1. PBIS+Restorative Practices+CRT=SUCCESS! Presented by De’Nay Speaks For: Millennium Learning Concepts, LLC

2. Positive Behavior Intervention and Supports-PBIS Restorative Practices-RP Culturally Responsive Teaching-CRT On a piece of paper, write down the first 3-5 words for each of the phrases/topics listed above that come into your mind.

3. Please introduce yourself to the group. Include the following information: Your name Your school/where you work How long have you been in education One thing you wrote down on your Bell Ringer from any of the topics listed.

4. Be Responsible Return promptly from breaks Be an active participant Use the law of two feet Be Respectful Maintain cell phone etiquette Listen attentively to others Limit sidebars and stay on topic Be Kind Enter discussions with an open mind Respond appropriately to others’ ideas

5. I can understand the basic principles of PBIS, CRT, and Restorative Practices. I can embed cultural responsiveness and restorative practices in PBIS. I can effectively use data to improve school-wide discipline.

6. School-wide PBIS is: A systems approach for establishing the social culture and individualized behavioral supports needed for schools to achieve both social and academic success for all students Evidence-based features of PBIS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions Administrative leadership – Team-based implementation (Systems that support effective practices)

7. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavioral Interventions & Supports OUTCOMES Social Competence & Academic Achievement

8. Systems, practices, data, and outcomes “interact with and guide each other” Emphasis on systems separates PBIS from other models because it provides specific focus on increasing chances of sustaining change

9. SystemsPracticesData Leadership TeamInstructional LessonsCentral Data System IC/SWIS EvaluationRoutinesConsistent Data Entry CommunicationSupervisionComprehensive Coaching and TrainingReinforcementEfficient Referral Form Policy DevelopmentContinuum of Consequences Multiple Data Sources Funding“Instructive Discipline”

10. 1.PBIS Leadership Team 2.Faculty Commitment 3.Effective Procedures for Dealing with Discipline 4.Data Entry and Analysis Plan Established 5.Expectations and Rules Developed 6.Reward/Recognition Program Established 7.Lesson Plans for Teaching Expectations/Rules 8.Implementation Plan 9.Classroom Systems 10.Evaluation

11. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

12. Why start at Tier 1? Provides core teaching about important behaviors All students receive instruction Prevention is the goal Less students will need more intensive interventions What does Tier 1 look like? Behavior is taught, practiced, and monitored across all school settings All students aware of expectations All adults model, monitor, and reinforce Should positively impact at least 80% of students

13. 1. What are the predictable failures for students in this school? 2. What do we do to prevent failure? school-wide strategies 3. How do we maintain consistency? 4. How will we know if it is working? For those who are successful - keep doing what you are doing! For those unsuccessful move to Secondary Level of Support

14. Expectations Format (Greeting, Sharing, Activity, Message) Video Questions

18. The number one problem in the classroom is not discipline. It is the lack of procedures and routines.” -Harry and Rosemary Wong

19. Signal for Silence Morning Routine Pencils Morning Work Morning Meeting Lining Up Hallway Bathroom Cafeteria Wellness Afternoon Routine DISMISSAL

24. If we want children to get better at piano, what do we tell them? PRACTICE! If we want them to get better at reading or math, what do we tell them? PRACTICE! But if we want them to get better at developing self-control and responsibility, then what do we tell them? BE GOOD! The step we too often miss is PRACTICE! Children need opportunities, under caring guidance and support of adults, to practice these essential skills, over and over again, without criticism or judgment. Chip Wood Seven Principles of The Responsive Classroom

25. Rules are for _____________. Norms are guidelines for the way we want our community to be. Traveling Norms

27. Develop and implement systems of support for all students that address the following steps: Predict which students will fail with only universal prevention and support Prevent this failure Maintain consistent intervention Know if it is working

28. 1.What are the predictable failures for small groups or individuals ? 2.What do we do to prevent failure? group or individual support plans 3.How do we maintain consistency? 4.How will we know if it is working? For those who are successful - keep doing what you are doing! For those unsuccessful move to Tertiary Level of Support

29. 1.What are the predictable failures for students? (individuals) 2.What do we do to prevent failure? individual support plans 3.How do we maintain consistency? 4.How will we know if it is working? For those who are successful - keep doing what you are doing! For those unsuccessful w/tertiary - modify and/ or redesign intervention using data.

