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An Introduction to Restorative Practices with PBIS: Day 2

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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.

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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?

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17 Triads & Small Circle Practice
Project Runway

18 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: Refusing to do work, talking back to the sub and being rude.

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

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22 Integrating Practices
PBIS and Restorative Justice

23 The Intersection of PBIS and RJP
Philosophical alignment: PBIS & Restorative Practices are responses to Zero Tolerance Approaches to preventing, reducing and responding to problem behavior Providing alternatives to how schools currently conceptualize discipline PBIS 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

24 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

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26 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

27 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!

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29 Reduction in Suspensions Across Five Years

30 SRCS Highlighted Outcomes
All Schools Have Begun Implementation of Both PBIS and Restorative Justice Practices Restorative Justice High School Classes Growth on TFI from Year 1 to Year 3 Created Integrated TFI District BEST Plus Handbook Developed Changes to District Policies and Practices 12 Week Expulsion Diversion Program

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32 Community Building, Re-entry
Circles Individuals! Teams Groups Schoolwide & Classroom Systems Community Building, Re-entry Restorative Circle Practice

33 RBHS PBIS/RJ Tiered Interventions & Supports
Beach 5 Expectations & PBIS Classroom (4+/1-), 80% meet standards Classroom Interventions: check-in, reminder, reflection sheet, 1 on 1, hall talk, seat change, contract, teacher detention, restorative circle Recognitions & Drawings Referral to 104, Reflection Sheet, Calls Home Grade level team interventions, calls & monitoring (interventions 3-4 weeks: try 2-3 then Tier 1.5) Tier 1 Schoolwide Required Homework Center Socio-emotional Screenings Team & Small Group Supports; AIS Check & Expect Check & Connect Mentors Daily Check-in-Checkout (CiCo) Advisory Period Intervention Class: Study skills, self-monitoring, conflict resolution, problem solving circles, engagement, motivation Drug/Alcohol Assessment Functional Behavior Assessment /Behavior Intervention Plan (BIP) Clear entry, progress monitoring & exit criteria Tier 2 Team ( ) Individualized problem solving and conflict circles Individualized Plan (testing & IEP) Counseling, nurse interventions Housing or Food Support Extensive Behavior Intervention Plan (BIP) Crisis Intervention Team (Suicide) DRAFT Tier 3 Individualized ( ) SIT Referral Form Tier 1.5 Teacher initiated Family Circle/Meeting (Contract) >3 Unexcused Days Absent, > 3 Unserved Tardies 3 times in 104, refusal of 104 process; office level referral (Contact Office or 104 staff) Continuing on the D/E list despite phone call and supports (2 Intervention Nights) Tier 2.5 (Truancy/SIT) Meeting/ Family/Home Visit >7 Unexcused Days Absent Non-responders to Tier 2 interventions (6 weeks); 2 major office level referrals Failing core classes despite interventions (See GPA & Credit chart) A = Attendance B = Behavior C = Course Performance

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35 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

36 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?

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

38 Thank You For Attending!
Carol Frodge – Lori Lynass -


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