1. An Introduction to Restorative Practices with PBIS: Day 2
Carol Frodge
Lori Lynass
Sound Supports LLC

2. Objectives
Understand core principals of restorative practices and how they differ from traditional punitive approaches.
Understand PBIS and restorative practices alignment.
Be able to lead circle dialogues.
Learn the restorative questions and how to use them.
Understand affective language statements.

3. Participation Guidelines
Respect the talking piece: everyone listens, everyone has a turn.
Speak from the heart: your truth, your perspectives, your experiences.
Listen from the heart: let go of stories that make it hard to hear each other.
Trust that you will know what to say : no need to rehearse.
Say just enough: without reeling rushed, be concise and considerate of the time of others.
Here are the core circle guidelines. Are there any other guidelines you would like to add?

4. Opening Circle
Project Runway

5. The Dances of Student Discipline
1. Create a group of 4-5 participants. Choose a timekeeper. 2. Read the article and identify what you consider to be the most significant idea addressed in the article, and highlight that passage. 3. Follow the protocol for how to process the article.
After they have finished processing the article, have a quick share out.

6. Traditional Discipline Restorative Practices
Paradigm Shift
Traditional Discipline
Restorative Practices
School and rules violated
Justice focuses on establishing guilt
Accountability = punishment
Justice directed at offender, while victim is ignored
Rules and intent outweigh whether outcome is positive/negative
No opportunity for remorse or amends
Do the first one together and then as a table group have them do the rest and debrief.

7. Traditional Discipline Restorative Practices
Paradigm Shift
Traditional Discipline
Restorative Practices
School and rules violated
People and relationships violated
Justice focuses on establishing guilt
Accountability = punishment
Justice directed at offender, while victim is ignored
Rules and intent outweigh whether outcome is positive/negative
No opportunity for remorse or amends

8. Traditional Discipline Restorative Practices
Paradigm Shift
Traditional Discipline
Restorative Practices
School and rules violated
People and relationships violated
Justice focuses on establishing guilt
Justice identifies needs and obligations
Accountability = punishment
Justice directed at offender, while victim is ignored
Rules and intent outweigh whether outcome is positive/negative
No opportunity for remorse or amends

9. Traditional Discipline Restorative Practices
Paradigm Shift
Traditional Discipline
Restorative Practices
School and rules violated
People and relationships violated
Justice focuses on establishing guilt
Justice identifies needs and obligations
Accountability = punishment
Accountability = understanding impact, repairing harm
Justice directed at offender, while victim is ignored
Rules and intent outweigh whether outcome is positive/negative
No opportunity for remorse or amends

10. Traditional Discipline Restorative Practices
Paradigm Shift
Traditional Discipline
Restorative Practices
School and rules violated
People and relationships violated
Justice focuses on establishing guilt
Justice identifies needs and obligations
Accountability = punishment
Accountability = understanding impact, repairing harm
Justice directed at offender, while victim is ignored
Offender, victim and school all have direct roles in justice process
Rules and intent outweigh whether outcome is positive/negative
No opportunity for remorse or amends

11. Traditional Discipline Restorative Practices
Paradigm Shift
Traditional Discipline
Restorative Practices
School and rules violated
People and relationships violated
Justice focuses on establishing guilt
Justice identifies needs and obligations
Accountability = punishment
Accountability = understanding impact, repairing harm
Justice directed at offender, while victim is ignored
Offender, victim and school all have direct roles in justice process
Rules and intent outweigh whether outcome is positive/negative
Offender is responsible for harmful behavior, repairing harm and working toward positive outcome
No opportunity for remorse or amends

12. Traditional Discipline Restorative Practices
Paradigm Shift
Traditional Discipline
Restorative Practices
School and rules violated
People and relationships violated
Justice focuses on establishing guilt
Justice identifies needs and obligations
Accountability = punishment
Accountability = understanding impact, repairing harm
Justice directed at offender, while victim is ignored
Offender, victim and school all have direct roles in justice process
Rules and intent outweigh whether outcome is positive/negative
Offender is responsible for harmful behavior, repairing harm and working toward positive outcome
No opportunity for remorse or amends
Opportunity given for amends and expression of remorse