30. Tier 1 Expectations & Rules Procedures & Routines Continuum of Strategies to Acknowledge Appropriate Behavior Continuum of Strategies to Respond to Inappropriate Behavior Active Supervision Multiple Opportunities to Respond Activity Sequence & Offering Choice Academic Success & Task Difficulty Tier 2 Check in/Check Out Social Skills Training Self Management Training Behavior Contracts Organization Systems Tier 3 FBA-Formal or Informal Behavior Plan/Contract Wrap Around Services

32. What is Culture? Culture is the shared perceptions of a group’s values, expectations and norms. It reflects the way people give priorities to goals, how they behave in different situations, and how they cope with their world and with one another. People experience their social environment through their culture. Culture is transmitted from generation to generation. What is Pedagogy? The philosophical framework for our teaching. The lens in which we plan, carry out and reflect on our teaching. The art and science of teaching. WHY WE DO WHAT WE DO & HOW WE DO WHAT WE DO

33. In the 1994 book The Dreamkeepers, Gloria Ladson-Billings, Ph.D., defined CRT as possessing these nine principles:  Communication of High Expectations  Active Teaching Methods  Teacher as Facilitator  Inclusion of Culturally and Linguistically Diverse Students  Cultural Sensitivity  Reshaping the Curriculum  Student-Controlled Classroom Discourse  Small Group Instruction and Academically-Related Discourse In her 2000 book Culturally Responsive Teaching, Geneva Gay, Ph. D., defined CRT as teaching that is:  Validating the values, prior experiences, and cultural knowledge of students  Comprehensive  Transformative  Emancipatory

34.  Builds on what students already know.  Helps students understand there is more than one way of knowing.  Encourages students to embrace their culture and develop a love of learning.  Highlights students’ strengths, and gives them confidence to confront their weaknesses.

35.  Be willing to reexamine individual teaching pedagogy and make it relevant to students.  Be someone who deeply cares about students.  Be a student-centered teacher, which means taking an interest in students’ community and making positive contact with their parents.  Be willing to learn about cultures other than their own.

36. http://www.youtube.com/watch?fe ature=player_embedded&v=x5 eKveSnCNE 1. Positive perspectives on parents and families 2. Communication of high expectations 3. Learning within the context of culture 4. Student-centered instruction 5. Culturally mediated instruction 6. Reshaping the curriculum 7. Teacher as facilitator Ladson-Billings-1994

37.  Review the handout entitled “Culturally Responsive Teaching Practices.”  With a partner or in a small group, discuss the importance of using CRT practices.  Be prepared to share out one thing you discussed.

38. Involving ALL students in the construction of knowledge Inquiry projects Having students working collaboratively in small groups of mixed ability Authentic dialogues Having students assume increasing responsibility for their own learning

39. Building on students’ strengths, both personal and cultural Helping students access prior knowledge and beliefs Building on students’ interests Building on students’ linguistic resources Using examples and analogies from students’ lives Using appropriate instructional materials Tapping community resources Creating different paths to learning by using varied instructional activities

40. Examining the curriculum to ensure that it includes multiple perspectives  Review the curriculum to see if it contains multiple perspectives and is relevant to youth  Review curriculum resources to see if they provide multiple perspectives  Review teaching to see it if includes different cultural perspectives

41. Making the culture of the classroom inclusive of all students  Reflect on teaching experiences to determine what works  Don’t automatically misinterpret cultural differences as misbehaviors (e.g., explain speaking and turn-taking rule)  Set and provide clear expectations  Provide meaningful feedback

45. The fundamental premise of restorative practices is that people are happier, more cooperative and productive, and more likely to make positive changes when those in authority do things with them, rather than to them or for them. Restorative practices is a relatively new field of study that has the potential to positively influence human behavior and strengthen civil society around the world.

