Restorative Schools:Transforming Culture & Climate
Panel Presentation
California School Boards Association Annual Educational Conference
December 1, 2016
Fresno Unified School District Panel Members
ModeratorAmbra Dorsey Executive Director, Department of Prevention & Intervention
PresenterChristopher De La CerdaBoard Member
PresenterErica Hasenbeck Restorative Practices Manager
PresenterFelicia Quarles-TreadwellGaston Middle School Principal
I. District Implementation Plan
II. Professional Learning ModelQuestions
III. Innovative Data CollectionClosing
Fresno Unified is implementing restorative practices as a three-tiered model integrated with school climate programs such as Safe & Civil Schools (PBIS), CHAMPS, Olweus Bullying Prevention and Social Emotional Learning.
Through professional learning and coaching, all staff learn how to use a restorative approach as an educator and work together in creating a restorative school culture based on principles and practices that promote three key components:
• Caring relationships • Growth mindsets for teaching and learning• Meaningful contribution to the school community
from all members
Practicing key skills for success: self-regulation, listening &
speaking, collaborative relationships and joy for learning
Cross Grade-Level Community Building &
Cooperative Games
Wishon Elementary
Beliefs & Mindset
Skills & EQ Competencies
Strategies& Practices
The Restorative Practices Learning Model
The Why
The What The How
• Rather than a solitary focus on teaching new strategies, this professional learning is designed to address staff beliefs and mindsets, as well as the skills and emotional intelligence competenciesneeded to be able to use the new practices successfully.
• In the first year, two full-days of professional learning is provided to teachers and administrators and partial days are provided to classified staff. Topics include emotional intelligence, Positive Discipline, restorative justice, brain-based learning and trauma-informed practices.
• Subsequent site-based learning is provided to schools on an on-going basis.
• A part-time Restorative Practices Counselor/Coach guides school staff and their Culture-Climate Team in classroom and schoolwide implementation efforts.
Classified/Support Staff Professional Learning at Hidalgo Elementary
Noon-Time Assistants Team Values
Teacher-Led & Site-Based Restorative Practices Professional Learning
“Morning Meeting”King Elementary
What’s Your Classroom Leadership Style?
“The Leader or Guide”
“Kindness”
“Fir
mn
ess”
www.iirp.orgwww.positivediscipline.com
Social & Emotional Learning (SEL) Competencies for Students
www.casel.org
Emotional Intelligence (EQ)
for Adults www.talentsmart.com
Restorative Practices Counselor/Coach
Schoolwide & Classroom Implementation
Coaching the Culture/Climate Team to build site-capacity for implementation of restorative, school climate and social-emotional programs across a multi-tiered system of supports*
Designing and consulting on positive discipline, trauma-informed and resiliency-based practices
Providing on-site Professional Learning, modeling and job-embedded coaching at all staff levels (classroom teachers, administrators & classified)
Focusing on creating and affirming a restorative staff culture aligned with caring relationships, growth mindsets for teaching and learning & meaningful contribution to the school community from all members
Student & Family Supports
Innovative instructional and social-emotional supports for students that promote success & well-being using a “whole-child” model (designing individual and group interventions)
Responsive restorative process facilitation, including: restorative conferences & circles, mediation, re-entry/welcome & family group conferences
Restorative Practices Parent Education & linkage to community resources
Partnership with community-based service providers
*Please see list of examples provided by Dept. of Prevention & Intervention
Proactive Services to
