Success Stories: Two Oklahoma schools are leaning into innovative strategies to help students succeed.

Two Oklahoma schools are leaning into innovative strategies to help students succeed.

Reach. Restore. Release. Transforming Restorative Behavior Intervention in Public Schools

By Levi Dobrinski, Hannah J. Holland, and Keely Tolin

In the dynamic landscape of education, the quest for effective behavior interventions that promote a positive and inclusive school environment is challenging. Amidst the myriad of approaches, at Shawnee Middle School we have sought to create a program to shift how we address student behavior among approximately 700 students. The Restorative Behavior Intervention (RBI) program “Reach. Restore. Release.” stands out as a beacon of success, heralding a paradigm that has not only demonstrated remarkable efficacy but has also redefined the narrative around discipline, emphasizing empathy, understanding, and personal growth. In this article, we delve into the core principles and successes, supported by data, of “Reach. Restore. Release.”

Understanding “Reach. Restore. Release.”

“Reach. Restore. Release.” is not merely a program; it is a philosophy that embraces the power of restoration. The three Rs encapsulate the essence of this intervention: reaching out to students, restoring relationships through dialogue and understanding, and ultimately releasing the positive change. It is no secret students have struggled behaviorally over the last few years. Kayln Belsha’s 2021 Chalkbeat article gives light to the recent shift, noting that “Schools across the country say they’re seeing an uptick in disruptive behaviors. Some are obvious and visible, like students trashing bathrooms, fighting over social media posts, or running out of classrooms. Others are quieter calls for help, like students putting their heads down and refusing to talk.” Developed as a response to the ineffectiveness of punitive

measures, our approach prioritizes collaboration, communication, and community-building while disincentivizing the behaviors that yield RBI assignment.

Reaching Out First

The first pillar, “Reach,” emphasizes proactive engagement with students on a personal level. It recognizes that behavioral issues often stem from underlying challenges, be they academic, social, or emotional. Educators employing this intervention actively seek to understand the unique needs and perspectives of each student, creating a foundation for trust and mutual respect. Utilizing data to identify students who are at risk is a key component to building those relationships and creating that mutual trust. Instead of labeling students, we view the RBI curriculum as a set of standards to be mastered just as one would math, English, or science.

Students are expected to need interventions. Support is provided to students quickly, methodically, and intentionally to identify which student is in need of which support. Proactive beats reactive every time.

Restoring Behaviors Through Individualized Curriculum

The second pillar, “Restore,” constitutes the heart of the intervention. Rather than resorting to punitive measures that often exacerbate the problem, “Reach. Restore. Release.” advocates for a restorative framework in which conflicts are addressed through structured dialogue; therefore, the student in need of behavioral intervention participates in a collaborative process aimed at understanding the behavior and finding constructive solutions. When a student is assigned RBI, they work through a specific behavioral module designed to

meet the needs of the individual. Every module is adaptable to accommodate diverse learners, and the RBI teacher guides students through the restorative journey. Specifically, if two students engaged in an altercation, the module would include an introductory reflection that allows the students to write down their side of the story. Then, they would watch specifically chosen videos about respectful disagreements. After that, there would be an article study about conflict resolution as a teen. All of these steps are guided by the RBI teacher. The success of the “Restore” phase lies in its ability to promote empathy and accountability with each module. Students are encouraged to reflect

The Results and Conclusion

In a comprehensive analysis of student behavior before and after the new program, we found a significant decrease in total behavior incidents, number of students assigned RBI, retention of students, and number of students identified as behaviorally at risk.

The table below displays these successes.

on their actions, consider the perspectives of others, and take responsibility for the consequences of their behavior. This process not only facilitates personal growth but also fosters a sense of community within the school.

Release and Don’t Retain

The final pillar, “Release,” signifies the ultimate goal of the intervention: releasing the potential for positive change while disincentivizing the behavior that yielded the consequence. By holistically addressing behavioral issues, the intervention targets individual choices and consequences. We asked ourselves, “What do we consider a success with restoring behavior

in this age group?”, and decided every student is expected to need some support in their educational journey; however, the measure of success rests with the retention. If a student receives an intervention, then reintegrates without needing the same intervention again, this is considered a success. We treat the behavior as a standard. If students don’t demonstrate understanding on a math assessment, we reteach and reassess. If students again do not demonstrate understanding, we reevaluate how we are teaching the standard. Behavior should be no different.

“Reach. Restore. Release.” permeates our entire school community, fostering a culture of empathy, understanding, and collaboration. Students, parents, and educators express appreciation for the intervention’s focus on personal accountability and growth. Many report feeling heard and valued, leading to increased self-esteem and a sense of belonging. The intervention becomes a catalyst for building a resilient school community, not only resolving conflicts but also contributing to the development

of essential academic skills with students spending more time in the classroom. As we celebrate the triumphs of “Reach. Restore. Release.”, we recognize its success extends beyond reducing disciplinary incidents; it lays the groundwork for a more compassionate, inclusive, and empowering educational experience for all.

2022-23 School Year compared to 2023-24 School Year

Levi Dobrinski, Hannah J. Holland, and Keely Tolin are the administrative leaders at Shawnee Middle School, where Tolin serves as Principal and Dobrinski and Holland as Assistant Principals.