An#Introduc+on#to#Restorave#...

An Introduc+on to Restora+ve Prac+ces with PBIS: Day 1

Carol Frodge Lori Lynass

www.soundsupportsk12.com

Objec+ves •  Understand core principals of restora+ve prac+ces and how they differ from tradi+onal puni+ve approaches.

•  Understand PBIS and restora+ve prac+ces alignment.

•  Be able to lead circle dialogues. •  Learn the restora+ve ques+ons and how to use them.

•  Understand affec+ve language statements.

Par+cipa+on Guidelines ! Respect the talking piece: everyone listens, everyone has a turn.

! Speak from the heart: your truth, your perspec+ves, 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 feeling rushed, be concise and considerate of the +me of others.

Opening Circle

Restora+ve Jus+ce as a Tool to Build a Posi+ve School Climate

School as a Protec-ve Factor and as a Resilient Context

Protection

•  Connec+on •  Academic Success •  Supported Transi+ons •  Posi+ve Rela+onships With Adults And Peers

•  Caring Interac+ons •  Social Emo+onal Learning •  Posi+ve Interac+ons With Pro-‐social (Not, An+-‐social) Peers

•  Stability •  Posi+ve Approaches To Disciplinary Infrac+ons &

•  Services And Supports Osher, D.

What We Want From Students….

•  Sound Decision Making Skills •  Regulation of Emotions and Body •  Personal Insight •  Flexibility and Adaptability •  Empathy •  Morality

‘‘No significant learning occurs without a significant rela+onship.’’

Dr. James Comer

Rela+onships are at the core.

Punishment vs Discipline Punishment or consequence works as an immediate way to try and get a behavior to stop and to “make the child pay” for what has occurred.

Discipline defined means teaching, learning and giving instruc+on. Discipline offers skills that can change behavior. It can help the developing brain make connec+ons about good choices.

We want to respond, not react.

Restora+ve Prac+ces

Restora+ve prac+ces cul+vate a culture in which everyone feels like they belong. They build a par+cular sense of community in which every member-‐-‐students, teacher, parent volunteers, aides-‐-‐feel that they are seen, heard, and respected.

– Amos Clifford

Restora+ve Prac+ces Focus on Rela+onships First, and Rules Second.

!  Staff and pupils act towards each other in a helpful and nonjudgmental way.

Adults and students work to understand the impact of their ac+ons on others.

!  Collabora<ve problem solving !  Enhanced sense of personal responsibility

There are fair processes that allow everyone to learn from any harm that may have been done.

!  All stakeholders have a voice.

Responses to difficult behavior have posi+ve outcomes for everyone.

!  Strategic plans for restora<on/repara<on

Characteris+cs of Restora+ve Schools

" Educators are models of restora+ve prac+ce

" Physical environment promotes an ethos of care

" Emo+onal environment promotes an ethos of care

" School policies and prac+ces focus on restora+on – Conflict resolu+on – Flexible policies including differen+ated discipline

Jeff Sprague

RJP Outcomes Evidence from practice suggests that by implementing Restorative Practices, schools can expect: •  Improvements in attitudes and relationships •  An increase in the engagement and learning •  Growth in relational and problem-solving skills, both for adults and

students across the school community. •  A calmer school environment, with less classroom disruption and

more time for teaching. •  Decrease in out-of-school suspension, expulsions, tardies, &

absences. •  Reduction in racial disproportionate discipline practices.

Fishbowl Circle

School Environment/ Culture Circle Rounds

•  What is School Culture? •  What factors contribute to it’s

development? •  Is it fixed or variable? •  Is it the same for everyone? •  Why is it important?

Fishbowl Circle: Debrief

Restora+ve Prac+ces Con+nuum Informal Formal

Affec+ve Statements

Affec+ve Ques+ons

Small impromptu conference

Group or Circle Formal Conference

The Restora+ve Prac+ces Handbook by Bob Costello, Joshua Wachtel and Ted Watchtel

Affec+ve language An authen+c expression of feelings and impact in rela+on to an ac+on (posi+ve or nega+ve) Building strengthened rela+onships by genuinely presen+ng oneself as someone who cares and

has feelings.

Construc+ng an Affec+ve Statement

Step 1 – Self-‐iden+fy what you are feeling or how you are impacted = self-‐awareness. Step 2 – Self-‐iden+fy the specific ac+on or behavior that you are responding to = separate the doer from the deed. Step 3 – Bring step 1 and 2 together in an authen+c expression of: 1. your feeling or how you are impacted, by the 2. specific behaviors or ac+ons you are reinforcing or redirec+ng.

