Transcript nyspbis.org

PBIS and Restorative Discipline in
Schools: Challenges and
Opportunities
Jeffrey R. Sprague, Ph.D.
The University of Oregon Institute on Violence and
Destructive Behavior
Laura Mooimanm M.S.
Napa Valley Unified School District
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
Content
• Why do we do it this way?
– School to prison pipeline
• How can we make a difference?
– School-based mentorship
– Restorative justice/practices
• Define restorative discipline
– Provide background on the approach
• Discuss and give examples of restorative discipline practices and their
relation to PBIS implementation
• Illustrate restorative practices in schools
– Culturally responsive SWPBIS
• ‘what happened, who is to blame, what
punishment or sanction is needed?’
– The easiest consequence is the one most
likely to be delivered
• ‘What happened, what harm has
resulted and what needs to happen to
make things right?’ (O’Connell, 2004)
– A restorative process will initially be viewed
as more effortful
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
Schools That Reduce Disruption and
Delinquency
• Shared values regarding school mission and purpose
(admin, staff, families, students)
• Clear expectations for learning and behavior
• Multiple activities designed to promote pro-social
behavior and connection to school traditions
• A caring social climate involving collegial
relationships among adults and students
• Students have valued roles and responsibilities in the
school
7/17/2015
Jeffrey Sprague, Ph.D.
([email protected])
Big Ideas
• Office Referrals, Suspension and expulsion from school are
often used to punish students, alert parents, and protect
other students and school staff but there are unintended
consequences
– Referrals, suspensions and expulsions may exacerbate academic
deterioration
– When students are provided with no educational alternative, student
alienation, delinquency, crime, and substance abuse may ensue
– Social, emotional, and mental health support for students can
decrease the need for referrals, suspension and expulsion
• We need to address the root causes of behaviors that lead to
suspension and expulsion and provide alternative
disciplinary policies
– These practices might be called “restorative discipline,” adapted from
the concepts and practices of “balanced and restorative justice”
commonly used in juvenile and adult corrections and treatment
programs.
7/17/2015
Jeffrey Sprague, Ph.D.
([email protected])
Does Exclusionary Discipline Work Without A
Balance of Teaching and Restoration?
• Detrimental effects on teacher-student relations
• Modeling: undesirable problem solving
– Reduced motivation to maintain self-control
– Generates student anger and disengagement
– Results in more problems (Mayer, 1991)
• Truancy, dropout, vandalism, aggression
• Does not teach: Weakens academic achievement
• Correlated with dropout, delinquency, criminality
and negative life outcomes
7/17/2015
Jeffrey Sprague, Ph.D.
([email protected])
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
SCHOOL-TO-PRISON
PIPELINE
Juvenile
Detention
or Secure
Commitment
Reentry
SCHOOL
Suspension
& Expulsion
Dropping
Out
Adult
Prison
Punishment
• You need to know your ABC’s
– Antecedent
– Behavior
– Consequence
• Punishment involves providing a consequence
that reduces the future probability of a
behavior
– Consequence
– Reduced probability
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
Punishment guidelines
• Always take data to monitor effectiveness
–
–
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–
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Start/stop/duration
Staff person name
Behavior
Behavior during TO
Any negative “side effecs”
• Always implement with high fidelity & by
highly skilled implementer
• Always involve student, family, etc. in decision
making
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
Questions to ask
• How can we make the behavior
support process
– Help students accept responsibility?
– Place high value on academic
engagement and achievement?
– Teach alternative ways to behave?
– Focus on restoring the environment and
social relationships in the school?
7/17/2015
Jeffrey Sprague, Ph.D.
([email protected])
Restorative Practices
• Alongside a general interest in restorative justice,
attention has turned to the development of restorative
justice practices in educational settings
• Restorative justice seeks to provide a much clearer
framework for restitution
• Offenses can result in sanctions but,
– The relationship damaged by the offense is the priority
– This damaged relationship can and should be repaired
– The offending individual can and should be reintegrated,
not only for the good of that individual but also for that of
the community as a whole.
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
Restorative Practices
• Rather than simply punishing
offenders, restorative practices
hold students accountable for
their actions by involving them
in face to face encounters with
the people they have harmed.
