c13 – district integration of pbis and restorative justice from pbis chicago... · c13 –...
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C13 – District Integration of PBIS and Restorative Justice
Lead Presenters: Lori Lynass
& Kerri Berkowitz Exemplar Presenter: Mary Ann Ayala
Key Words: Systems Alignment, Tier 1, Equity, Youth Voice
National PBIS Leadership Forum October 27 & 28, 2016
www.pbis.org
Maximizing Your Session Participation Consider These Four Questions:
– Where are we in our implementation? – What do I hope to learn? – What did I learn? – What will I do with what I learned?
Presentation Agenda • Historical Context of BEST Plus in SRCS
• What is BEST Plus • Goals
• Multi-Tiered Systems Framework
• Lens & Approach
• Tier 1 Practices
• How Are We Implementing It
• Outcomes
• Q & A
Pre-session Reflection Questions:
• Where are you in your implementation efforts of PBIS, Restorative Practices, or both, PBIS & Restorative Practices
• What do you hope to learn?
Context for BEST Plus: SRCS Historical Journey 2012- Positive Student Interventions Task Force: to address SRCS’s high expulsion rates & disciplinary disproportionality:
2010-11: 4,587 students suspended (a number exceeded by only 3 other large districts in California)
Taskforce Outcome: Adopt a multi- tiered approach to improve school climate and implement:
1. BEST 2. Safe School Ambassadors 3. Restorative Justice Practices
Context for BEST Plus: SRCS Historical Journey 2013:
• Expulsion diversion district-wide using Restorative Practices • 2 Pilot RJ Schools
2014: Board policy changes • Student discipline matrices
New student discipline state legislation • Sept 2012- AB 1729, 2012 requiring documentation of alternative means
of correction prior to suspension • Jan 2014- AB 420 to Eliminate Student Suspension for Minor Behavior
Infractions in grades K-3
SRCS Climate Transformation Journey: Continued
2014 Cont: • Four SRCS district goals established and included goals
around increasing student wellness and family engagement & creating safe, inviting learning environments.
• New Positions Hired: Restorative Specialists, Family Engagement Facilitators and Student Activity Workers per the LCAP to support student wellbeing goal.
• SRCS awarded the School Culture Transformation Grant to provide funding for implementation roll-out of Taskforce recommendations.
2014- School Climate Transformation Grant
Scope: Beginning with 9 schools in year 1 with the intention for all schools to be fully implementing by 2019.
Grant supports:
• Professional Development
• Coaching
• Capacity Building
• Sustainability
BEST Plus = Intentional Blending of Restorative Justice Practices & PBIS
A multi-tiered, prevention systems framework and relational approach establishing the social culture,
behavioral supports and disciplinary responses necessary for SRCS schools to be a safe, caring and effective learning environment for ALL members of the
school community.
Multi-TieredSystemsofSupport(MTSS)• Whole-school
• Data-driven
• Prevention-based
• Proactive&systematicallydeliversevidencebasedpracticesandinterventions
Tier1:ALL(WholeSchoolCommunity)UniversalPractices,Interventions,&Processes
TraumaInformedandSensitive
DataBasedDecisionMaking
RelationalApproach:Doing“WITH”
Cultural&RacialEquity
Tier1:BESTPlus
Berkowitz,K.,&Lynass,L.SRCS(2015)
FunctionofBehavior
Santa Rosa City Schools
Leadership Planning Performance Assessment Selection Training Coaching Decision Support
Data Systems Facilitative
Administration Systems
Intervention 2014-15 25% 20% 0% 25% 38% 0% 8% 0% 50% 2015-16 90% 67% 50% 25% 25% 25% 33% 25% 0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
District Capacity Assessment (DCA) 2014-15 2015-16
Start With District Change Guided By The DCA • District PBIS Team Meets Twice Monthly
• Created District BEST Plus Handbook
• Created District Initiatives Integration Document
• Link BEST Plus Goals With School Improvement Goals
• District Messaging About BEST Plus
• Regular Agenda Item on Cabinet & Admin Meetings
• Invested in Restorative Specialists at All BEST Plus Sites
Establishing School Culture through the Lens of:
• Relational Approach: Doing “WITH” • Equity of Voice (emphasis on actively listening)
• Inclusive
• Understanding the Function of Behavior • What need is being communicated?
• What is the intention/motivation of this behavior? (behavior serves a purpose)
• How can we partner WITH the student and family to address this need and develop the needed tools?
Establishing School Culture through the Lens of: • Trauma Informed and Sensitive:
• Adverse Childhood Experiences (Abuse, Neglect, Household Dysfunction)
• Culturally Responsive: • Awareness of biases • Student voice and storytelling • Shared decision making
• Data Based Decision Making: • Discipline Data
• Fair Process: community input in
decisions that impact them
Establishing, Teaching & Reinforcing School-wide Behavior Values and Expectations
SAFE * RESPECTFUL * RESPONSIBLE +
• Inclusively identifying additional core school-wide behavior values
• Appropriate behaviors can be effectively taught to all students
• Consistently modeled & reinforced
• Behavior matrices posted throughout the school
• Define behaviors in positive terms
Relational Approach = Relational Lens + Intentions + Actions
• Intentionally building trusting relationships
• Listening & speaking from the heart
• Various forms of relationship building: • General (potlucks, social gatherings…etc )
• Games
• Circle Practice Opportunity in every moment- Every
interaction!
