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ACTION RESEARCH OF EFFECTIVENESS OF SCHOOL IMPROVEMENT INITIATIVES

A Study of the Effectiveness of School Improvement Initiatives at Baker Middle School:

The impact of Restorative Practices and Character Education on Student Well-Being

Cassandra L. Conaton

Lindson Feun, Ph.D.

Oakland University

December 9th, 2019

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Table of Contents Page

Acknowledgement 4

Abstract 5

Chapter 1 – Introduction 6

Background 6

Assumptions and Limitations 7

Definition of Terms 8

Evaluation/Research Questions 8

Chapter 2 – Literature Review 9

Introduction 9

Literature Review 9

Chapter 3 – Method of Study 13

Overview 13

Selection of Subjects 14

Evaluation/Research Design 14

Description of Instruments 15

Data Analysis 15

Summary 16

Chapter 4 – Results of Study 17

Triangulation of Data 17

Data Source #1 – Student Perception Survey 17

Data Source #2 – Student Behavior MTSS 19

Data Source #3 – Anecdotal Staff Implementation Artifacts 20

Discussion of Results 21

Chapter 5 – Conclusion and Recommendations 23

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Overview 23

Conclusion 23

Recommendation 24

Implications for Future Research 24

Appendix 26

References 36

Acknowledgements
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I want to acknowledge the support of Mr. Jonathan Cross, Baker Middle School Principal for providing

me the opportunity to assist in leading, developing, and supporting our staff and students in our school

improvement journey.

I want to acknowledge the open-mindedness and support of the Baker Middle School staff as we shift

focus to not just student well-being but self-reflection on our practices at Baker. Our conversations have

opened my eyes to new perspectives, challenges, and celebrations. I am incredibly thankful.

Thank you to my professors and cohort members for learning and growing with me. The last two years

have been incredibly self-reflective and affirming of my purpose and direction. Only possible through

our conversations, laughter, and frustrations we have shared during our learning during a global

pandemic.

Many thanks and love to my husband and children. Thank you for pushing me to continue learning and

giving me laughter and love daily. My appreciation for you only increases as we continue to grow

together.

Abstract
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The action research presented in this paper focus on two strategies; Restorative Practice and

Character Education under our school improvement plan objective of Student Well-Being at Baker

Middle School. Baker Middle School is in the Troy School District. It is one of four middles schools in

the Troy School district with 740 6th – 8th grade students. A prior Title One building, Baker has a

reputation for having the “tough” students. Baker has had many faces over the last seven years. The

process of school improvement at Baker Middle School has evolved to become the roadmap of the

school, bringing staff together to focus on areas of academic achievement, teacher professional learning,

and student well-being. The study collected data to determine the effectiveness of these strategies on the

overall well-being of our students. Quantitative and qualitative data was collected to determine the

impact Restorative Practices and Character Education had on student well-being during the 2019-20

school year. This study connects research around the topic of student well-being and effective strategies

to utilize to make an impact.

Chapter I
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Introduction

Background

My research topic A Study of the Effectiveness of School Improvement Initiatives at Baker Middle

School specifically focuses on the impact of Restorative Practices and Character Education on student

well-being. Baker Middle School and the Troy School District designed their vision into four different

pillars. One of the four pillars, the Red Pillar, focuses on Student Well-being. For the 2019-20 school

year, Baker Middle School formulated the School Improvement plan to directly align with three of the

four pillars. The Red Pillar objectives, outlined in the school improvement plan, focuses on Character

Education and Restorative Practices.

The decision to utilize Restorative Practices and Character Education comes from research to support the

claim of the impact on student and school well-being. With the insurgence of Restorative Practices

within school systems, research on effectiveness has increased as well. In the Conflict Resolution

Quarterly, Norris (2019) stated, “Evaluations consistently point to a range of metrics, such as increased

attendance, better grades, less victimization, and overall incidents of conflict, in schools advocating RA‐

based policies.”