46. Promote building respectful relationships as a foundation for teaching and learning Provide meaningful opportunities for people to take responsibility for their behavior Help students build the capacity and necessary social and problem-solving skills to successfully integrate/re-integrate and contribute to the greater learning community

47. Restorative practices has its roots in restorative justice, a way of looking at criminal justice that emphasizes repairing the harm done to people and relationships rather than only punishing offenders.

48. 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.

49. In schools, Restorative Practice/Approaches are multifaceted in nature. Restorative practices include interventions when harm has happened, as well as practices that help to prevent harm and conflict by helping to build a sense of belonging, safety, and social responsibility in the school community. Informal Formal  ---------------------------------------------------------------------------------------------------------------------------------  Affective RestorativeImpromptuVictimRestorative Restorative EnquiryRestorativeWrong/DoerClass Meeting- StatementsDiscussionMediationCircles Restorative Practices Continuum

50. The starting point for all restorative processes involving active non-judgmental listening. The process can be used with one person to help them reflect on a situation and find ways for moving forward. It can also be useful in preparation of a more formal meeting. Affective statements and questions allow for students to communicate their feelings and reflect on how their behavior has affected others.

51. What happened? What were you thinking at the time? What have you thought about since? Who has been affected by what you have done? In what way? What do you think you need to do to make things as right as possible?

52. 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?

53. Takes place in a challenging situation, often between a more and less powerful person Skills include expressing and listening for feelings and needs There is an understanding of why each has acted in the way they did Facilitator must be careful to control the situation and guide discussions appropriately

54. Is useful when someone acknowledges they have caused harm to another person and both sides agree to see how the matter can be resolved with the help of an impartial mediator.

55. Circles can be used for team building and problem solving. It enables a group to get to know each other, builds inclusion, and allows for the development of mutual respect, trust, sharing, and concern. Circles provide students with opportunities to share their feelings, ideas, and experiences in order to establish relationships and social norms on a non-crisis basis. When there is wrongdoing, circles play an active role in addressing the wrong and making things right. http://www.youtube.com/watch?feature=p layer_embedded&v=9lllaTksKtw

56. Relationships improved between students, school staff, police, and parents Less out of school suspensions Fewer office referrals Better communication – teachable moments More inclusion, less disengaged Process more effective, efficient, & supportive than the legal system Leadership opportunities for youth Potential for applications outside of schools, such as Parent/Community Partners meeting

57. A safer, more caring environment A more effective teaching and learning environment A greater commitment by everyone to taking the time to listen to one another A reduction in bullying and other interpersonal conflicts A greater awareness of the importance of connectedness to young people. The need to belong and feel valued by peers and significant adults

58. Greater emphasis on responses to inappropriate behavior that seek to reconnect, and not further disconnect young people Reductions in suspensions and expulsions A greater confidence by staff in dealing with challenging situations An increased belief in the ability of young people to take responsibility for their choices, and more people giving them opportunities to do so.

60.  Review the handout entitled “Comparing PBIS and RP.”  With a partner or in a small group, compare and contrast the practices of both systems.  Be prepared to share out one main idea.