14. Addressing Harm/Responsive Circles Video/Practice

15. Affective Questions
Hand out cards and scenario

16. Restorative Practices Continuum
Informal
Formal
Affective Statements
Affective Questions
Small impromptu conference
Group or Circle
Formal Conference
The Restorative Practices Handbook by Bob Costello, Joshua Wachtel and Ted Watchtel

17. Restorative Practice: Person who harmed
What happened?
What were you thinking about at the time?
What have you thought about since the incident?
Whom do you think has been affected by your actions? In what way?
What do you think you need to do to make things right?

18. Restorative Practice: Person who was harmed
What did you think when you realized what had happened?
What effect has this incident had on you and others?
What has been the hardest thing for you?
What do you think needs to happen to make things right?

19. The Class That Ate the Sub
Fish Bowl Circle
The Class That Ate the Sub

20. Fish Bowl Circle: The Class That Ate the Sub
Facilitator: Guide the circle participants to a fair solution to the problem.
Regular Teacher
Sub: Now refusing to come back ever!
Student 1: Was throwing paper airplanes across the room.
Students 2 & 3: Throwing the football notes back and forth.
Student 4, 5 & 6: Refusing to do work, talking, talking back to the sub and being rude.

21. Fishbowl Circle: Debrief
Do a round for each participant category from role play

23. Small Circle Practice
Project Runway

24. Role Play – Groups of 5
Facilitator: Guide the circle participants to a fair solution to the problem. Use the questions on the card to help you.
Student 1: While standing in line for lunch this student pantsed the student he/she was standing with.
Student 2: While standing in line for lunch this student was pantsed by the student he/ she was standing with.
Student 3: This student was standing next in line to the students involved in the pantsing and observed the incident.
Ninja: Listen carefully to the discussion. You are the facilitator’s coach. Step in only if needed: the pace is too slow, the questions aren’t heading in a direction of resolution, or if the facilitator is trying to solve the problem for them. Do not join the conversation. Jump in if needed, point out the correction and go back into invisibility.

25. Fishbowl Circle: Debrief
Do a round for each participant category from role play

27. Integration of RJ into PBIS Activity

28. Integration of RJ into PBIS Activity
Use the Big sticky note at you table to write down ways you might use Restorative Practices at each tier of PBIS.
Do a gallery walk to see what other groups have identified.

29. Prevention & Skill Building Prevention & Skill Building
A CONTINUUM OF RESTORATIVE PRACTICES
A CONTINUUM OF SWPBIS PRACTICES
Intensive Intervention
Return from suspension
Administrative transfer or school crime diversion:
Victim offender meetings
Family/community group conferences
Restitution
Intensive Intervention
Function-based support
Wraparound support
~80% of Students
~15%
~5%
Early Intervention
Alternatives to suspension:
Youth/peer court
Peer mediation
Conflict resolution training
Restitution
Early Intervention
Check-in/ Check-out
Social Skills Curricula
Prevention & Skill Building
Define and teach expectations
Establish consequence system
Collection and use of data
Prevention & Skill Building
Peace-keeping circles for:
Morning meetings
Social/emotional instruction
Staff meetings

30. The Intersection of PBIS and RJP
Philosophical alignment:
SWPBIS & Restorative Practices are responses to Zero Tolerance
Approaches to preventing, reducing and responding to problem behavior
Providing alternatives to how schools currently conceptualize discipline
SWPBIS provides systems to guide adult behaviors
RP provides a range of alternatives behaviors for adults to engage in that are not exclusionary reactions to behavior
Reshaping discipline:
Commonly agreed upon standards of conduct of adults and youth
Ensure positive relationships (students/staff)
Whole school and sense of community-Positive climate
Maintain student dignity
Lucille Eber, 2015

31. Planning Time
What next steps need to occur to be able to take this work back to other staff?
How can you personally begin to use this in your setting?

32. Closing Circle First Round: What are you feeling now?
Second Round: I used to think, now I think.

33. Thank You For Attending!
Carol Frodge –
Lori Lynass -