Baker Middle School is in the southeast corner of the City of Troy, Michigan. Troy is a highly

populated suburb of Detroit, upper-middle class with pockets of low-income neighborhoods bordering

surrounding cities. Troy is a very diverse city, representing many ethnic backgrounds, religions, and

socio-economic statuses. Baker Middle School serves 727 students, white students being the majority,

followed by Asian, the African American. A total of 17% of students receive free or reduced lunch. This

is the 2nd highest free and reduced need in the district. Academically, Baker performs above State and

comparable schools in standardized testing, such as PSAT or MStep. Our subgroups of economically

disadvantaged and minority students, and student with disabilities perform below proficiency. With

academics being a strong suit, a school culture with low teacher efficacy for behavior and high suspension

and referral rates, lends itself towards a deeper look at the needs of our students and staff.
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Supporting student character development is not a new idea. This practice has been around for

many years as a vital aspect of improved and sustained positive school culture. Diggs and Akos (2016)

state “Previous research has found an association between character education programs and positive

outcomes in student behavioral domains as well. Schools that effectively adopt character education

programs have been found to have students who are more on-task. Furthermore, these schools also

dispense less referrals, suspensions, and expulsions (Skaggs & Bodenhorn). “Implementation of a

Character Education focus at Baker Middle School has been in place for many years. Under new

leadership for the 2018-29 School Year, Baker administrators looked at student, staff, and family

perception data, as well as behavior referral and suspension data to determine if changes to the current

structure was needed. With high suspension and referral rates, low teacher efficacy for behavior

management, and low student perception of Baker Middle School culture, a need for change was evident.

Following the structure outline in Character.Org, Baker Middle School assessed the current Character

Education initiative and made several changes. This restructuring will assist with not only

implementation but monitoring of a consistent plan moving forward.

Assumptions and Limitations

Assumptions for this research study will be that all teachers are implementing Character

Education within the classroom and utilizing Restorative Practice tools. Additionally, there is an

assumption that all teachers, students, and parents will complete surveys with honest answers and return

surveys back in a timely manner. Limitations for this research will be the staff perception of the

Michigan’s Integrated Behavior and Learning Supports Initiative (MiBlSi) Student Risk Screener data

we will collect and the impact of “time” on teachers. This negative perception could limit the staff ability

to be objective in the data collection process. Another limitation is that the selection of Baker MS is a

sample of convenience, and thus, the results of this study cannot be generalized to other schools.
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Definition of Terms

Red Pillar Objective – Baker Middle School’s School Improvement objective that is focused on strategies

focused on student well-being.

Michigan’s Integrated Behavior and Learning Supports Initiative (MiBlSi) – Supports, resources,

guidelines for Multi-tiered systems of behavior supports for Michigan Schools.

Student Risk Screening Scale (SRSS) – Data collection process for internal and external risk behaviors as

observed by teachers for students.

Evaluation/Research Questions

What is the effectiveness of Restorative Practices on student well-being?

What is the effectiveness of Character Education on student well-being?

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Chapter 2

Review of the Literature

Introduction

The purpose of this literature review was to provide resources and support in the areas of character

education and restorative practices impact on student well-being. The use of restorative practices and

character education is widely supported, valued, and emphasized within school systems. Emphasis on

these areas are evident in school across the country and numerous text supporting the positive impacts on

student achievement and well-being are have been and are continuing to be produced (as you will see

below). Character education and restorative practices have overlapping themes: conflict resolution, core

values, relationships, and others. While there are similar characteristics there are also specific areas each

cover. The text within this literature review highlights the similarities, differences, and also the impact on

student well-being, including connectedness and achievement.

Literature Review

In regard to restorative practices, it is easy to see the relevance in different educational journals,

research, and professional learning opportunities through school districts and intermediate districts.

House Bill 5619 was introduced in the summer of 2016 states restorative practices must be in place and

seven factors to take into consideration when suspending or expelling a student. One of the seven factors

to consider is the use of restorative practices to repair and reduce the likelihood of a reoccurrence. With

this new legislation, school began researching and developing how restorative practices will be

implementing within their buildings and districts. Providing the fundamental research behind restorative

practices, The Restorative Practices Handbook: For Teachers, Disciplinarians and Administrators

(Wachtel, J., & Wachtel, T, 2009) outlines research, resources, and guidelines for restorative practices as

developed through the International Institute for Restorative Practices. The International Institute for

Restorative Practices (IIRP) is a world renown institute focused on the training, implementation, and
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research of restorative practices in various venues. This text is staple for restorative practice

implementation. Within the text, a comprehensive overview of the restorative practice continuum is

outlined, defining the “why” this approach has a positive impact on students and school well-being.

