1. Addressing Disproportionality Through PBIS and Restorative Justice: Oakland’s Story Nov 9 th, 2015 Barbara McClung & Lori Lynass www.sound supportsk12.com

2. Community Schools Our Goal To create a FULL SERVICE COMMUNITY DISTRICT that serves the whole child, eliminates inequity, and provides each child with an excellent teacher every day.

4. National Trend of Disproportionality

5. 5 Significant Disparities

6. Over-reliance on Exclusion When adults experience conflict with students, they select immediate interventions which have long-term consequences: Removing student from classroom Parking student in a restricted environment Assigning responsibility for change to students and/or parents

7. Implicit Bias Unconscious “hierarchy of caring” influencing who we care about and who we exclude from our care

8. Exclusion at What Cost?

9. Voluntary Resolution Plan Binding agreement between OUSD and the Office of Civil Rights that spans 2012-2017 school years District commitment to reduce disproportionate suspensions of African American students Progress under the agreement -- closely monitored by the Office of Civil Rights

11. PBIS DEFINED A systems approach, establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students.

12. PBIS in Oakland

13. Multi-Year, Multi-Cohort Roll Out Plan Year One PBIS Tier 1 – 4 Day Training Sequence Restorative Justice Training Trauma Informed Care Training Onsite PD & Coaching at School Sites As Needed Restorative Specialist In Each School PBIS Coordinator Identified in Each School Full TFI Completed 2 x Yearly TFI Quick Checks 2 x Per Year

14. Multi-Year, Multi-Cohort Roll Out Plan Year Two Advanced PBIS Tier 1 & Initial Tier 2 – 4 Day Training Sequence Restorative Justice Training Onsite PD & Coaching at School Sites As Needed COST Team Trained on Tier 2 and Supported By Behavior Coach Full TFI Completed 2 x Yearly TFI Quick Checks 2 x Per Year

15. Multi-Year, Multi-Cohort Roll Out Plan Year Three Advanced PBIS Tier 2 & Tier 3 – 4 Day Training Sequence Restorative Justice Training Onsite PD & Coaching at School Sites As Needed COST Team Trained on Tier 3 and Supported By Behavior Coach Full TFI Completed 2 x Yearly TFI Quick Checks 2 x Per Year

16. Fidelity and Outcomes District Capacity Assessment – 1x Per Year Tiered Fidelity Inventory - Completed 2 x Yearly Coaches Capacity Assessment Healthy Youth Survey Data Office Referrals – Broken Down By Ethnicity Suspension/Expulsion – Broken Down By Ethnicity Absentee Data – Broken Down By Ethnicity Academic Outcomes Data

17. Restorative Justice DEFINED Restorative Justice is a process to involve, to the extent possible, those who have a stake in a specific offense and to collectively identify and address harms, needs and obligations, in order to heal and put things as right as possible. -Howard Zehr

18. Restorative Justice PARADIGM SHIFT

19. Restorative Justice OUTCOMES Reduced office referrals for disruption  53% staff said that RJ has helped reduce referrals for African American students  88% of teachers reported RJ was somewhat to very helpful in managing difficult student behaviors in the classroom.

20. Restorative Justice OUTCOMES Reduced Suspensions  Suspension for African American students for disruption/willful defiance decreased by 40 %  Middle schools with an RJ program saw a drop of 24% in chronic absenteeism, compared to an increase in non-RJ middle schools of 62%

21. Restorative Justice OUTCOMES Academic Outcomes  4-year graduation rates over the past 3 years post-RJ intervention-a cumulative increase of 60% for RJ schools, compared to 7% for Non-RJ schools.  9 TH grade reading levels rose in RJ high schools from an average of 14% to 33%, an increase of 128% compared to 11% in non- RJ high schools in past 3 years.

22. Restorative Justice HEALS Provides students with a safe space to address the harm & conflict they are experiencing Helps remove the barriers to learning and school engagement Offers healing for both victim and offender Build and repair broken friendships and relationships

24. Trauma Informed Policing Data only reflects arrests made by OSPD. Data does reflect arrests made by the Oakland Police Department.

25. Student Arrests 2009-2012 Between 2009-2012 school years, the Oakland School Police Department had a total of 160 arrests

26. 2012- 2013 In the 2012-2013 school year, the Oakland School Police Department had a total of 43 arrests

27. 2013-2014 For the 2013-2014 school year, the Oakland School Police department had a total of 8 arrests on school sites for school related offenses

28. What Changed?

29. New Discipline Policies Ensure equity by reducing loss of instructional time for all students, particularly African American students Ensure equitable treatment of all students, particularly African American students, referred for discipline, as indicated by our data.

30. Policy Development Team Members included: 1.OUSD Police Chief 2.High School Network Supervisor 3.District Operations Staff 4.Quality Schools Department 5.Data and Research 6.Attendance and Discipline 7.Community Groups 8.Legal Department

31. New Policies Contain Shifts OUSD away from exclusionary discipline. Incorporates positive, preventative, and restorative practices. Adoption of a response to intervention framework (PBIS tiered supports). Establishes expectations for tracking classroom referrals including interventions using the URF Student Discipline and Intervention Matrix.

32. School-wide Positive Behavioral Support (SW PBIS) Common practice and approach to discipline Clear set of positive expectations and behaviors Consistent teaching and recognition of positive behavior Common procedures for preventing problem behavior Data system for progress monitoring

33. New Policies Contain Limits on suspension Defiance is now defined Regular review of discipline data at site and district level to determine if policies are being applied fairly and equitably Expectations that teachers use interventions before initiating a suspension except for more serious offenses

34. Matrix Development Researched Baltimore, Denver, and LAUSD Collaborated with Behavioral Health and Legal Engaged OEA, UAOS, ACLU, BOP, Public Counsel, Network Superintendents, students, and PAC to gather feedback Plans to gather feedback parents are in process

35. Expulsion Referrals

36. Suspension Rates

37. THE PROBLEM & SITUATION NOT AFFIRMEDPUSHED OUT NOT SUPPORTED MORE RULES

38. Systems Change School Environments where students can learn AAMA RJ Trauma Healing PBIS

39. Engage, Encourage, Empower We are not dangerous. Racism is. We are not dangerous. Racism is.