Supportive School Disciplinary Approaches That Promote Educational Success for All Children

1. Supportive School Disciplinary Approaches That Promote Educational Success for All Children 2014 NASTID Conference, February 3, 2014 David Osher, Ph.D. and Simon Gonsoulin, M.Ed., AIR

2. Session Outline • Guiding Principles for Improving School Climate and Discipline • What the Research Says About School Discipline • What Schools and Districts Can Do • Characteristics of Effective Approaches • Characteristics of Successful Transition • Elements of Successful Transition: What Works

3. Guiding Principles for Improving School Climate and Discipline (U.S. Department of Education, January 2014) • Foster positive school climates • Engage all students in learning • Prevent problem behaviors • Intervene effectively to support struggling and at-risk students • Have clear, appropriate, and consistently applied expectations and consequences • Build staff capacity and continuously evaluate school discipline policies and practices to ensure fairness and equity

4. Example of What Can Be Done: North Lawndale College Preparatory School, Chicago • This is not about graduating from high school; it is about graduating from college. • Provide money for counselors, not metal detectors and security staff. • One counselor stays with the same students in grades 9–13; another one follows up in grades 14–16.

5. Example of What Can Be Done: North Lawndale College Preparatory School, Chicago (cont.) • Strong academic press; strong social support • Supports academic risk taking: “Teachers are like another set of parents” • Development of moral community • Fellow students “like brother, sisters, cousins”

6. Takeaways • Create and nurture opportunities to engage and learn • Exclusion and segregation can be iatrogenic • Build and support the competencies of students and adults to create productive environments for learning and development • Build conditions for learning and development • Increase engagement and challenge

7. The Troubled and/or Troubling Student’s Journey • Poverty and exposure to trauma • Poor executive functions • Behavior and mental health problems • Behavior and mental health problems • Less opportunity to learn • Less opportunity to learn • Poor learning outcomes • Increased behavior and mental health problems • School-drive mobility  segregating placements • Suspension  expulsion/drop out

8. What the Research Says About School Discipline • Improving conditions for learning can prevent problematic behavioral issues and improve academic achievement. • Effective approaches include building upon and aligning, if possible, social–emotional learning (SEL), positive behavioral interventions and supports (PBIS), and relationship-based approaches. • Relationships matter. • SEL has been demonstrated to improve achievement. • PBIS is being used in districts in most States and has been shown to reduce exclusionary discipline and improve time on task. • Restorative processes are showing great promise.

9. A Three-Tiered Approach to Safe, Civil, and Successful Schools Intervene Early and Provide Focused Youth Development Activities Implement strategies and provide supports that address risk factors and build protective factors for students at risk for severe academic or behavioral difficulties. Provide Individualized Intensive Supports Provide coordinated, intensive, sustained, culturally competent, individualized, child- and family-driven and focused services and supports that address needs while building assets. Build a Schoolwide Foundation Institute universal prevention and youth development approaches, a caring school climate, a positive and proactive approach to discipline, personalized instruction, cultural competence, and strong family involvement.

10. Where To Intervene? City Neighborhood School Family Teachers Friends Classroom Student

11. Alternative to Punitive Discipline: Foundation • Teacher and student SEL • PBIS • Connectedness • Effective class management • Youth development approaches (e.g., class meetings and service learning)

12. What Schools and Districts Can Do • Early Intervention • Effective use of warning signs • Functional behavioral assessment • Planning centers • Restorative circles • Student support teams

13. What Schools and Districts Can Do (cont.) • Intensive Intervention • Effective mental health services • Special education • Wraparound supports • Restorative justice

14. What Does Not Work • Reaction rather than prevention • Punishment • Research on, e.g.: • Vandalism • Scared Straight • Boot camps • Use of police and School Resource Officers for discipline

15. PBIS Integrated Elements: Supporting Social Competence and Academic Achievement OUTCOMES Supporting Decision-making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior Jeff Sprague PBIS Resource Center

16. Social‒Emotional Learning Self-awareness Social– Emotional Learning Self-management Responsible decision-making Social awareness Relationship skills Citation: (2008) CASEL Tool 2—SEL PowerPoint Presentation11.ppt slide #4(PowerPoint Presentation entitled “Social and Emotional Learning for School and Life Success”)

17. Restorative Practices • Focus on relationships first and rules second • Staff and pupils act toward each other in a helpful and nonjudgmental way • Adults and students understand the impact of their actions on others • Collaborative problem solving • Enhanced sense of personal responsibility • There are fair processes that allow everyone to learn from any harm that may have been done • All stakeholders have a voice • Responses to difficult behavior have positive outcomes for everyone • Strategic plans for restoration/reparation

18. Characteristics of Effective Approaches • Relationship-based • Family-driven and youth-guided • Culturally competent • Prevent problems proactively • Constructively address discipline issues when they arise • Combine behavioral, emotional, cognitive, and mental health support

19. Cleveland as a Proof Point • Response to a dramatic shooting and ongoing school disorder • High level of risk • 100% free or reduced lunch • High level of lead poisoning • High level of challenge • No tax levy for 15 years • Pressures of the “Great Recession”