Multiple journal and quarterlies, such as The Impact of Restorative Practices on Well-Being: an

Evaluation of happiness and engagement in schools (Conflict Resolution Quarterly, 2019) continue

providing support and research for educators looking at implementation of restorative practices,

“Proactive practices largely involve integrating restorative techniques into daily school interactions,

resulting in a positive change to school culture over time” (Conflict Resolution Quarterly, 2019).

Character Education within school systems has been encouraged by the Michigan State Board of

Education since 1996. The explicit teaching of character and principles focusing on respect,

responsibility, caring, trustworthiness, justice, and citizenship has been discussed, researched,

implemented in various ways across the country. In New Pedagogies for Deep Learning, Fullan

identified 6 Cs for deep learning. Each C is a component of learning that strengthens and deepens the

learning for all. Two of the Cs described are Character and Citizenship. Fullan created rubrics to assess

student experiences within each of these Cs. Within the text character refers to the qualities of the

individual essential for being personally effective in a complex world (Fullan, 2017). Fullan made the

point throughout the text that without the intentional development of character deep learning cannot take

place. Similar to Fullan’s work, various organizations such as Character.org, have developed rubrics,

implementation guides, resources, and evaluation of comprehensive character education within various

school levels and at a district level. From the direction of the Superintendent in the Troy School District,

all schools are encouraged to utilize the resources and guidance from Character.org to plan, implement,

and evaluate character education.

According research from the U.S. Department of Health and Human Services, school connectedness

is the number one (or two) factor in reducing the risk of self-harm or suicide in school age children (CDC,

2009). The ability for schools to strengthen culture to one where all students feel connected to an adult,

peers, and overall school community has been a challenging venture for some years. Deterrents to school
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connectedness can range from grading practices, disciplinary practices, restrictive learning or connection

opportunities for English language learners, special education students, minorities, or economically

disadvantaged students. Overall guidance indicates it is necessary for school buildings to work on

inclusivity for all students in the areas of academics, social emotional learning, and connectedness. Your

Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms the focus is

primarily on inclusive and equitable opportunities for special education students, though the practices and

philosophies introduced cover all students and specifically address staff culture as it relates to teaching

practices (Jung, 2019). In both resources above, recommendations are to begin with staff reflection on

their grading practices and personally beliefs regarding individual student achievement. The belief that

all students can learn and will learn is at the core of the shift in culture for staff. An indicator of students

who feel connected to school is believe the adults believe they can achieve academically or behave

appropriately. Students who are consistently cycled in special education courses or are repeatedly

suspended demonstrate a detachment to school (Jung, 2019). Strengthening the adult culture to embrace

inclusive and equitable practices will enhance student connection to school.

We are utilizing the Michigan Integrated Behavior and Learning Intervention Support Initiative

(MiBliSi) resources to collect data to track progress and analyze impact on our use of Restorative

Practices and Character Education on student well-being. This organization provides multiple resources

to identify at risk students and various tools to measure and analyze the data. At risk attributes MiBliSi

identifies are indicators of internal and external behavior, behavior, attendance, and low-grade tracking

for the school year all of which correlate to the overall well-being of the student. These strategies are

integrated into our school improvement plan for the 2019-20 school year. Incorporating these strategies

into our school improvement plan allows for our building to utilize time and resources to support the

implementation and monitoring of the impact on students.

Overall, the literature provided comes together in the diagram in Appendix E. The diagram illustrates

that restorative practices and character education can improve school connectedness, though those are not

the only strategies that can accomplish this. My research topic A Study of the Effectiveness of School
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Improvement Initiatives at Baker Middle School specifically focused on the impact of Restorative

Practices and Character Education on student well-being. School Connectedness is another factor in

student wellness as the research also suggests. The literature used in this study supported the research

topic and provide continuity across all areas.