Affec+ve Statements Typical Response Affec-ve Response

Stop teasing Sandy.

Talking during class is inappropriate

You shouldn’t do that.

Sit down and be quiet.

I don’t want to see you figh-ng with him.


Stop teasing Sandy. I feel uncomfortable when I hear you teasing Sandy.

Talking during class is inappropriate






Talking during class is inappropriate I am frustrated that you aren’t listening to me.







You shouldn’t do that. I feel sad when you say something like that to John.







Sit down and be quiet. I get angry when you talk and joke during my lectures.






Sit down and be quiet. I get angry when you talk and joke during my lectures.


I was shocked to see you hurt Pete.

To Punish or Not to Punish

Puni+ve Permissive


To For

To Punish or Not to Punish

Puni+ve Permissive


To For

Control Support

Social Discipline Window

To

Puni-ve

With

Restora-ve

Not NeglecJul

For

Permissive

High

Low High

Control (limit sedng, discipline)

Support Encouragement,

nurture

Puni+ve Permissive

The Re

stora+

ve Prac+ces H

andb

ook by Bo

b Co

stello, Joshu

a Wachtel and

Ted

Watchtel

Social Discipline Window To

With

Not

For

High

Low High



nurture

Puni+ve Permissive

The Re

stora+

ve Prac+ces H

andb

ook by Bo

b Co

stello, Joshu

a Wachtel and

Ted

Watchtel

TO Teacher Classroom Style

Puni+ve (To) Teaching Style Low Support/High Control

Observe in the classroom: •  Puni+ve and ofen uses loud, angry voice •  No+ces inappropriate behavior more than appropriate

•  Power struggles •  Frequently gets immediate compliance

Permissive (For) Teaching Style High Support/Low Control

Observe in the classroom: •  Warm and suppor+ve •  Doesn’t set limits •  Focus on effort and deemphasize quality •  Inconsistent •  Inappropriate behavior handled through ignoring or handles with weak reprimands or pleading.

Neglechul(Not) Teaching Style Low Control/Low Support

Observe in the Classroom •  Teacher remains at desk and students do not feel cared for

•  Teacher does not appear concerned about the quality of student work

•  May result from teacher stress, burn-‐out, depression or physical illness

Restora+ve (With) Teaching Style High Support/ High Control

Observe in the Classroom •  Posi+ve kind and suppor+ve rela+onships •  Effec+ve discipline plan and orderly classroom •  Sense of hope and op+mism •  Students feel sense of safety and competence •  High level of work quality •  High job sa+sfac+on

TO Teacher Classroom Style

Likely Outcomes

Puni+ve (To) Teaching Style Low Support/High Control

Likely Outcomes •  Ordered classroom •  Anxious, resenhul students •  Short term compliance but rarely las+ng behavioral change

•  High Teacher Stress •  Nega+ve classroom atmosphere.

Permissive (For) Teaching Style High Support/Low Control

Likely Outcomes •  Students feel liked and supported •  Chao+c out of control classroom •  Students do not feel secure in the teacher’s capacity to “manage”

•  Poor work quality •  Students feel anxious and uncertain •  High teacher stress

Neglechul(Not) Teaching Style Low Control/Low Support

Likely outcomes •  May miss warning signs of academic or behavioral difficul+es in students

•  Students may withdraw and feel worthless •  Increased ac+ng out in order to get teacher’s ajen+on or because no sense of order or control in classroom

•  Limited meaningful learning taking place. •  High teacher stress.

Restora+ve (With) Teaching Style High Support/ High Control

Likely Outcomes •  Posi+ve classroom atmosphere •  Responsive /Flexible •  High quality work output •  Posi+ve rela+onships

Social Discipline Window TO

Power Struggles Confronta+on

Authoritarian Win/Lose Retribu+on S+gma+ze

With Consistent Accountable Responsive /Flexible

Responsible Coopera+on Nego+a+on

Not Uncaring Tired Lazy Burned Out Given Up

For Chao+c • Inconsistent •Excusing •Giving In •Blurred Boundaries

•Rescuing

High

Low High



nurture

Puni+ve Permissive

Fisher and

Frye: Crea+

ng a Culture of

Achievem

ent

•  What box do you naturally fall into? •  What triggers put you into the other boxes?

Being fair vs. Being equal

Fair Process

Individuals are most likely to trust and cooperate freely with systems-‐ whether they themselves win or lose by those systems-‐ when fair process is observed.