20. Cleveland Changes in Attendance and Behavior:2008–09 to 2010–11 • Suspendable behavioral incidents per school  233 to 132 • Disobedient/disruptive behavior ( 132 to 74) • Fighting/violence ( 55 to 36) • Harassment/intimidation ( 13 to 6) • Serious bodily injury ( 13 to 6) • Out-of-school suspensions  59%

21. Garfield High School Suspension and API 2004–12

22. Garfield Interventions • Implemented schoolwide PBIS • Focused on character • Took suspension off menu • Revised written policy • Implemented online discipline referral • Offered professional development for staff • Held mini-lessons on behavioral expectations

23. Garfield Interventions • Held meetings with students • Held parent training • Shared with external partners • Implemented a systematic supervision plan • Decorated campus with positive message • Celebrated successes

24. The Four Elements of a Comprehensive Plan for Safe, Supportive, and Successful Schools

25. Characteristics of Successful Transition:NDTAC Transition Framework • Coordinated • Outcome-oriented • Activities that promote successful movement between facility, alternative settings, and community • NDTAC Transition Toolkit 2.0

26. Coordinated • Stakeholders communicate with each other to ensure that youth are receiving appropriate services and participating in activities that support the successful transition to community, school, and/or employment: • Transition upon entry • Well-trained staff • High levels of agency and family involvement • Adequate funding for transition • NDTAC Transition Toolkit 2.0

27. Outcome-Oriented • Youth are positively engaged with family and community. • Youth are not returning to the justice system. • Youth are engaged in educational opportunities and/or work. • Youth are engaged in constructing their transition plans and activities. • Cultural and linguistic competency activities/action steps are in place. • NDTAC Transition Toolkit 2.0

28. Characteristics of Successful Transition • All activities should support the preparation of youth to resume educational services in their community schools and placement in their homes with family supports. • Enhance skills and attitudes to be successful in society. • Avoid any movement from less restrictive to more restrictive settings—explore alternatives to placement. • Strongly involve the court.

29. Elements of Successful Transition: What Works Transition Team • Youth, family member(s), facility school and juvenile justice agency staff, and local school staff are typical members—basic key players; however, some youth will need a team beyond basic transition teamcomposition. • Memorandums of Agreement/Understanding are excellent vehicles to promote successful transitions. • Collaboratively develop a plan and coordinate transition. • Employ wraparound or family integrated transition approaches. • Clearly define stakeholders’ roles so they are understood.

30. Elements of Successful Transition: What Works (cont.) Development of a Transition Plan • Must include action steps for family, youth, and agencies • Include support services needed by youth, family, and school staff • A portfolio of sorts may be an excellent format • Focus on a strength-based, not deficit-based approach • Promote placement in the least restrictive setting • Clearly identify the specialized services that have proven successful for youth while detained, where to locate the services, and who will provide them • Identify the student’s educational and vocational goals

31. Elements of Successful Transition: What Works (cont.) Prerelease Readiness Program/Activities • Supports and services to prepare the youth for transitioning to home and school • Supports and services needed by family members to ensure they are ready for the youth to return and to provide necessary guidance • Information, records, and supports needed by school staff to ensure that behavioral and academic concerns are addressed before the youth arrives at school • A day pass or furlough is an acceptable activity to support pre-enrollment activities • Coordinate curriculum and transcript • Use transition specialists/coordinators

32. Elements of Successful Transition: What Works (cont.) Mentors and Advocates • Designate a caring adult at school to advocate for the youth • Identify the supports needed by mentors/advocates to increase the likelihood of success • Clarify the roles of mentor and advocate with family, youth, and agencies • Elicit youth’s commitment to work with mentor • “Match” youth to mentor/advocate • Establish a relationship with the court (probation) and community providers of services

33. Elements of Successful Transition: What Works (cont.) Monitoring and Tracking • Are the right interventions and services delivered timely and effectively? • Include the transition time periods identified as re-entry and aftercare • Use common performance measures across agencies that provide transition activities; track academic, behavioral, and career skills • Conduct needs assessments throughout the process • Use appropriate measures for systematic and continual monitoring

34. Questions/Answers

35. Contact Information David Osher dosher@air.org Simon G Gonsoulin sgonsoulin@air.org NDTAC www.neglected-delinquent.org

36. Resources • Guiding Principles: A Resource Guide for Improving School Climate and Discipline. US Department of Education, January 2014 • Jeff Sprague-OSEP Technical Assistance Center on Positive Behavior Interventions and Supports: Effective School Interventions Website http://www.pbis.org/school/what_is_swpbs.aspx • (2008) CASEL Tool 2 - SEL PowerPoint Presentation11.ppt slide #4(PowerPoint Presentation entitled “Social and Emotional Learning for School and Life Success”) • Brock, L., O’Cummings, M., and Milligan, D. (2008). Transition Toolkit 2.0: Meeting the Educational Needs of Youth Exposed to the Juvenile Justice System. Washington, DC: National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At Risk (NDTAC).