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Chapter 3

Method of Study

Overview

Baker Middle School is one of four middle schools within the Troy School District. Baker

Middle School established different character education practices into the building, with minimal

administrative monitoring and overall buy-in from staff. Under the direction of Dr. Rich Machesky,

Superintendent of the Troy School District, an adoption of the district vision upheld by four pillars

focused on Well-Being, Professional Learning, Early Childhood Education, and Deep Learning, Baker

Middle School’s School Improvement Plan now aligns with the same pillars (with the exception of Early

Childhood Education). Baker’s School Improvement plan, now containing a specific objective on student

well-being, focuses on the implementation of Restorative Practices and Character Education.

The questions raised in monitoring the effectiveness of school improvement initiatives, will

specifically look at Restorative Practice and Character Education impact on student well-being. This will

be measured by Michigan’s Integrated Behavior and Learning Support Initiative’s (MiBliSi) Student Risk

Screening Scale (SRSS) and Early Warning Indicators (EWI), student perception data, and collection of

artifacts of staff implementation of Character Education and Restorative Practices. Data were collected at

each grade level at different times throughout the school year for measuring and monitoring of school

improvement goals. Consent to use school improvement data, consisting of student perception survey,

behavioral data, as well as staff artifacts was obtained by the building principal, Mr. Jonathan Cross and

shared with staff and student families. Consent forms are located in Appendix A and B. Data collected

evaluates any needs of social/emotional support for students and progress monitor Tier II and III students.

Data were analyzed for growth in student conflict resolution skills or use of resources as well as improved

perception of well-being at school.

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Selection of subjects

The selection of subjects for this study were all grade levels at Baker Middle School. This study

is in alignment with the School Improvement objective at Baker Middle School, to measure the

effectiveness of Restorative Practices and Character Education implementation. There is no control group

for this study, rather an analysis on the impact these initiatives have on Baker Middle School students.

Evaluation/Research Design

This study was conducted through the collection of three quantitative data points: SRSS, EWI,

and Student Perception Survey and one qualitative data point: staff implementation artifacts. SRSS data

were collected at the 11th week mark of the 2019-20 school year. Teachers were given the opportunity to

select twenty students they currently had in class to assess internal and external risk behaviors. Teachers

were given three weeks and a portion of professional learning time to complete this fifteen-question

assessment on students. Data were compiled for school wide data analysis. At the end of the first quarter,

EWI data was collected. This data was added to the SRSS data in a conditionally formatted spreadsheet

which created a Multi-Tiered System of Support (MTSS) pyramid. Each quarter EWI data were collected

and added to the MTSS spreadsheet.

The student perception survey was created in house, questions targeted towards student

perceptions on Character Education and Restorative Practice within Baker Middle School. The Student

Perception Survey was a Likert scale and delivered digitally to students on March 11th, 2020. Results of

the survey were given a numerical value to provide a score.

Throughout the course of the year, staff compiled artifacts of Character Education and

Restorative implementation and were given time to reflect and collaborate on their practices. Artifacts

collected on Schoology were used as a qualitative data point demonstrating fidelity of implementation.
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Description of Instruments

The SRSS is a Likert instrument, looking at internal and external risk indicators (Appendix B).

Teachers were given a spreadsheet to complete for twenty of their current students selected for the current

year. EWI data identified students with one or more of the following criteria met each quarter (10

weeks):

1. 1 or more suspensions

2. 3 or more absences

3. 1 or more failing classes

This data were collected for a building wide MTSS spreadsheet to identify Tier I, II, and III students

(Appendix C).

Data Analysis

Likert scale responses in the perception survey were converted to a numeric scale of zero being

least likely to five being most likely. Responses are given equal weight and an average for an overall

score for each perception survey.

Anecdotal data regarding staff implementation were determined through artifacts provided by

staff throughout the course of the school related to Character Education and Restorative Practices. This

data helped determine staff implementation of the school improvement initiatives and to what level of

fidelity.

SRSS data rated thirteen different indicators on a numerical scale from zero being behaviors not

evident to 4 behaviors consistently evident. Each student is given an overall numerical total that equates

to one of four levels:

1. No Risk (0)

2. Low Risk (1)

3. Moderate Risk (2)

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4. High Risk (3)

EWI data identified three different indicators. Each indicators has a numerical value of one.