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
Restoration
Treatment
Sanctions
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
Restorative Discipline
• Restorative practices used in schools is where:
– Staff members and pupils act towards each other
in a helpful and nonjudgmental way;
– Adults and students work to understand the
impact of their actions on others;
– There are fair processes that allow everyone to
learn from any harm that may have been done;
– Responses to difficult behavior have positive
outcomes for everyone.
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
Social Discipline Window
HIGH
Control (limit
setting, discipline)
LOW
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Punitive
Restorative
Neglectful
Permissive
Support
HIGH
Jeffrey Sprague, Ph.D. ([email protected])
Why do we think it “works”
• Impulse control
• Social bonding
–Shame (positive)
–Empathy
–Commitment
• Repair
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
Approaches to Achieving a Restorative
School
• Whole school
– School-wide PBIS
• Reintegration following referrals or suspension
– Needs a specific protocol
• Conferencing
– Class meetings
– Circles
• Mediation
– Truancy
– Conflict
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
Restorative Practices Continuum
Informal
Affective
statements
Formal
Affective
questions
Small,
impromptu
conference
Source:
7/17/2015
Jeffrey Sprague, Ph.D.
([email protected])
Group or
circle
Formal
conference
Teacher Behaviors
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Listen
Empathize
Honest/integrity
Open
Respectful
Firm and Fair
Encouraging
Explicit
Knowledge
Challenging
Set clear boundaries
Explain your actions
Realistic
Predictable
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Non judgmental
Believed in person
Humor & fun
Create learning environment
Affirming
Apologize - vulnerable
Being real
Share story
Compassion
Individual
Consistent
Jeffrey Sprague, Ph.D. ([email protected])
Restorative Consequences in the
Classroom
Assist students in considering ways to make
amends for misbehavior:
• apologizing
• replacing
• repairing – lost teacher time so will help
making copies, collating, stapling
• cleaning – “Classroom Beautification”
What is NOT Restorative
• Community Service
• Shaming or embarrassing
• Scolding or Lecturing
• Consequences not linked to
behavior
• Yelling
Restorative Questions for the
“harmed”
• What did you think when you realized what
had happened?
• What impact has this incident had on you and
others?
• What has been the hardest thing for you?
• What do you think needs to happen to make
things right?
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
Restorative Questions for “harmer”
•
•
•
•
What happened?
What were you thinking at the time?
What have you thought about since?
Who has been affected by what you did?
– In what way?
• What do you think you need to do to make
things right?
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
What is Community Conferencing?
A one time meeting where everyone who is either involved in
or affected by a crime or a conflict come together to…
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hear what
happened
learn how
everyone’s been
affected
decide how to
repair the harm
60% reduction in
suspensions
97% Compliance
Conferencing is not enough
Conferencing is a highly effective process for responding
to inappropriate behavior of a serious nature in a school
but also that ‘the use of conferencing itself is not enough’
(Blood & Thorsborne, 2005, p. 2).
These authors concluded that:
• while the implementation of a carefully thought out
strategy is vital, one of the critical issues for successful
implementation and sustainability of a restorative
philosophy is the realization that this means
organization and cultural change. (Blood & Thorsborne,
2005, pp. 2–3)
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
Making Circles Work
• Set clear topics and goals for the outcome of the
circle
• Set a positive tone. If you are confident and
upbeat, the students will follow your lead
• Keep the focus. In a kind a supportive way, make
sure the conversation sticks to the goal you have
set
• Make students you allies. Tell students “I am
counting on you to speak up today.
• Always sit in the circle with students and
participate fully.
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
Get a Vision!
• What are the key issues you would need to
consider if you were going to help a school [or
organization] implement restorative practice?
• What would be happening in a school that has
fully integrated restorative practice?
• What would ‘restorative classroom’ look like?
• What would ‘teaching and learning’ look like?
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
Rich white winemakers serving
Rich white wine drinkers?
3 towns, 30 schools
Napa Valley Unified School District
17,750
students
and we make wine!
In Program
Improvement
25 different
languages
11% with disabilities
50% Free or
Reduced Lunch
Over 50% of entering Kindergarteners ELL
“First they laugh at you,
then they fight, then you win.”
