An Introduction to Restorative Practices with PBIS Day

An Introduction to Restorative Practices with PBIS: Day 2 Carol Frodge Lori Lynass Sound Supports LLC www. soundsupportsk 12. com

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.

Opening Circle

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.

Creating a Paradigm Shift • https: //www. youtube. com/watch? v=5 r 1 yvy. P 1 41 U&t=230 s

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

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

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 Offender, victim and school all have direct ignored roles in justice process Rules and intent outweigh whether outcome is positive/negative No opportunity for remorse or amends

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 Offender, victim and school all have direct ignored roles in justice process Rules and intent outweigh whether Offender is responsible for harmful outcome is positive/negative behavior, repairing harm and working toward positive outcome No opportunity for remorse or amends

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 Offender, victim and school all have direct ignored roles in justice process Rules and intent outweigh whether Offender is responsible for harmful outcome is positive/negative behavior, repairing harm and working toward positive outcome No opportunity for remorse or amends Opportunity given for amends and expression of remorse

Addressing Harm/Responsive Circles Video/Practice • https: //www. youtube. com/watch? v=g 8_94 O 4 Ex. SA&t=5 s • https: //www. youtube. com/watch? v=Htx 9 Sm. B YWZQ

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

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?

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?

Key to Success in a Harm Circle The Pre-Circle Process • • • What happened? What were 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?

Fish Bowl Circle The Class That Ate the Sub

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.

Fishbowl Circle: Debrief

Small Circle Practice

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.

Fishbowl Circle: Debrief

Integrating Practices PBIS and Restorative Justice

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.

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

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 ~5% Function-based support Wraparound support ~15% Early Intervention Check-in/ Check-out Social Skills Curricula Alternatives to suspension: Youth/peer court Peer mediation Conflict resolution training Restitution 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 ~80% of Students

Example Alignment Work from Los Angeles Unified School District

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.

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

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?

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

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

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!

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

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

700 Reduction in Suspensions Across Five Years 600 500 400 2011 -12 2012 -13 2013 -14 300 2014 -15 2015 -16 200 100 0 Abraham Lincoln Brook Hill James Monroe Herbert Slater Hillard Comstock Lawrence Rincon Valley Elsie Allen Cook Piner

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

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 Systems Data Practices – Support student behavior – Teaching rules and expectations – Acknowledge desired behaviors – Respond consistently to problem behaviors – Monitor data Outcomes Practices

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

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?

Closing Circle

Thank You For Attending! • Carol Frodge – cnfrodge@gmail. com • Lori Lynass - lynassl@gmail. com www. soundsupportsk 12. com