61. Engage Parents, Students, Teachers, School Staff, and Administrators Enforce Positive Behavior Avoid Labeling Students Uplift Students’ Strengths Establish a routine

62. PBIS Big Five Who? What? Where? When? How Often? Analyzed Regularly-Monthly or more often as needed Used for Decision Making/Action Planning Restorative Practices Use existing data collection systems Look closely at types of events as well as equity issues in the data Data collected can be used for team-based decision making and action planning Use of data to plan classroom circle discussions and activities

63. Attendance Records Persistence to Graduation Tool Grades-Final/On-going Unbridled Learning Scores Others? “The goal is to transform data into information, and information into insight”-Carly Fiorina

64. Tier 1: 80-85% of students PBIS/Restorative Practices Approach Tier 1 PBIS: School/classroom systems for all students and staff Tier 1 RP-Community building circles to: Develop relationships Set community guidelines Understand behavioral expectations Address issues of oppression or “isms” Teachers can discuss successes and frustrations

65. Tier 2: 10-15% of students PBIS/Restorative Practices Approach Tier 2 PBIS: Specialized groups systems for students with “at risk” behaviors Tier 2 RP-Circles targeted for specific interventions such as: Being Truant/Tardy Circles of support for social/family issues Re-entry circles for students returning from detention/suspension/SAFE

66. Tier 3: 2-5% of students PBIS/Restorative Practices Approach Tier 3 PBIS: Specialized individual systems for students with “high risk” behaviors Tier 3 RP-Harm/Conflict circles to respond to incidents such as: Conflict Circles for bullying, harassment, teacher-student issues Harm Circles to address fighting, stealing, threats, etc...

67. Culturally Responsive Teaching Practices should be embedded in both PBIS and Restorative Practice systems and procedures……..It is just good teaching and will result in increased behavioral and academic success.

68. I can understand the basic principles of PBIS, CRT, and Restorative Practices. I can embed cultural responsiveness and restorative practices in PBIS. I can effectively use data to improve school-wide discipline. Complete a 3-2-1 Exit Slip: -3 things you have learned -2 things you can implement immediately -1 question you have

69. Artesani, J. (n.d.). PBIS: School Wide to Classrom. PBIS. Retrieved July 7, 2014, from http://www.mepbis.org/docs/nwp-01-10-12-Class- Man.ppthttp://www.mepbis.org/docs/nwp-01-10-12-Class- Man.ppt Berkowitz, K. (n.d.). Student, Family and Community Support Department -- SFUSD: San Francisco Unified School District. Student, Family and Community Support Department -- SFUSD: San Francisco Unified School District. Retrieved July 9, 2014, from http://www.healthiersf.org/ Restorative Practices/Alternatives to Suspensionhttp://www.healthiersf.org/ Billings, G. (1994). The dreamkeepers: successful teachers of African American children. San Francisco: Jossey-Bass Publishers. Costello, B., Wachtel, J., & Wachtel, T. (2009). The restorative practices handbook: for teachers, disciplinarians and administrators. Bethlehem, PA: International Institute for Restorative Practices. Gay, G. (2000). Culturally responsive teaching theory, research, and practice. New York: Teachers College Press. Home. (n.d.). CCEJ. Retrieved July 9, 2014, from http://www.cacej.org/http://www.cacej.org/ Using Restorative Justice Practices and Positive Behavior Supports Together Sprague, J. (Director) (2014, July 9). PBIS and Restorative Discipline in Schools: Challenges and Opportunities. Napa Valley Unified School District. Lecture conducted from The University of Oregon Institute on Violence and Destructive Behavior, Napa, CA. POWERPOINT: The Principles of Culturally Responsive Teaching & Culturally Responsive School Environments. (n.d.). RSS. Retrieved July 9, 2014, from http://www.inclusion-ny.org/node/1822http://www.inclusion-ny.org/node/1822 Villegos., & Lucas. (n.d.). Culturally Responsive Teaching Practices. Educating Culturally Responsive Teachers. Retrieved July 7, 2014, from http://www.phy.ilstu.edu/.../responsive/culturally_responsive_teaching.ppt http://www.phy.ilstu.edu/.../responsive/culturally_responsive_teaching.ppt   PBIS Tier 1 and Tier 2 PPT Trainings. (n.d.). KYCID. Retrieved July 9, 2014, from http://www.kycid.org/