- Mahatma Ghandi
-26%
Decline in Incidents leading to suspension
-33%
Decline in Number of Days Suspended
-36%
Decline in Expulsions for 2 years in a row
Savings of $250,000 in ADA
Closing the Achievement Gap - NVUSD - 9 Year Growth API
Latino and White
1000
White Growth = 94 points
900
800
749
761
772
788
Academic Performance Index
600
551
819
834
840
843
Gap : 125
700
631
Gap: 198
809
654
673
689
707
718
599
551
500
Latino
Latino Growth = 167 points
White
400
300
200
100
0
2002
2003
2004
2005
2006
2007
2008
2009
2010
NVUSD Positive Schoo
Climate Board Policy
• Implement BEST Behavior
(Sprague & Golly, 2012)/ PBIS at
all 29 Schools
• Implement social emotional skills
program
• Positively reinforce appropriate
behavior
• Effective classroom management
• Logical & meaningful
consequences including
Restorative Practices
Leve
l2BEST
Data
BEST
Level Train Atten Team BEST Soc
Imple Colle
Champ
1 er of ding Establi Team Skills mentin ction
ion
Traini Train Cadre shed & Coac Curricul g Soc (SWIS
ng ers
s
Meet hing
um Skills? )
TIC
Alta Heights Suzann 9/15/0
Elementary
e
9&
School
Scallio 9/16/0
n
9
Bel Aire Park
10/19
Elementary
Troy
/09 &
Knox previou 10/20
sly
/09
Browns
Frank 9/15/0 10/19
Valley
Silva,
9 & /09 &
Elementary Princip 9/16/0 10/20
School
al
9
/09
Canyon Oaks Maren
Elementary Rocca10/19
School
Hunt,
/09 &
Princip previou 10/20
al
sly
/09
Capell Valley
Elementary
School
Carneros
Donna
10/19
Elementary Drago,
/09 &
School
Princip previou 10/20
al
sly
/09
Donaldson Melissa
Way
Strong
10/19
Elementary
man,
/09 &
School
Princip previou 10/20
al
sly
/09
El Centro
Elementary
School
2
Y
1
Y
2
2nd
Thursda
ys 3 – 4 borrowed
PM
2nd Step
Y
N 2nd Step
4th
Monda
y 3 - 4 wants
PM 2nd Step
Y
3rd
Tues 3 –
4 PM
2nd Step
N
N
Y
N
Y
2nd Step
2nd
Monda
y, 3 - 4
PM 2nd Step
Syste
Encycl
Classroo matic
opedia SST
m
Super Resea
of Beh addre Manage vision rch
Manag sses ment Traine Proje
ement beh? Program d
ct
N
N
N
Y
Y
N
Y
Y
N
N
Y
k-5
Y
N
N
N
N
N
k-5
N
N
N
N
k-5
k/1
(upper
do not
Y
Y
Y
N
Y
YY
YY
6000
NVUSD Suspension Data
2008 - 2012
5000
4000
2008-2009
3000
2009-2010
2010 - 2011
2000
2011 - 2012
1000
0
Suspensions
Days of
Suspension
In School
Suspension
NHS Suspensions by Ethnicity & Race
August & September
50
45
40
35
Hispanic
Suspensions
White
Suspensions
30
25
20
15
10
5
0
Aug & Sept 2009
Aug & Sept 2010
Aug & Sept 2011
NVUSD Expulsion Data
70
60
50
2008-2009
2009-2010
2010-2011
2011-2012
40
30
20
10
0
Expulsions
“Zero tolerance has
not been shown to
improve school
climate or school
safety.”
—APA Task Force Report
on Zero Tolerance
Responding to Problem
Behavior
1.
2.
3.
4.
Take the student aside
Review what you saw in a calm, business like manner
Ask student to acknowledge the inappropriate behavior
Ask them to state the appropriate behavior (if they can’t
or won’t, you state the behavior and have them repeat
it)
5. Ask student to demonstrate the skill in front of you
6. If unwilling, give them choices on how to correct the
problem and accept consequences of the behavior
Guided Practice
• Students got into fight across the street from
the school and damaged store property.