Staff
Type of Session/Engagement: -Coaching
-Consulting
-Brief Check-in or Follow-up
Service Categories:
-Listening/Support
-Planning/Coordinating
-Modeling
-Observation
-Data Collection
-De-Brief
-Instructional
Proactive Services to Students
Type of Session/Engagement:
-Counseling
-Instructional
-Brief Check-in or Follow-up
Service Participants:
-Individual
-Informal Group
-Formal Group
-Whole Class
-Parent/Guardian
-Participating Staff Member(s)
Responsive Restorative Process for
Staff & Students
Process Used:
-Problem-Solving Circle
-Peer Mediation
-Mediation
-Restorative Conference/Circle
-Welcome or Re-Entry Conference/Circle
-Family Group Conference
Agreements:
-Repair of Relationships
-Responsibility for Actions
-Recommendations for Supports/ Interventions
-Informal/Formal Follow-up Meeting Scheduled
Barriers:
Facilities, Scheduling; Time; Parties Unavailable; Insufficient Preparation by
Facilitator; Insufficient Schoolwide Systems Supports; Participant Readiness; Other
A Proactive Service to Staff:Teacher Grade Level Teams Share Values in Support
their Professional Learning Community (PLC) Aynesworth Elementary
A Proactive Service to Students:“Peace-Makers” Learn Peer Mediation at Fresno State to Serve in Schoolwide Jobs
Hidalgo Elementary
A Responsive Service for Students:“Restorative Circle” The Softball Team Making Things Right
Rowell Elementary
McLane RegionDisruption/Defiance Suspensions
McLane RegionExpulsions
McLane RegionSuspension Incidents
13/14: 1,548
14/15: 714
McLane High School Expulsions
100%
13/14: 21
14/15: 9
13/14: 5
14/15: 013/14: 799
14/15: 226
57%
71%
53%
Early Impact: Restorative Practices 2014-15
Strategic Budget Development; FUSD 4/22/2015
Return on Investment: Restorative Practices Expansion 2015-16
Restorative Practices Regions: Behaviors Leading to Expulsion
McLane HS 12/13: 59 15/16 YTD: 10Edison HS 14/15: 20 15/16 YTD: 4Sunnyside HS 14/15: 20 15/16 YTD: 10
Strategic Budget Development; FUSD Board Meeting 4/13/2016
McLane Region Two-Year Outcomes
Number and percentage of Elementary students that responded 'Most of the time' or 'All of the time' and
Secondary students that responded 'Agree' or 'Strongly Agree' to “I feel like I am part of this school"
Progress
School Name Numerator Denominator Percent Numerator Denominator Percent Percent Change
Turner Elementary 58 121 47.93% 118 152 77.63% 29.70%
Hidalgo Elementary 93 165 56.36% 152 191 79.58% 23.22%
Norseman Elementary 114 166 68.67% 160 198 80.81% 12.14%
Leavenworth Elementary 146 196 74.49% 247 287 86.06% 11.57%
Ericson Elementary 112 167 67.07% 194 254 76.38% 9.31%
Birney Elementary 166 222 74.77% 180 220 81.82% 7.05%
McLane High 497 1258 39.51% 632 1360 46.47% 6.96%
Mayfair Elementary 117 161 72.67% 109 146 74.66% 1.99%
Ewing Elementary 94 124 75.81% 156 202 77.23% 1.42%
Wishon Elementary 120 154 77.92% 154 196 78.57% 0.65%
Yosemite Middle 304 476 63.87% 329 516 63.76% -0.11%
Rowell Elementary 143 190 75.26% 162 216 75.00% -0.26%
Scandinavian Middle 301 661 45.54% 287 700 41.00% -4.54%
2015-20162013-2014
Restorative Practices Services: Indicators
Proactive to Staff
Proactive to Students
Responsive to Staff
Responsive to Students
Proactive to Students
Responsive to Students
• School Climate Implementation Rubric (Tier 1) Ratings
• Attendance
• Behavior (Suspensions & Expulsions)
• School Climate Surveys • Students
• Parents
• Staff
• Documentation of Class Meetings
• Professional Learning Feedback
• Restorative Classroom Plan Surveys
Current Data Collection to Support Implementation
Design New Systems for…
Collect Qualitative Data
Create Formative School Climate Surveys on Key
Themes
Parent Voice& Community Voice
Parent & Community
Focus Groups
Surveys for Parents & Community
Partners
Staff Voice Staff Focus Groups Short Quarterly Staff Surveys
Teacher Voice Teacher Focus Groups
Short Quarterly Teacher Surveys
Student Voice Student Focus Groups
Short Quarterly Student Surveys
Next Steps for Data Collection