Students are described as one of the following with numerical value:

1. No Risk (0)

2. Low Risk (1)

3. Moderate Risk (2)

4. High Risk (3)

Students are placed in a MTSS spreadsheet and placed in tier I, II, or III depending on the numerical

values collected from the accumulated data from above:

1. Tier I (0-2)

2. Tier II (3-4)

3. Tier III (5-6)

Summary

Collection of data, both qualitative and quantitative were completed due to the nature of the

school improvement monitoring process. This building wide approach eases the need to assess smaller

samples and provide comparable data. The study was intended to identify impact of Restorative Practices

and Character Education on student overall well-being, specifically looking at SRSS, EWI, Student

perception data, and anecdotal staff implementation data. These data points were used to assist in

determining overall effectiveness of this School Improvement objective.

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Chapter 4

Results of the Study

Triangulation of Data

The sources of data used in this study were student perception data, teacher anecdotal data, and

student behavioral data. Anecdotal staff data were qualitative whereas the student behavioral data and

student perception survey were quantitative. Due to the COVID-19 pandemic, the focus of student well-

being remains the same but use of restorative practices and character education are limited in use. The

Baker Middle School A-OK Survey I was given to students on March 11, 2020. The purpose of this

survey was to measure student perceptions around our school improvement focus on student well-being.

We use this perception data as a measurement of wellness strategies used at Baker, such as Character

education focus, restorative practices, and student connectedness.

Data Source #1 – Student Perception Survey

This survey was developed early 2020 to gain the perception of students regarding the use of our

Character Education focus and use of Restorative Practices at Baker Middle School (Appendix J). The

survey utilized a likert scale of strongly agree to strongly disagree. The development of the statements

focused on specific areas connected to our Red Pillar School Improvement initiatives such as Character

Education and Restorative Practices as well as school connectedness. Eight of the questions listed were

focused on Character education. Three questions focused on School Connectedness. Four questions

focused on Restorative Practices. Baker Middle School had 727 students in the 2019-20 school year. On

March 11th we received 368 responses from 6th – 8th grade students (51%).

Questions focused on Character Education ranged from a perception of student understanding of

what the Character Focus traits were to student perception of their own behavior and peers’ representation

of the traits. For example, I know what the A-OK Character traits are at Baker? or My peers treat me
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with Kindness or I am open-minded. Students answered these statements using a Likert scale, responses

were converted to a numerical value to collect as quantitative data:

● Strongly Agree – 5

● Agree – 4

● Neutral – 3

● Disagree – 2

● Strongly Disagree – 1

A bar graph representation of the average score of each question demonstrates an overall

understanding of the Character Education traits (Appendix F). Questions 1-4 and 12-15 are related to the

student’s understanding and perception of self and peer’s application of Character Education at Baker

Middle School. Overall, the character education grouping averaged a 4.1 with the highest rating

reflecting the question I know what the AOK character traits are at Baker (4.5) and the lowest rated

statement Baker Middle School students are open-minded (3.5). This data tells us students have an

individual understanding of the Character focus traits but do perceive all students applying these

characteristics at school.

The next group of statements 5-6 and 10-11 were focused on student connection. This grouping

averaged a 3.7. Statements were focused on identifying a trusting adult and participation in school

activities, such as performing arts, athletics, and clubs. The highest rated statement was I have an adult I

can trust (4.4). Overall, it appears students agree they have a trusting adult and opportunity to participate

in the school community.

The final grouping of statements 7-9 were focused on student perception of Restorative Practices.

Overall rating of this group was the lowest with 3.4. The statement with the lowest level of agreement

was I have used the Den to solve a problem (2.1) while the other statements were focused on safety and

care. The overall rating demonstrated students felt safe and cared for at Baker but do not utilize the

strategy of conflict resolution to problem solve.

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The results of the AOK Student Perception Survey average to an overall agreement level of 3.8. This

rating and analysis of each grouping showed a high understanding and perception of the Character

Education focus at Baker Middle School and a low usage of Restorative Practices strategies. Though

students were connected to opportunities and adults offered at Baker Middle School, student participation

in clubs was limited. Limitations in this data would included a lack of student participation in the survey

51%, understanding of the “neutral” response on the Likert Scale, and implementation of the survey to the

students.

