iss 2015 policy practice and restorative justice

In School Suspension 2015: Policy, Practice and Restorative Justice

Will Bower & Tina Myers

Meadow Park Middle School

Beaverton School District, Oregon

[email protected]

Goals

School-wide discipline philosophy and policy: �  PBIS and Restorative approaches �  When admin could use in school suspension

(ISS) �  When to avoid ISS or out of school suspension

How in School Suspension can be used: �  ISS philosophy �  ISS best practices �  ISS practices related to restorative discipline

Staying Engaged

Greet someone near you, whom you do not know and ask them:

�  What do you want to get out of this session?

Some will share out.

Schools Now Required to Address Racial Disparity

Dept. of Ed & DOJ (Jan. 2014)– Create safe, inclusive learning environments and stop discriminatory discipline.

�  School-wide Multi-tiered interventions �  Social/emotional learning �  Training and professional development �  Nondiscriminatory & age appropriate discipline �  Emphasize interventions over student removal (IIC) �  Clear, appropriate and consistent expectations and

consequences

http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201401-title-vi.html

PBIS & RJ Address Disproportionality

�  Positive Behavioral Interventions and Supports (PBIS) is - a philosophy using a systematic multi-tiered approach to consistently identify and teach school-wide expectations

�  Restorative Discipline – Repairing harm and addressing needs in order to rebuild relationships and community where possible.

Zero Tolerance Policies and Effect on Climate

Effect of 2009/10 tardy policy on climate

87 incidents assigned ISS

6 incidents assigned OSS

Total number of referrals in 2009/10 = 1833

MPMS Ethnic Referral Risk Index in 2010/11

Total # of referrals in 2009/10 = 1833 8

Reality Check

� Media Break: Referrals Rant

� US Dept. ED & DOJ recommendations:

Be Purposeful

� Values �  Philosophy

�  Policy � Practice

Clear, appropriate and created with all stake holders: Students, Parents, teachers, administrators, counselors…

2014/15 Meadow Park Discipline Philosophy

It is our belief that discipline is an opportunity to teach proper behavior through the use of clear expectations and procedures designed to restore justice and keep students in the learning environment. Every behavior has a function or a need that is being met. Our behavior response model addresses both positive and negative behaviors.

Many Connected Interventions

Year 2009/10 2010/11 2011/12 2012/13* 2013/14 2014/15 PBIS x x x x x x TWI x x x x x x BLC x x x x x x ESL x x x x x x Bilingual facilitator(s) on site x x x x x x SPED for each grade level x x x ? x x PLC ? ? ? x x x New bilingual principal makes home visits x x x x x RTI ? x x x x Courageous ConversaQons ? x x ? SIOP ? x x x ConstrucQng Meaning ? x x x RestoraQve JusQce: ExploraQon x x x x Math & Reading IntervenQon x x x x AXer School Soccer League x x x x ARISE / CICO-‐BEP x x x x Saturday School & ESL IntervenQon x x x Proficiency Grading x x Spanish for Spanish speakers class x x Asst. Principal Switch x . IB School Pre x AVID x *2012/13-‐ BSD cut 344 jobs

What is ISS?

�  Alternative to exclusionary out of school suspensions

�  Isolates students away from classmates

�  Can provide counseling interventions

�  Can sustain instructional time and SPED requirements

�  Requires program space

�  Requires supervision

�  Requires relevant student academic coursework and instruction

ISS Philosophies

�  Punitive

�  Discussion: Social/Behavioral

�  Academic

�  Individual/Hybrid

Leon County Schools, Tallahassee, Florida

Punitive ISS Philosophy

�  Assumes misbehavior will be eliminated by offensive punishment

�  Frequently perpetuates a climate of authority, judgment or confrontation

�  Exact rule enforcement

�  Example: Zero tolerance

Discussion (Social/Behavioral) ISS Philosophy

�  Assumes skilled problem solving talks will support self concept and interpersonal communication (such as social/emotional awareness and skills) which will develop desired student behavior

Examples: One-on-one counseling with school psych., counselor, or other staff during ISS. Behavior improvement packets and begin restorative discipline discussion.

