SWPBIS Lead Meeting - #2

Think with a Partner – Use I Statements ›Think of a person who has harmed you lately –How did you feel about what happened? ›Think of a person you have harmed lately –How did the person your harmed feel about what happened?

Restorative Justice Article ›Read article ›A – Start up to 4 ›B – 4 up to 4.5 ›C – 4.5 up to 5.2 ›D – 5.2 to end

“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, 1990

Restorative Discipline ›Negative behavior causes harm –To self –To others –To school/community ›Those affected by harm tend to transfer the harm –To self –To others –To school/community

Johnny and Mrs. King ›Johnny has been repeatedly pestering his neighbors in class by talking to them and sometimes touching them or being in their personal space. The students around Johnny complain. Mrs. King feels like she is constantly verbally redirecting Johnny’s behavior and it impacts her teaching and others learning. Mrs. King feels relief when Johnny doesn’t come to school. Johnny thinks no one likes him.

Analyze the Scenario ›What is happening? ›What are they all thinking? ›Who is affected in the scenario? ›What needs to be done to make things right?

Community Building ›Do you have a community at your school? ›Who feels welcome and wanted in your school? –Students? –Parents? –Teachers? –Classified? ›How do you know?

Relationships are the Foundation ›Feeling welcome and wanted equates to self worth ›Do we see something in ourselves that we do in others; not the differences but the connections, the relationships

Relationships are the Foundation ›When someone is a relative you tolerate them more. Why? ›How you feel about yourself is directly related to how you treat others

Do We Feel Scared or Sacred? ›Scared – state of constant fear, under stress ›Sacred – feeling welcome and wanted

Community ›Is your school a community or… –A workplace –A place of isolation –A place of stress

Communities ›Restorative practices don’t work if there is nothing to restore ›What are we restoring?

Gaining Staff Buy-In thru Fair Process* ›Engagement –Those affected by a decision are given a chance to provide input (but you don’t give away authority) ›Explanation –After a decision the leader explains the decision and reasoning behind it with clarity ›Expectation Clarity –Everyone involved understands the specific expectations and consequences based on the decision *Kim & Mauborgne – Harvard Business Review (1997)

Restorative Disciplinary Practice ›People are more likely to change behavior when those in authority do things with them rather than to them or for them ›Simply assigning consequences to the student is easy on the student

Restorative Disciplinary Practice 1.Understand why the behavior is unacceptable and the harm it caused 2.Understand what they could have done differently in the same situation 3.Take responsibility for their action 4.Be given the opportunity to learn pro-social strategies and skills to use in the future 5.Understand the progression of more stringent consequences if the behavior reoccurs

Restorative Discipline Practices

Analyze your Tier I Practices ›Are your discipline practices at the classroom and school-wide level restorative or zero tolerance based?

Restorative Disciplinary Practice: Think Sheets ›Make the student tell you: –What happened? –What were you thinking at the time? –What have you thought about since or could have done differently? –Who has been affected by what you have done? –What do you need to do to make things right? Adapted from the International Institute for Restorative Practices

Consequences and Interventions ›Consequences alone don’t produce lasting change –At best the change is temporary –Or drives the behavior underground ›Consequences with support can produce change in behavior

Restorative Discipline

Making Tier I Better ›How are your tier I practices restorative/transformative? ›How welcome and wanted is your community? ›We will infuse these ideas into our analysis of the SET