D17 - Using Restorative Practices to Augment Tier III Supports at the High School Level

1. D17 - Using Restorative Practices to Augment Tier III Supports at the High School Level Jessica Swain-Bradway, Northwest PBIS Network (OR); Bill Link, Vancouver Public Schools (WA); Lauren Evanovich, University of South Florida Keywords: Restorative Practices, Tier III

2. Overview • In this session, coaches, administrators, and Tier III interventionists interested in exploring Restorative Practices (RP) options for Tier III needs will learn about including RP in disciplinary policies. Examples of augmenting Tier III supports will be shared. A basic understanding of Tier III implementation is a suggested prerequisite for this session.

3. Objectives • Describe how aligning RP into school-based, intense supports fits with the Tier III, person-centered logic • Describe suggestions for aligning practices, systems, and data, including personnel roles • Describe one district’s example of using RP in Tier III plans

4. Rp and Person Centered Logic

5. RP and Person Centered Logic • RP is and does • Put relationships and problem solving above the need to blame and punish • Relationships are leveraged in RP as well as Tier 3 planning. • The process of restoration and repair is very person centered • Systematic inclusion of voice of all parties involved • Fair Process: Transparency

6. RP and Person Centered Logic • Tier 3 plans are driven by the individual strengths and needs. • May include: • FBA-BIP • Wrap / RENEW • Comprehensive assessments of life domains

7. Tiered Fidelity Inventory • 3.4 Student Support Team: For each individual student support plan, a uniquely constructed team exists (with input/approval from student/ family about who is on the team) to design, implement, monitor, and adapt the student-specific support plan.

8. Tiered Fidelity Inventory • 3.6 Student/Family/Community Involvement: Tier III team has district contact person(s) with access to external support agencies and resources for planning and implementing non-school-based interventions (e.g., intensive mental health) as needed.

9. Tiered Fidelity Inventory • 3.8 Quality of Life Indicators: Assessment includes student strengths and identification of student/family preferences for individualized support options to meet their stated needs across life domains (e.g., academics, health, career, social).

10. Tiered Fidelity Inventory • 3.9 Academic, Social, and Physical Indicators: Assessment data are available for academic (reading, math, writing), behavioral (attendance, functional behavioral assessment, suspension/expulsion), medical, and mental health strengths and needs, across life domains where relevant.

11. Resources • Wraparound Planning, Midwest PBIS Network • FBA-BIP, Midwest PBIS Network • Restorative Practices, Midwest PBIS Network

12. Bill Link Vancouver Public Schools

13. Hudson’s Bay High School • Urban Comprehensive High School, Grades 9-12 • Approximately 1300 Students • 1% American Indian • 2% Asian • 3% Hawaiian/Pacific Islander • 4% Black/African American • 7% Two or more Races • 30% Hispanic/Latino • 55% Caucasian/White • 62% Free & Reduced • 14% Sp Ed • 9% Transitional Bilingual • 60 Certificated teachers

14. On-Time Graduation Rates Non GPRA Indicator

15. School Climate Transformation Grant • PBIS and Restorative Practices adoption • Year 4 of Grant • YR1 – Core Team & recruit coach • YR2 – Agreements/Expectations • YR3 – School-wide/community • YR4 – Responsive supports, Tier II, SST Tier III

16. A need to do something different Systemic Tensions Student Data Failure Rates Discipline Attendance High Flyers • New State Graduation Requirements – WA Core 24 • Limited Intervention Programs / Resources for 9th and 10th grade • Old ways of thinking

17. Book End Intervention • Focused academic and social instructional supports through core replacement • First and last period of the day • Students remained in four core credit bearing courses • Credit recovery options/supports available • Alternative P.E. option • Students selected for the program were credit deficient and not on track to graduate on time

18. Pyramid of Interventions

19. Design • Admin • Counselor / OTG Coach • Teachers • Intervention Specialist • District PBIS Coaches • Climate and Culture Specialist • Restorative Practices Specialist • TA from JSB (Academic Seminar)

20. Design • 1 full day of planning • Why students fail • Our intentions • Resource inventory • Program design • Student Selection • Release time for teacher planning • Monthly check-ins

21. Teacher Recruitment • Strong Relationships • Staff • Students • AVID trained • AP trained • Teacher Leadership Roles • Experience with Credit Recovery • Endorsed in – Social Studies, CTE & Physical Education

22. Student Recruitment • 9th graders failing at least 5 of 6 classes • 10th graders at least 3 credits behind and failing 3 or more classes for semester 1 of current year. • 18 students • 13 finished the program (72%)

23. Strategies • Goal Setting • AVID strategies • Communication and collaboration with core teachers • Providing credit recovery options • Attendance and grade monitoring • Celebrations and success • Focus on relevant and authentic tasks

24. Support People • Advocates • Regular academic supports • School Climate and Culture Specialist • Weekly community circles • Support as needed • Counselors • Weekly Lessons • Celebrations • Restorative circles • AVID Tutors • Academic support • Intervention Specialist • Small group support • Program design/reflection support

25. Pride Points… • 57% decrease in the number of discipline incidents • 5 students improved their attendance • Moved from 46% pass rate for attempted course semester 1 to a 92% pass rate for courses attempted semester 2 • 27% increase in the number of credits earned from semester 1 to Semester 2 • 2 Students earned more credits for the semester than they could have if enrolled in a normal 6 period day • 3 students got involved with athletics and activities for the following year • 1 student moved into our AVID program for the following year

26. Lessons Learned • Student Selection – not all absences are equal • More adults in the room • Use of AVID tutors all semester • More Mental Health Supports needed • Better communication with students and families • More attendance interventions – • home visits • Build capacity in staff to track, monitor intervene • Increase frequency of recognition • Planned paths for exiting the program

27. Next Steps • Allocating FTE and securing staffing • Align program with other interventions • Continue to build capacity in staff to meet needs of students in the program • Communication of program with staff, students and families • Collaboration with community partners • Continuous improvement of Tier I/II supports

28. Evaluation: Fidelity and Outcomes

29. RP Fidelity Tool

30. Data Collection and Evaluation • School Data Submission Requirements after training: • Fidelity of Circles (at least once a month) • Number of Circles (total number each month) • District Data systems for reactionary practices collection and monitoring Florida PBIS Project 2018; Lauren L. Evanovich, PhD

31. Fidelity Check: Components of a Class Circle

33. Fidelity Checks: Circles (n=21)

37. Circles Per Month Across School (n=9)

38. Additional Fidelity Checks Florida PBIS Project 2018; Lauren L. Evanovich, PhD

39. Contact Information and Resources FLPBIS:MTSS Project • Phone: (813) 974-6440 • Fax: (813) 974-6115 • E-mail: flpbis@cbcs.usf.edu • Website: www.flpbis.org OSEP TA Center on PBIS • www.pbis.org Association on PBIS • www.apbs.org www.facebook.com/flpbis www.twitter.com/flpbis www.youtube.com/user/FloridaPBS

40. Thank You! • Jessica.swainbradway@pbisnetwork.org • Northwest PBIS Network

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