Academic ISS Philosophy

�  Assumes incidents stem from academic frustration(s) and the student will improve behavior with academic intervention(s).

�  Examples: Classwork fully supplied from each class. Instructional support brought in for academic lessons. Aware of and able to fully deliver SPED IEP and ELD supports.

Individualized ISS Philosophy

�  Disciplinary incidents are driven by different factors. Implements various interventions to best fit the individual student. There is usually some type of assessment or accountability.

�  Example: Having ELD lessons and RTI math for a refugee student. If home does not provide basic needs make appropriate referral. Teaching students how to be assertive. Collaborative Problem Solving (Greene) and restorative discipline (Stutzman Amstutz, L. & Mullet, J.).

Philosophy & Organization Alignment

� What is the discipline philosophy of your: �  district? �  team or school? �  Personal - work, class, etc…

�  Are they published?

�  Do the students, parents and staff believe it?

Does Philosophy Drive Practice?

Or is it:

� Policies?

� Urgency?

� Politics?

ISS Poor Practices

�  Poor follow up on problem solving with students

�  There is not enough time for student interventions

�  Students miss coursework instruction

�  ISS used as a punitive holding tank location

�  Minor offenses can enter

�  Entry process is loose (teacher or student chosen)

�  Supervisory staff is unqualified/unable to support

ISS Non Example

How many students?

Student interaction?

Academic climate?

Student video in ISS

ISS Best Practices (1 of 3)

�  ISS supervisor should be certified with counseling or SPED

�  Have a clear ISS process and philosophy

�  Quickly involve parents

�  Only administrator assigned

�  Only severe/repeated offences

�  One supervisor

�  Restorative community service/exercise


�  Do not exceed a max. of 8 students to 1 supervisor ratio

�  Students do not interact with each other

�  The environment supports academic work

�  Supervisor reports consistency with disciplinary consequences and other discipline data to administrators

�  Regular monitoring and assessment of ISS program

�  Students must work toward meaningful academic proficiency


�  Teacher support and check in with student in ISS

�  Consistent counseling interventions

�  Scheduled transitions and breaks

�  Communicate with counseling staff to update and facilitate interventions

�  Have established follow up process

�  Have an exit process

�  Use restorative philosophy and practices

Restorative Justice

Use social/emotional learning into answer:

�  What happened?

�  Who was affected/impacted? [Their needs, our needs]

�  What can be done to make things right?

�  What will keep things right?

�  How can others support you? [My needs]

“Full Circle” with students, staff and parents/Conference Resolutions Northwest, Portland, OR

http://www.ousd.k12.ca.us/restorativejustice

http://www.sfusd.edu/en/programs-and-services/restorative-practices.html

Student Reflection Sheet

Additionally- A reflection packet includes elements from assertiveness training, restorative discipline, collaborative problem solving, brief FBA and an apology letter.

What Behaviors Received ISS

0

20

40

60

80

100

120

140

160

180

200

# o

f O

DR

's Defiance & Disruption

Tardy and Skipping

Inappropriate Language

Bullying/Harassment/ Fighting/Physical Aggression

MPMS 2009-2014 Triangle

National Median = 7.05 for 869 Students

Discussion & Other ISS Considerations

�  How does your philosophy line up with your ISS, school, district, and research(PBIS/RD)? What about the ISS supervisor?

�  What poor practice or best practices are you now more aware of? What practices may move your ISS toward being a better intervention program?

�  What steps will you take to promote a personal or organizational change? What resources, networks, stories, & power structures will you need to tap to support the kids with high needs and high pull on limited school resources?

Resources

�  A well run tier 1 PBIS program run with fidelity and consistency

�  https://sites.google.com/site/willbowerscsaportfolio/

�  http://www.tandl.leon.k12.fl.us/programme/suspensions.html

�  http://www.swis.org/

�  http://www.advantagepress.com/discipline.html

�  http://www.livesinthebalance.org/ (Greene)

iss 2015 policy practice and restorative justice

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