Restorative Practices: Options for SARB SDCOE September 10, 2015 Barry Tyler and Barbara Perez
Restora(ve Prac(ces Serving SARB: The Big “3” • Own and Recognize Behavior 1. He Only Misses Once A Week 2. He Is There Before 1 st Period Ends 3. He Is Passing All His Classes • Correc(ve Solu(ons for Direct and Indirect Harm 1. We Have To Know The En(re Situa(on (All Factors) 2. Individualized Strategies (Transi(on Buddy – Build Time On At The End Of The Day – Schedule Adjustment), Supports (Bus Pass Assistance – Accommoda(on To Ride SPED Bus – Tutorial/Modeling Session On Public Transporta(on Usage), Goals and Follow Up Plan (Accountability) 3. Regular Check- Ins and A Specific Date Assigned To Modify/Update Support Op(ons if Required • Successful Reintegra(on: Classroom and Campus Se\ngs Work with Classroom Teachers (And Administrators) To: 1. Determine / Priori(ze The Order In Which Missing Assignments Should Be Completed 2. Create Realis(c Schedule To Complete Missing Work 3. Communicate Plan With Parents 4. Determine Regularly Scheduled Check In Dates To Monitor Progress
Restora(ve Prac(ces Defined… The fundamental premise of Restora(ve Prac(ces is that people are happier, more coopera(ve and produc(ve and more likely to make posi(ve changes when those in authority do things with them, rather than to them or for them.
The Cultural Shi_ From Consequences to Accountability … Ownership • Address the underlying issues of a student who is regularly absent or consistently tardy and assist them in owning this behavior (Communica(on - Talk With the Students - Not At) Solu/ons • Help students replace excuses by crea(ng appropriate solu(ons… Show them the way (Model Desired Outcomes – Guided Prac(ce) Implementa/on • Work with a student who has abendance concerns step by step to successfully implement the targeted solu(ons, modifying when necessary ( Progress Monitoring )
Social Discipline Window HIGH ↑ TO WITH ↑ (Puni(ve) (Restora(ve) ↑ ↑ ↑ ↑ Accountability Control Rapport NOT FOR ↑ (Neglecdul) (Permissive) ↑ ↑ ↑ ↑ ↑ LOW SUPPORT HIGH → → → → → → → →
Fair Process…It’s Not a Democracy • People have a chance to offer input and discuss outcomes Adults and Students • People understand the process and reasoning behind the decision • People understand the implica(ons of the decision and expecta(ons for future behavior
The Result… “When people feel they have been treated fairly, they are more likely to cooperate willingly with the decisions that are made even when the outcomes are different from the ones they may have preferred or desired.”
We Can Check Boxes or Change Culture An Opportunity to Rethink and Redesign … ● We need to move beyond doing things the way we have always done them… To Understand That Each Student and Family’s Situa(on is Unique; Standard Solu(ons Don’t Address Each Individual Student’s Circumstances and Needs ● Remember why we got into the business of educa(on… Every student is someone's child! Every child wants and should have the opportunity to be successful regardless of their circumstances; every parent wants the best for their child even when they don’t have the knowhow or resources to make it a possibility. They TRUST and RELY on us to make it happen… ● To TELL students what they did wrong… Or SHARE the poten(al life long posi(ve benefits of consistent abendance? To Help Students Understand the Posi(ve Impact and Results of Regular Daily Abendance; Help Them Make The Connec(ons Between Posi(ve Abendance and Punctuality with Successful Task Comple(on and High Efficiency Rate, Marketable Career Skills that Employers Value ● Is it really about I’m Big, You’re Lible; I Talk, You Listen: I’m Right, You’re Wrong… Or is it About Open Communica(on, Mutual Respect and Problem Solving? It’s not Enough to be Right… It’s the Common Core Way… A family’s decision to have a child out of school for an extended period of (me, not corresponding with school holiday breaks, may not be logical to me, but to a migrant work family, it may be cri(cal for financial survival… Know that there are no ABSOLUTES!!!
