Restorative Practices (RP) and Positive Behavior Interventions and Supports (PBIS) are the two best-practice frameworks being implemented with our students and staff to develop proactive and positive ways to improve culture, increase engagement, and foster relationships. JCPS is continually expanding training and implementation of RP and PBIS to assist staff members with addressing antecedent behaviors, restoring potentially damaged relationships, and assisting students in finding replacement behaviors while also taking responsibility for their actions.
Behavior Support Systems Brief
JCPS worked with the Northwest PBIS Network to create a brief on an "Implementation of a Comprehensive Behavior Support Systems Model in Jefferson County Public Schools." The brief describes the process of the collaboration with partners that went into the creation and implementation of the Behavior Support Systems Model, integrating PBIS and Restorative Practices. The brief also contains data results from the first year of implementation in schools as well as detailing the support schools receive while implementing the model.
Positive Behavior Interventions and Supports
PBIS is a way to promote good behavior. In the past, school discipline has often focused on reacting to misbehavior by using punishment, loss of privileges, sending students to the office, suspensions, and alternative placements. Research has shown that these approaches by themselves are not effective in creating a school environment in which appropriate behavior is the norm. PBIS creates this positive environment through a behavior framework that is used by every student and staff member.
There are four integrated elements: data for decision making, measurable outcomes, practices that outline appropriate behavior and support students who need interventions, and systems that hold staff accountable for implementing the practices. Instead of a reactive and punitive response to behavior, PBIS stresses a proactive and positive one, which can help boost student achievement and play a role in overall school improvement. Schools that use the PBIS framework are expected to incorporate schoolwide expectations, procedures and routines, and acknowledgment/reward systems.
Find out more about PBIS in JCPS by watching our introductory video below, and go to our PBIS page for additional information on the use of PBIS in JCPS.
The aim of RP is to develop the school community and to manage conflict and tensions by repairing harm and restoring relationships. There are several components that are used when implementing RP: Social Discipline Window, Fair Process, Behavior Practices Continuum (use of Restorative Circles), and Psychological Affect. By integrating these components, schools are able to operate as a restorative school, which builds and restores positive relationships.
The underlying premise of RP is that people will make positive changes when those in positions of authority do things with them rather than to them or for them. According to the Social Discipline Window, a restorative approach requires a balance of high levels of control/limit setting with high levels of support, encouragement, and nurturing.
- High Control and Low Support = Punitive/Authoritarian
- Low Control and Low Support = Neglectful High Support
- High Support and Low Control = Permissive High Support
- High Control and High Support = Restorative
More information on Restorative Practice in JCPS can be found on our Restorative Practices page.
Classroom Management Modules
JCPS has created ten Classroom Management Modules for use by PLCs and entire schools.