24. Reindeer Lake School – Nursery–Gr. 12 – 375 students Southend, SK (8 hours North of Saskatoon, SK) Totals: Aug 2001-Mar 2002 = 262 (Year 336) Aug 2002-Mar 2003 = 89 (decrease of 66%) Staff Training: Restitution I – Yves Bousquet – Aug 2002 Restitution II – Ted Amendt - Mar 2003

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