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During the 2018-19 school year, Ms. Miller did some informal action research in her 7th grade math classroom by drastically reducing time spent on CCSS Mathematics, and increasing time spent on SEL, PBIS, RP, and TIP.  Detailed data collected is described below, and please listen to direct feedback from Ms. Miller's students this year about their experience in her class, and why they believe they grew more academically, despite having less time devoted to Mathematics instruction.

Social-Emotional Learning (SEL)

  • Target Audience:  ALL Students

  • Results:  WHP students grew 79% in one semester on CCSS Math Standards, more than any other Math 2 students on site

  • Details/Rationale:  At With Heart Project (WHP), we believe the wellness of the whole child is of utmost importance.  As such, during the 2018-19 school year, WHP students were provided social-emotional wellness lessons (SEL) and activities to support Common Core State Standards (CCSS).  The general topics were geared towards building students’ confidence, resilience, and perseverance.  

  • Supporting Data:  Data was collected using the i-Ready student assessment system, and charts the progress of 56 WHP students exposed to SEL lessons in addition to CCSS lessons, as compared to two other similar groups of students in similar courses, with little-to-no SEL instruction.

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Positive Behavioral Interventions & Supports (PBIS)

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Restorative Practices (RP)

  • Target Audience: ALL Students

  • Results:  By combining affective language, impromptu conferences, informal circles and formal conferences, WHP has helped mediate a variety of conflicts between student groups, students and teachers, and students and parents.

  • Details/Rationale: WHP is a licensed restorative practitioner and can provide certified RP training to students, staff members and schools in need of support.

  • Supporting Data: The following are specific situations that WHP has assisted with beginning in 2017 to help mitigate conflict, build relationships and build positive school culture:​​

Danny had been bullying Abe for two years.  WHP facilitated a formal restorative conference at the beginning of the 2017-18 school year and the bullying stopped for good.



Avery was struggling with her gender identity and had parents who were confused about her experience.  She was cutting consistently to ease the pain.  WHP facilitated a restorative conversation between Avery & her parents, and she successfully transitioned to a boy in the most sensitive way possible both at home and school.

Kaylie had classmates who became very cruel to her after the transition to 7th grade.  They went so far as to throw nuts at her in the lunch room, knowing she was allergic.  It got so bad that Kaylie was ready to transfer to a different school.  The root cause was addressed during a formal restorative conference, Kaylie stayed at school and the classmates learned to be respectful from that point forward.


Joe stole a wallet from his teacher.  After returning from his suspension for theft, WHP facilitated a formal conference between Joe and his teacher, he apologized and they were able to work together despite the harm that had been done.

Kiana was constantly off task in class, to the point that her teacher wanted to quit her job.  WHP facilitated a restorative conference and Kiana apologized for her behavior and was less disruptive and more respectful moving forward.

School Shooter Data

  • Target Audience: School District Staff

  • Results:  The latest research on school shooters, struggles, and solutions shows that 79% of the struggles & solutions of school shooters fall in the SEL Framework, 47% within PBIS Framework, 46% in the RP Framework, 40% in the TIP Framework, and 21% in Other categories.

  • Details/Rationale: Many of the solutions being proposed for reducing/eliminating school shootings are aimed at things like target hardening (increasing metal detectors, school resource officers, arming teachers, etc.), but the research shows that these solutions are not addressing the root of the problem.  If schools and school districts want to address the root of the problem, making SEL, PBIS, RP, and TIP need to be a priority.

  • Supporting Data: Please contact for detailed data and supporting research/references.​​

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WHP recognizes that all schools and districts are different and have different needs; programs, services and products can be tailored to specific needs of your site/district. 

For potential partnership opportunities, please contact.

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