What could be the Restoration and/or sanction?
• Two Boys Hurling Racial Insults get into a fight
What could be the Restoration and/or sanction?
• Boys Kick in Neighborhood Fence and police were
called
What could be the Restoration and/or sanction?
What “they” did.
Students got into fight across the street from the
school and damaged store property.
(Annie Petrie, Napa High)
• Restoration – Families offered to pay for damage in
store across the street. Instead of a 5 day suspension
provided students with a choice to reduce
suspension days and volunteer for “College Night” as
an act of community service.
• Treatment – Student wrote reflective essays– many
did not think they could go to college but after an
evening helping host the event are interested in
applying for colleges and financial aid!
What “they” did.
Two Boys Hurling Racial Insults and Fought
(Lillian Zmed, Counselor ACHS)
• Restoration - One boy had to write a paper on
hate speech and the other had to apologize.
• Treatment – The one who tackled the other
had to learn how to express his feelings in
more constructive ways and will be attending
some anger management sessions with the
school counselor.
What “they” did.
Boys Kick in a Fence on the Way home from
School and Police were called
(Deb Wallace, NVLA)
• Principal took the boys to the house and they
apologized
• They painted the fence on 2 Saturdays, bringing
their HS aged special ed brother
• The couple declined to press charges
• Neighbor invited boys to play guitar with him in
his garage studio.
SWPBIS
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Restorative Justice/Discipline
Assumptions/Theory
Applied Behavior Analysis
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A restorative environment provides the context for restorative
Implementation Science (Finsen, Naomi, Blasé, Friedman, &
practices
Wallace, 2005)
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Control Theory (Li & Mustanski, 2012)
Human Performance (Gilbert, 1996)
Host Environment (Jones et al., 2009)
Practices
Building-level PBIS team established to guide needs assessment, Whole school prevention
planning and integration with school improvement
•
Educators are models of restorative practice
Consistent school wide expectations that are taught and followed •
Physical environment promotes an ethos of care
by all students and staff
•
Emotional environment promotes an ethos of care
Students are acknowledged for their success in meeting
•
School policies and practices focus on restoration
expectations
–
Conflict resolution
Decisions regarding interventions are based on data collected on
–
Flexible policies
student behavior
• Differentiated discipline
A continuum of responses to rule infractions is used consistently Restorative Responses to Problem Behavior
by all staff

Reintegration following office referrals or suspension
Routine collection and summary of discipline data to identify

Conferencing
school wide, classroom and individual student needs

Class meetings
System improvement decisions based on outcome data
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Circles
Firm but fair consequences for misbehavior are clearly defined
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Mediation

Conflict Resolution
Research Base
Two randomized control trials in elementary schools (C.P.

Multiple case study reports in U.S. and Canada (Leff, Kupersmidt,
Bradshaw, Koth, Thornton, & Leaf, 2009; Lynne-Landsman,
Patterson, & Power, 1999; Lewis, 2009; Marini, Dane, Bosacki, &
Bradshaw, & Ialongo)
YLC-CURA., 2006; Sumner, et al., 2010)
One completed randomized control trial in middle schools
(Sprague et al.,)
Multiple single subject studies and evaluation studies
documenting positive effects (C. P. Bradshaw & Garbarino, 2004)
7/17/2015
Jeffrey Sprague, Ph.D. ([email protected])
Restorative Discipline Resources
• International Institute for Restorative Practices
– http://www.iirp.org/
• Mirsky, Laura (2003). SaferSanerSchools: Transforming School Culture
with Restorative Practices Restorative Practices E-Forum.
– Link: www.restorativepractices.org/library/ssspilots.html
• http://www.restorativejustice.org/programmeplace/02practiceissues/schools-1
• Bob Costello, Joshua Wachtel and Ted Wachtel (2009). The
Restorative Practices Handbook for Teachers, Disciplinarians and
Administrators
– http://www.iirp.edu/oscommerce2.3.1/catalog/product_info.php?products_id=189
• National Summit on School – Juvenile Justice Partnerships –
www.school-justicesummit.org
7/17/2015