Communication, Positive Acknowledgments and Feedback Systems
Affective Language: Authentic expression of feelings and speaking /listening from the heart.
Effective Positive Feedback: • Immediate• Descrip.ve• Frequent• Addressesstudenteffort• Linkedtoabroadercontext
Reinforcement Systems
Restorative Discipline: Classroom, School & District-wide
High Expectations, High Accountability, High Support, Non-punitive
Restorative Discipline Approach and Continuum of Practices
Establishing Discipline Structures and Systems Leveled Behavior Response System
Shared Responsibility
Classroom & Office Partnership Expulsion Diversion: 12 week accountability circles
Evaluation & Data Fidelity Data:
• District Capacity Assessment
• School Climate surveys
• Tiered Fidelity Inventory
Outcomes Data:
• Office Referrals
• Suspensions/ Expulsions
• Truancy
• Drug and Alcohol Use
Tier2:SOMEInterventions,
DisciplinaryPractices
Tier2Interventions/
Practices
Tier2BehaviorSupport
Team
SystematicScreening&
EvidenceBasedTier2
Interventions
(Check-in/Check-out,mentoring,socialskillsgroup,self-monitoring)
AlternativetoSuspension
School-wideDiscipline
Practices
TraumaInformed
andSensitive
DataBased
Decision
Making
RelationalApproach:
Doing“WITH”
Cultural&Racial
Equity
SantaRosaCitySchools
Tier2:BESTPlus
Berkowitz,K.,&Lynass,L.SRCS(2015)
Tier3:
FEW
Tier3:IntensiveInterventions&DisciplineResponse
Tier3TeamFunctionalBehavioralAssessmentBehaviorInterventionPlanProgressMonitoringofinterventionsDistrictandSchool-wideExpulsionDiversion
TraumaInformedandSensitive
DataBasedDecisionMaking
RelationalApproach:Doing“WITH”
Cultural&RacialEquity
Tier3Interventions
Berkowitz,K.,&Lynass,L.SRCS(2015)
3. Systems of Support
4. A
sses
smen
t &
Mon
itorin
g
1. Implementation Model & Structure 2. Professional D
evelopment
3 year Implementation Scale-Up
Coming up in 2017-18: Cohort 3 schools will begin Tier 1
Cohort 2: Schools working on building Tier 1
Cohort 1: Continuing to establish Tier 1 and building Tier 2
2016-17 School year
Professional Development
7 day Tier 1 training series 4 day Tier 2 training series
Group & 1:1 customized classroom circle trainings
Restorative discipline trainings
Scheduled additional supplemental workshops
• On-site coaching and implementation action planning
• Site Leaders meet monthly for peer coaching
• Restorative Specialists at each school site
Systems of Support
Implementation Assessment Tools and School Site Action Planning & Checklists
Developed a newly integrated assessment tool that captures the core features of BEST & RP + school site action planning tool
School Climate Transformation Grant Goals
• 50% reduction in office disciplinary referrals
• 2% increase in attendance rate
• 50% decrease in suspensions and expulsions, including those related to possession/use of drugs or alcohol
• 50% reduction in the use of restraints and seclusion
• 20% increase in school climate
• 10% increase in instructional time
• 10% improvement in overall academic achievement
SRCS Highlighted Outcomes • 16 Schools Have Begun Implementation of Both PBIS and Restorative
Justice Practices
• Restorative Justice High School Class
• Growth on TFI from Year 1 to Year 2
• Created Integrated TFI
• District BEST Plus Handbook Developed
• Changes to District Policies and Practices
Leadership Planning Performance Assessment Selection Training Coaching Decision Support
Data Systems Facilitative
Administration Systems
Intervention 2014-15 25% 20% 0% 25% 38% 0% 8% 0% 50% 2015-16 90% 67% 50% 25% 25% 25% 33% 25% 0%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
District Capacity Assessment (DCA) 2014-15 2015-16
0
100
200
300
400
500
600
700
Abraham Lincoln Brook Hill James Monroe Herbert Slater Hillard Comstock Lawrence Cook Rincon Valley Elsie Allen Piner
2011-12
2012-13
2013-14
2014-15
2015-16
Reduction in Suspensions Across Five Years
Where are you in the implementation process? Adapted from Fixsen & Blase, 2005
• We think we know what we need so we are planning to move forward (evidence-based)
Exploration & Adoption
• Let’s make sure we’re ready to implement (capacity infrastructure)
Installation
• Let’s give it a try & evaluate (demonstration)
Initial Implementation
• That worked, let’s do it for real and implement all tiers across all schools (investment) • Let’s make it our way of doing business & sustain implementation (institutionalized use)
Full Implementation
Please Provide Feedback
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• In our mobile application by clicking on Evaluation underneath the
session information.
• Online underneath the posted presentations at www.pbis.org/presentations/chicago_forum_16
• Via paper form from your session facilitator