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

2. Objectives
Understand core principles 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. Opening Circle
Project Runway

4. Why Discipline Should Be Aligned With A School’s Learning Philosophy
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. Creating a Paradigm Shift

7. 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.

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
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

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
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

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
Offender is responsible for harmful behavior, repairing harm and working toward positive outcome
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
Opportunity given for amends and expression of remorse

12. Addressing Harm/Responsive Circles Video/Practice

13. 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

14. 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?

15. 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?

17. Key to Success in a Harm Circle The Pre-Circle Process
What happened?
What were you you thinking?
How have people been affected?
What are your strengths?
What is needed to prevent the harm?
What need to be done to prevent this from happening in the future?

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

19. Fish Bowl Circle: The Class That Ate the Sub
Facilitator: Guide the circle participants to a fair solution to the problem.
Regular Teacher
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.

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

21. Small Circle Practice
Project Runway

22. 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.

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

26. Integrating Practices
PBIS and Restorative Justice

27. Indigenous Origins of Restorative Justice
The use of talking circles and peace-making circles is tradition across many communities including Hmong, Latino, Cambodian, Native American, African American and Euro-American.
Our area of the United States Restorative Justice has been greatly influenced by the peace-making circle process of the Coastal Tlingit, Dakota-Ojibwe and Aboriginal peoples.

28. 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

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

31. Example Alignment Work from Los Angeles Unified School District

32. BEST Plus = Intentional Blending of Restorative Justice Practices & PBIS
A multi-tiered, prevention systems framework and relational approach establishing the social culture, behavioral supports and disciplinary responses necessary for SRCS schools to be a safe, caring and effective learning environment for ALL members of the school community.

33. Integrating Promising Approaches
PBIS
Trauma Informed Care
Equity
Mental
Health
RJP
BEST PLUS

34. Establishing School Culture through the Lens of:
Relational Approach: Doing “WITH”
Equity of Voice (emphasis on actively listening)
Inclusive
Understanding the Function of Behavior
What need is being communicated?
What is the intention/motivation of this behavior? (behavior serves a purpose)
How can we partner WITH the student and family to address this need and develop the needed tools?

35. Establishing School Culture through the Lens of:
Trauma Informed and Sensitive:
Adverse Childhood Experiences (Abuse, Neglect, Household Dysfunction)
Culturally Responsive:
Awareness of biases
Student voice and storytelling
Shared decision making
Data Based Decision Making:
Discipline Data
Fair Process: community input in
decisions that impact them

37. SAFE * RESPECTFUL * RESPONSIBLE +
Establishing, Teaching & Reinforcing School-wide Behavior Values and Expectations
SAFE * RESPECTFUL * RESPONSIBLE +
Inclusively identifying additional core school-wide behavior values
Teaching and internalizing desired
Behaviors
Behavior matrices
Define behaviors in positive terms

38. Relational Approach = Relational Lens + Intentions + Actions
Intentionally building trusting relationships
Listening & speaking from the heart
Various forms of relationship building:
General (potlucks, social gatherings…etc )
Games
Circle Practice
Opportunity in every moment- Every interaction!

39. Communication, Positive Acknowledgments and Feedback Systems
Effective Positive Feedback Affective Language: Authentic expression of feelings in relation to specific actions Speaking /listening from the heart Reinforcement Systems

40. High Expectations, High Accountability, High Support,
Restorative Discipline Paradigm Shift: Classroom, School & District-wide
High Expectations, High Accountability, High Support,
Non-punitive
Restorative Discipline Approach and Continuum of Practices
Establishing Discipline Structures and Systems
Leveled Behavior Response System
Expulsion Diversion:
12 week accountability circles
Restorative Discipline Approach:
From:
What rule was broken
Who broke the rule
What punishment is deserved
TO:
Who was harmed?
What are the needs and obligations of all those impacted?
What needs to happen to make things as right as possible?

43. Reduction in Suspensions Across Five Years

44. SRCS Highlighted Outcomes
21 Schools Have Begun Implementation of Both PBIS and Restorative Justice Practices
Restorative Justice High School Classes
Growth on TFI from Year 1 to Year 2
Created Integrated TFI
District BEST Plus Handbook Developed
Changes to District Policies and Practices
Expulsion Diversion Program Pilot

45. Big Ideas Across Tiers Systems Practices Data
Systems – Support adult behavior
Handbooks
Policy
Calendar of events
Data collection and summary system
Data – Support decision making
Identification
Fidelity
Outcomes
Practices – Support student behavior
Teaching rules and expectations
Acknowledge desired behaviors
Respond consistently to problem behaviors
Monitor data
Systems
Practices
Data
Outcomes

46. Co-creating the Environment WITH Students, Staff, Parents
Using circles to identify additional values that are important to the members of the school community.

47. Planning Time How will you go back and create the “why” with staff?
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?

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

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