1. SWPBIS Lead Meeting - #3

2. Objectives ›Make suggested modifications to the SET an process to –Better indicator of authentic implementation –Reflect restorative practice and philosophy –Indicate teacher perception –Indicate student perception –Diffuse myths

3. I really like the cool posters we made for the universal expectations. They are plastered everywhere. I guess now kids will read them and I don’t have to teach behavior anymore. Maybe we need more posters? The posters will stop the behavior, right? Wrong, posters are visual reminders that staff can direct students to when a universal behavior is not being followed, not the other way around. PBIS is more than a set of cool posters.

4. I am worried the District or principal will punish me or the school if we write too many referrals. How many is too many? Referrals are written for documentation and because either other means of correction have not worked or the incident is office managed. Referral numbers are data that helps everyone determine what is working and what is not.

5. I enter referrals but the computer says they are all pending. Aren’t I supposed to find out the administrators response to a referral? Yes. All referrals should be responded to by the administration. Teachers should able to see what action was taken.

6. Because of PBIS we can’t suspend or expel kids anymore. Just yesterday a student had drugs on campus and I heard he got candy from the vice- principal. Thank you PBIS! Incorrect, Education Code and Federal Law guide the use of suspension and expulsion. Education code states that other means of correction be documented before students can be suspended for certain offenses. Suspension is still a viable consequence when allowed by law (Candy is not an other means of correction)

7. I heard we have to treat African- American kids differently and so no more referrals or suspensions. Is this true? No. Referrals should be given when student’s display office managed behavior. Rules for suspensions apply for all students.

8. I referred a “Tier 2” student, now I am told I can’t write any referrals on them because they are on a special plan False. Referrals are written for major offenses. Even for Tier 2 students.

9. I was told I cannot suspend students but instead have to use restorative justice. What is this? Help me restore my sanity! Restorative justice is a philosophy by which we have offenders understand the impact of their actions and restore the relationship to those they offend. Suspension occurs when mandated by law or other means of correction have failed to bring about proper conduct.

10. My principal says I can’t write a referral unless I have written 4 positive referrals on a student first. Is this true? False. This is a misinterpretation of the “4 to 1” concept

11. Cultural Change “Structural change that is not supported by cultural change will eventually be overwhelmed by the culture, for it is in the culture that any organization finds meaning and stability.” —Schlechty, Shaking Up the Schoolhouse: How to Support and Sustain Educational Innovation (2001), p. 52

12. Restorative Disciplinary Practice ›People are more likely to change behavior when those in authority do things with them rather than to them or for them

13. Making Tier I Better ›How are your tier I practices restorative/transformative? –Repairing harm –Re-entry procedures after ›ODRs ›Suspensions ›How welcome, wanted, inclusive is your school community? ›How culturally responsive are our practices? ›We will infuse these ideas into our analysis of the SET

14. Restorative Disciplinary Practice 1.Understand why the behavior is unacceptable and the harm it caused 2.Understand what they could have done differently in the same situation 3.Take responsibility for their action 4.Be given the opportunity to learn pro-social strategies and skills to use in the future 5.Understand the progression of more stringent consequences if the behavior reoccurs

15. Restorative Disciplinary Practice: Think Sheets ›Make the student tell you: –What happened? –What were you thinking at the time? –What have you thought about since or could have done differently? –Who has been affected by what you have done? –What do you need to do to make things right? Adapted from the International Institute for Restorative Practices

16. Refining SET ›Break into 10 groups –Group 1 and 2 SET A and B –Group 3 and 4 SET C and G –Group 5 and 6 SET D and E –Group 7 and 8 SET F –Group 9 SET Teacher interview questions –Group 10 SET Student interview questions

17. Goal for Groups ›Authentic information about implementation, climate, and culture ›Infuse restorative practices and philosophy and cultural proficiency ›Diffuse myths

18. Scoring ›Changes to scoring should be only to define what a 0, 1, or 2 means ›Extra items deemed crucial but that do not fit in the SET will be added either to the qualitative questioning or as an additional feature

19. Share Out Suggested Changes

20. Dates for SET ›Check availability of the PBIS lead and school for these dates ›February 10, 11, 13, 17, 19 ›March 2, 3, 4, 5, 6 ›Email availability (PBIS leads) to Bertha Baca cc Dr. Fulenwider

21. Schedule for SET ›Schedule will follow ›A meeting will be scheduled to go over final changes with SET reviewers