Different Kids With One “Check the Box Solu/on…” SARB? – Saturday School? – Deten/on? See Me - Recognize My Situa(on Hear Me - Understand My Concerns Support Me - Solu(on and Interven(ons that will Make a Difference Tiered Strategies – Academically, Social/Emo(onally and Behaviorally …
Student Spectrum…
I’m Not There; No Big Deal!!! • The Brain – “This class is not important; it’s not a gradua(on requirement.” • The Beauty – “Mr. Smith likes me; he knows that I skip his class to go to the mall. As long as I bring him Mrs. Fields Cookies every once in a while, he doesn’t say anything.” • The Jock – “I don’t need to go to 6 th period athle(c PE with a teacher who is not my coach; I am a starter for the team. I’m going to get an ‘A’ anyway.” • The Rebel – “I never dress out for PE. The teacher knows we smoke out under the bleachers instead. As long as I report to my number for roll call and don’t disrupt the ac(vi(es, I can walk off at any (me and he leaves me alone.” • The Recluse – “The nurse told the biology teacher I’m a cuber. I told my biology lab partners I couldn’t wait to start the units on dissec(on. The teacher gave me a look like he would prefer I be absent for a while; I think I will get a passing grade either way, as long as I am not in class to cut…”
Tier III SARB – Alternative Placement – Community Agency Involvement (1)Selected Call List – Letters – (2)Tardy Sweeps – Detention Tier II (3)Home Visits – SART – Citation ATS Tier I Assemblies – Posters – Attendance Awards – Positive Culture Automated Phone Calls
How Do We Get There?
A New Triangle…Tier Two With Gradient Levels of Support for Behavior Concerns… Alterna(ve to Suspension Program • AB 1729 Decision Making Course • Restora(ve Prac(ce Curriculum • Role Play / Reintegra(on Strategies and Plan Restora(ve Workshop to Replace Deten(on Administra(on Working Restora(vely with Students
The Alterna(ve to Suspension Program
A Specific, Scaffolded Curriculum… • Dedicated instruc(onal blocks for regularly assigned classwork • Daily Survey Day One: Self Reflec(on and Accountability -- Day Two: Strategies for Academic and Social/Emo(onal Success -- Day Three: Goal Se\ng Day Four: Recogni(on of Those Harmed -- Day Five: Reintegra(on Plan • Daily Essays • Decision Making Course • Role Play / Reintegra(on Plan
Interven/ons Characteris/cs � One-on-one Tutoring � Requires Extra Time From Teacher Intensive – 5% � Schedule Modifica(on (alterna(ve type of � Falls Behind Peers/Can’t Keep Up school or class) � Disengaged, Lacks Appropriate Effort � SIT process begins Targeted – 15% Interven/ons Characteris/cs � AVID Program � Limited Study Habits/Structure � Read 180 � Language Barrier � ELD Support � Gaps in Subject Informa/on � Small group tutoring Characteris/cs � Trouble Staying on Task Universal – 80% Interven/ons � Limited Homework Comple(on � Repeat Classroom � Comprehension Difficulty Instruc(ons � Verbal and Wriben Reminders Academic
Characteris/cs Interven/ons Intensive – 5% � Easily Angered/Aggressive � Family Support Services � Violent or Inappropriate � Individual Counseling Outburst � Involvement of mental health providers � Begin the SIT process Targeted – 15% Characteris/cs Interven/ons � Specialized Counseling/Groups � Arrives Late/O_en Leaves Early � Structured Campus Ac(vi(es � Won’t Share Concerns/Wonderings � mentorship Interven/ons Characteris/cs � Increased Awareness � Refuses Par(cipa(on � Communica(on Opportuni(es � Build Rapport � Avoids Peers/Par(cipa(on Universal – 80% � Create Buddy System � Advisory/homeroom class Social/Emo/onal
Interven/ons � SIT-SPED Evalua(on Intensive – 5% Characteris/cs � Schedule Modifica(on � Repeated Verbal/Physical Alterca(on � Transfer (Class/Site) � Repeatedly Sexually Inappropriate � NPS (non public school) Targeted – 15% Characteris/cs Interven/ons � Rude or Inappropriate Comments � Parent communica(on with a plan � Profanity Towards Peers � Social Skills Instruc(on Interven/ons Characteris/cs � School Wide Discipline � Fails to Follow Class Rules Assemblies � Gum Chewing Universal – 80% � Teacher Redirect � Talking During Instruc(on � Rules Review Behavioral
Final Thoughts and Ques(ons … Ms. Barbara Perez and Mr. Barry Tyler 760.644.1504
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