Data Source 2 – Student Behavior MTSS

Baker Middle School utilized the following types of data to establish a multi-tiered system of

support (MTSS) for student behavior. This MTSS process allowed us to look at early warning indicators

such as: one or more failing grades, five or more absences, and number of suspensions every 10 weeks. In

addition to the early warning indicators, the Baker middle school staff also administered a survey called

Student Risk Screener Survey. This survey gave teachers the opportunity to assess student behaviors,

focusing on internal and external descriptors. This data were collected in the fall of 2019 at the end of

Quarter 1 and again at the end of Quarter 2 in January. Baker Middle School counselors, administrators,

and social workers used this data to identify different tiers of students with a focus on risk factor

behavior. Different supports were put into place for Tier III and Tier II students with supports being

adjusted at each 10-week interval.

Comparing MTSS data from Quarter 1 to Quarter 2 shows an increase in Tier I – II – III students

and a decrease in the number of students showing No Risk Factors (NR) (Appendix G). The SRSS was

not administered a second time due to the COVID-19 school closure. Maintaining the same SRSS risk

factors for both quarters looked at the Early Warning Indicators informed us of increases in all three

categories. The largest EWI increase was in the number of students failing one or more classes. This was

an increase of 72%. The total number of students with Early Warning Indicators increased by 91%. The
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increase of the number of students with Early Warning Indicators directly correlated the increase in Tier I,

II, and III students.

Limitations to this data were the unlikely disruption COVID-19 caused to schools and our

country. Baker Middle School staff was unable to collect the second quarter SRSS and the subsequent

10-week full data collection (Quarter 3 and Quarter 4). The data did tell us we need to support students

with low grades, target those students and provide supports. The increase in attendance indicators gave us

feedback on connectedness to school or lack thereof.

Data Source 3 – Anecdotal Staff Implementation Artifacts

Baker Middle School teachers collected artifacts of implementation character education, MTSS,

and Restorative practices. In order to collect artifacts to support implementation, teachers utilized

Schoology to house examples of implementation and to share strategies with one another. Once a month

staff had the opportunity to share with one another their submissions and gather feedback from one

another. Using Schoology as the artifact collection tool, (Appendix H) during the 2019-20 school year,

90% of teachers documented and shared different ways to demonstrate and teach the A-OK traits at

school.

Students were exposed to Character Education A-OK (accountable, open-minded, kind) traits

directly, through explicit teaching and defining of character traits, and indirectly through the use of

posters, policies, and language. Character traits were used to create a positive school culture through the

employment of a school-wide incentive-based program in which students were rewarded for exemplifying

the traits. In addition, individual teachers recognized the A-OK traits within their classrooms in various

ways. Teachers and students worked together to define what accountability, kindness, and open-

mindedness look like in the classroom, developing expectations for behavior. Students were provided

opportunities to show kindness and empathy through school-wide service learning. Staff have support in

place to help Tier 2 and 3 students develop social-emotional skills in addition to academic skills. The

school-wide discipline code provided students with an opportunity to be accountable for their actions
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using restorative practices including; restorative justice, den sessions (conflict resolution), community

circles, and reflection. The staff engaged in professional development to reflect on the ways in which we

help students understand the A-OK character traits, using a Schoology discussion and twitter that all can

see and refer back to, in addition to conversations at staff meetings and department meetings.

Examples of implementation were found by a teacher creating different ways to teach kindness

through different projects and activities (Appendix H). Students and teacher develop what it looks like to

be Accountable when a substitute teacher is present (Appendix H). These were a few examples of how

teachers integrated character education into their classrooms to support the school improvement strategy.

Limitations of this data were around the consistency of implementation throughout the course of

the year. Teachers may upload one artifact to Schoology to present implementation. This does not

demonstrate a consistent application of implementation of Character Education or Restorative Practices.

Discussion of the Results

The qualitative and quantitative data presented in this study helped answer the questions:

● What is the effectiveness of Restorative Practices on student well-being?

● What is the effectiveness of Character Education on student well-being?

