1. Keywords: Restorative Practices, Tier III
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. Vancouver Public Schools
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
Year
District
Hudson’s Bay
2013
73%
74%
2014
2015
80%
83%
2016
87%
2017
82%
92%
2018
???
95%

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
New State Graduation Requirements – WA Core 24
Limited Intervention Programs / Resources for 9th and 10th grade
Old ways of thinking
Failure Rates
Discipline
Attendance
High Flyers

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 Release time for teacher 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 AVID trained AP trained
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 School Climate and Culture Specialist
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
Lauren
Evaluation: Fidelity and Outcomes

29. Jessica
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
Greeting/Focusing Moment
Connections/Feelings Check-In
Activity
Closing
Ask for participants for feedback about the fidelity of the 4 parts of the 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)
Fax: (813)
Website:
OSEP TA Center on PBIS
Association on PBIS
May want to share a video here of Rita Pierson’s TED Talk as a wrap up

40. Thank You!
Northwest PBIS Network

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