Fair Process: Managing in the Knowledge Economy: Chan Kim and Renee Maugorgne, Harvard Business Review January 2003.

Fair process builds trust and commitment which: ! Produces voluntary co-‐opera+on, which


! Drives performance, which

! Leads individuals to go beyond the call of duty by sharing their knowledge and applying crea+vity.

Engagement Explana+on Expecta+on Clarity

Core components of Fair Process:

Engagement: Involving individuals in decisions that affect them by asking for their input and allowing them to refute the merit of one another’s ideas.


Explana-on: Everyone involved and affected should understand why final decisions are made as they are. Creates powerful feedback loop that enhances learning.


Expecta-on Clarity: Once decisions are made, new rules are clearly stated, so that everyone understands the new boundaries and consequences of failure.


Fair Process is about interac+ng WITH others and allowing them the space to be heard and treated with dignity and respect. It provides opportuni+es for those affected by decisions to be included in the decision making process. This contributes to an inclusive culture where all voices are valued and accounted for, ul+mately leading to greater coopera<on and follow-‐through of the decisions that are made.

Wachtel & Costello (2009), The Restora+ve Prac+ces Handbook

Restora+ve Prac+ces Con+nuum Informal Formal

Affec+ve Statements

Affec+ve Ques+ons

Small impromptu conference

Group or Circle Formal Conference


Inten+onally crea+ng a space that lifs barriers between people, circles open the possibility for connec+on, collabora+on, problem solving and mutual understanding.

Proac+ve Circles can be used for: •  Rela+onship building •  Establishing and reinforcing values and behavior expecta+ons •  Goal sedng •  Celebra+ons, recogni+on, achievements •  Dialogue around topics of interest •  Relevant content instruc+on •  Class progress (behavior and academics)

58

Circles

Circle Starters – Groups of 5-‐6

Try one of these:

•  I feel happy when… •  I feel sad when…. •  I feel angry when…. •  How did you feel when…..? •  What is it like for you when someone is angry with you?

•  What was a +me when you were outside of your comfort zone?

Circle Starters: Debrief

Integra+ng Prac+ces

PBIS and Restora+ve Jus+ce

•  School-wide PBS is: – A systems approach, establishing the social

culture and behavioral supports needed for schools to be effective learning environments for all students.

•  Evidence-based features of SW-PBS –  Prevention –  Define and teach positive social expectations –  Acknowledge positive behavior –  Arrange consistent consequences for problem behavior –  Collection and use of data for decision-making –  Continuum of intensive, individual interventions. –  Administrative leadership – Team-based implementation

What is School-wide PBS?

Aligning Promising Approaches

Restorative Justice

Social Emotional Learning

PBIS

Mental Health Awareness BEST

Plus

Big Ideas Across Tiers •  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

Prac+ces Data Outcomes

Co-‐crea+ng the Environment WITH Students, Staff, Parents

Using circles to iden+fy addi+onal values that are important to the members of the

school community.

Closing Circle

See You Tomorrow!

•  Carol Frodge – [email protected] •  Lori Lynass -‐ [email protected]

www.soundsupportsk12.com

A Rela+onal Lens:

Reflec+on: Inquiry into the quality of surrounding rela+onships

Ac+on: Always striving to deepen the connec+ons between individuals in recogni+on that everything is interconnected: Interpersonal connec+ons-‐ influence quality of rela+onships—influence larger surrounding environment and forma+on of community. Nothing happens in isola+on.

73

Table Norms and Values

Co-creating the environment that will allow you to work well together as a

team.

Punishment vs Discipline

•  Punishment or consequence works as an immediate way to try and get a behavior to stop and to “make the child pay” for what has occurred.

•  Discipline defined means teaching, learning and giving instruc+on. Discipline offers skills that can change behavior. It can help the developing brain make connec+ons about good choices.

•  We want to respond, not react.

Traditional Discipline vs. PBIS •  Traditional

–  Focuses on the student’s problem behavior

–  Relies on punishment to stop unwanted behavior

–  “What do we do when?”

•  PBIS –  Replaces unwanted

behaviors with new behaviors or skills

–  Alters environments –  Instructional match is

viewed as a behavior intervention

–  Teaches appropriate skills –  Reinforces appropriate

behaviors –  Relies on function based

interventions –  “What do we do in

between?”

Example Alignment Work from Los Angeles Unified School District

An#Introduc+on#to#Restorave#...

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