Baker Middle School created an intentional effort to embed Character Education into the classroom and

building. The artifact collection presented different ways the majority of teachers and staff achieved this

objective. Fullan references the importance of Character Development in a student’s ability to learn

deeply (Fullan, 2017). The artifact data in this study confirmed that the work was being presented to

students during the 2019-20 school year. Knowing this, looking at the quantitative data in the perception

survey and behavior MTSS data told us two different stories. The overall data in the perception survey

demonstrated students had an understanding of the Character traits as well as perception of self and peer

application of traits. This data also demonstrated a lack of Restorative Practice strategies within the

building. These two data points, artifact collection of implementation and student perception survey,

showed intentional teaching and exposure of Restorative Practices and Character education and student
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learning and application. The MTSS behavior data demonstrated how Character Education and

Restorative Practices impacted behavior, looking at the Early Warning indicators and internal and

external behaviors of students. Looking at this data there were increases in EWI indicators from quarter 1

to quarter 2. The largest increases were in the number of students with failing one or more classes. With

the addition of increased low grades, increased students with 3 or more absences were also presented.

Looking at grading practices and inclusivity of the classroom culture can attribute to a student feeling

connected to the class, teacher, and school family. Overall, the data showed an intentional effort to

incorporate Character Education and Restorative practices into the classroom and building culture. The

impact of this work is an increased understanding and perception of the core character traits but did not

have a positive impact on student behavior after the first 10-week period. This lack of impact represents a

lack of connectedness to school, as evident in the increase of all early warning indicators in the MTSS

behavior protocol.
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Chapter 5

Conclusions and Recommendations

Overview

The action research set out to answer questions regarding the effectiveness of Restorative

Practices and Character Education on student well-being. Baker Middle School implemented specific

School Improvement goals focused on increasing student achievement and well-being. In researching

best practices in student well-being, multiple sources supported the implementation of Character

Education and Restorative Practices. Data collected were quantitative and qualitative utilizing student

perception surveys, student behavior inventory, and anecdotal artifacts from staff implementation of

strategies.

The data tells a story of strong implementation but a need for a longer study and data collection

specifically focused on Restorative Practices and then Character Education. The impact COVID-19 had

on this study resulted in short-term data. The findings do demonstrate a positive impact on

implementation and student awareness of Character Education. A longer study could help determine if

consistent implementation would result in long term behavior changes in students.

Conclusions

This study has found that Baker Middle School Students developed an awareness of Character

Education and implementation from Staff while Restorative Practice awareness was lacking. This study

also shows a lack of longitudinal data to support changes in behavior when implementing Character

Education and Restorative practices. Connecting to literature in chapter 2, utilizing multiple ways to
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impact student well-being can prove to be effective in enhancing empathy, social awareness, and conflict

resolution skills. The research shared in this paper demonstrate why Baker Middle School implemented

the following questions and evaluated the effectiveness:

● What is the effectiveness of Restorative Practices on student well-being?

o This study demonstrated a lack of implementation and awareness of the restorative

practice resources students had available to them such as the Den for conflict resolution.

There was evidence of implementation of restorative circles from a small percentage of

staff at Baker Middle School.

● What is the effectiveness of Character Education on student well-being?

o This study demonstrated high awareness and implementation of character education and

awareness of traits and associated practices. There was a lack of data to demonstrate

character education implementation and awareness would change behavior.

Recommendations

The findings of this study have several important implications for future practice. First, continue a

school improvement goal focused on well-being through strengthening character education. The evidence

in this study indicates positive trends towards implementation and impact. The global pandemic resulted

in a lack of longitudinal data needed to determine overall effectiveness. In this area, a recommendation to

continue with data collection (SRSSS and EWI) multiple times throughout the school year will assist in

determining impact on well-being. An area in need of improvement is around Restorative Practices in

implementation with staff and awareness with students. Data suggests little implementation from staff

and awareness from students. That being said, working with staff to strengthen the use of restorative

circles and conferencing will be important to increase confidence in implementation. Using common

language and strategies around conflict resolution will assist in student understanding of identify

restorative practice strategies and tools within Baker Middle School.

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Implications for Future Research

Research suggests Restorative Practices and Character Education should positively impact and support all

students. When looking at this statement and research closer, a connection to Multi-Tiered Systems of

Support (MTSS) can be made. MTSS creates a structure to identify proactive measures to support Tier I

(all), Tier II (some) and Tier III (few) students in the area of academics or behavior. (Appendix I) As the

pyramid moves up the intensity of support increases as well. The bottom half of the pyramid holds

proactive strategies to support all students. A further study could assess the impact a Multi-Tiered

System of Support (MTSS) focused on behavior. More specifically, what aspects of character education

and restorative practices would be focused on Tier I, II, or III support? A comprehensive MTSS would

provide targeted support and opportunities for all students. If given the time/resources to continue this

study focused on MTSS, investigation into where Character Education and Restorative Practices fit into

an MTSS model would assist in determining what strategies most impact student well-being and who

receives what supports.

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Appendix

A – Principal Consent for use of School Improvement Data

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B – Student/Parent Consent Acknowledgement Form

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C – SRSS Likert Scale

D – MTSS Data Collection

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E – Literature Connection

Student Well Being Character Education

Restorative Practice Intentional Teaching of

Academic Character Traits to
promote success in
Conflict Resolution Achievement academic and behavior
Social Emotional
Opportunity to Resources for Success
Repair Harm

Accountability

School Connectedness

Inclusive
Equitable
Efficacy

F – Student Perception Survey Data

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AOK Student Perception Survey

5
4.5
4
3.5
3
2.5
2
1.5
1
0.5
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

AOK Student Perception Survey

1. I know what the A-OK character traits are at Baker?

2. My teachers talk about how to be accountable, open minded, and kind.
3. I treat others with kindness.
4. My peers at Baker treat me with kindness.
5. I participate in Baker Athletics.
6. I participate in clubs at Baker Middle School.
7. My teachers care about me.
8. I feel safe at Baker Middle School.
9. I have used the Den to solve a problem.
10. I have an adult I can trust.
11. I participate in choir, band, or orchestra.
12. My teachers hold me accountable.
13. I hold myself accountable for my actions.
14. I am open minded.
15. Baker Middle School students are open minded.
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G – MTSS Data

Number of Students MTSS 2019-20

350

300

250

200

150

100

50

0
Tier III Tier II Tier I No Risk

Quarter 1 Quarter 2

Quarter 1 Quarter 2
Tier III 11 17
Tier II 120 137
Tier I 314 323
No Risk 286 253
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G – MTSS Data

Early Warning Indicator 2019-20

200
180
160
140
120
100
80
60
40
20
0
Fail 1+ Suspension 5+ Absences Total # of Students

Quarter 1 Quarter 2

Quarter 1 Quarter 2
Fail 1+ 58 100
Suspension 13 15
5+ Absences 32 87
Total # of
Students 91 174
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H – Staff Implementation Artifacts
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H – Staff Implementation Artifacts
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I – Sample MTSS Pyramid

J – Baker Middle School A-OK Survey (Student Perception)

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References

Norris, H. The impact of restorative approaches on well‐being: An evaluation of happiness and

engagement in schools. Conflict Resolution

Quarterly. 2019; 36: 221– 234. https://doi.org/10.1002/crq.21242

Costello, B., Wachtel, J., & Wachtel, T. (2009). The restorative practices handbook: For teachers,

disciplinarians and administrators.

Smith, D., Fisher, D., & Frey, N. (2015). Better than carrots or sticks: Restorative practices for positive

classroom management.

Jung, L. A. (2019). Your students, my students, our students: Rethinking equitable and inclusive

classrooms.

Fullan, Michael (2017). NEW PEDAGOGIES FOR DEEP LEARNING. Place of publication not

identified: CORWIN Press INC.

Diggs, Calvary R. and Akos, Patrick (2016) "The Promise of Character Education in Middle School: A

Meta-Analysis," Middle Grades Review: Vol. 2 : Iss. 2 , Article 4. Available at:

https://scholarworks.uvm.edu/mgreview/vol2/iss2/4

Inspiring Character. (n.d.). Retrieved March 5, 2020, from https://www.character.org/

Fostering School Connectedness: Improving Student Health and Academic Achievement.

(2009). PsycEXTRA Dataset. doi: 10.1037/e581142012-001

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https://miblsi.org/practices/behavior. (n.d.). Retrieved September 8, 2019, from

https://miblsi.org/practices/behavior