National PBIS Leadership Forum October 3 4 2019
National PBIS Leadership Forum | October 3 -4, 2019, Chicago, IL E 10 - A District-wide Approach to Implementing Restorative Practices through a PBIS Framework Lead Presenter: Ali Hearn Exemplar Presenters: Ryan Wollberg & Lisa West Key Words: Restorative Practices, Systems Alignment, Social Relationships
Miami, FL Hyatt Regency Miami March 11 -14, 2020 For more information, visit: conference. apbs. org
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Objectives ▪ Describe the continuumof Restorative Practices and basic theories behind the work ▪ Identify core MTSS systems features as the basis for installing Restorative Practices within the PBIS Framework ▪ Learn about the importance of data to monitor fidelity and outcomes of implementation & identify tools and resources that support this process
Thank You! to International Institute of Restorative Practices, Illinois Balanced and Restorative Practices Project, The National PBIS TA Center, Jeffrey Sprague and Tary Tobin at University of Oregon, Dr. Naomi Brahim and Jefferson Co. Public Schools, Mrs. Jill Johnson and Garden Hill Elementary, Woodland School District #50, IL & Placer County Schools, CA
Restorative Practices and School-wide PBIS ▪ As we shift our focus to community and relationships we have to be INTENTIONAL about the systems, data, and practices we set up to build and repair them. ▪ ▪ Classroom practices set up the foundation Explicit skill development related to relationships Science of learning Pre-skills necessary Considerations for contraindicated practices / components ▪ Alignment and Integration requires we are intentional, operationalized, and hold ourselves accountable
Illinois Balanced and Restorative Justice Restorative Practices in Schools are inspired by the philosophy and practices of restorative justice, which puts repairing harm done to relationships and people over and above the need for assigning blame and dispensing punishment. www. ibarj. org
Goals of Restorative Justice in Schools (Gonsoulin, Schiff, and Hatheway 2013) ▪ Create a restorative and inclusive school climate rather than a punitive one ▪ Decrease suspensions, expulsions, and disciplinary referrals by holding youth accountable for their actions through repairing harm and making amends ▪ To create opportunities for learning ▪ Understanding about the impact of behavior on others (Costello, Wachtel, and Wachtel 2009)
Concerns with Restorative Practices ▪ Limited research ▪ Lacking scientific evidence ▪ Lacking a “standard” model ▪ Non-replicable ▪ Lacking fidelity measures
THEORIES BEHIND THE WORK Social Discipline Window, etc.
Control (limits, expectations, discipline) TO WITH Punitive Restorative Authoritarian Confronting Win/Lose Problem-Solving Respectful Responsive NOT FOR Neglectful Permissive Indifferent Lazy Given Up Protective Rescuing Excusing Social Discipline Window Support (nurturing, encouragement, concern etc. )
SCHOOLS TO WITH Punitive Restorative Authoritarian Confronting Win/Lose Problem Solving Respectful Responsive NOT FOR Neglectful Permissive Indifferent Lazy Given Up Protective Rescuing Excusing
THEORY One of the basic premises of Restorative Practices is that “human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things WITH them, rather than to them or for them. ” (Wachtel, 2005)
THEORY OF AFFECT The Tomkins Blueprint
Theory of Affect… Silvan Tomkins Theory of Affect ▪ ▪ Maximize Positive Affect Minimize Negative Affect Minimize Inhibition of Affect Do as much of the above three as possible (Tomkins 1961, 1962) (Irritation, Pride, Envy, Greed, Gloom, Despair, Depression and Love were incorporated, but didn't make the final cut. )
A deeper look at affect Trigger Affect Awareness of our physical response Feeling Addition of our own personal “scripts” Emotion Eventually personality, etc. MIDW EST PBI S NETW ORK
9 Affects Innate activation of affects Tomkin’s Institute ▪ Enjoyment-Joy: Human connection- we seek to help and be helped by those who smile at us ▪ Interest-Excitement: Necessary for intellectual development ▪ Surprise-Startle : momentary inability to continue what was being done or start something new ▪ Shame-Humiliation: Self-protection signal- A critical regulator of human social behavior ▪ Distress-Anguish: Alerting yourself and others that help is needed What is the first thing that comes to mind when you ▪ Disgust: The need to expel (applied to non-food too) hear the word “Shame”. Please write it on the post its ▪ Fear-Terror : Survival- The signal to fight, flee, or freeze provided stick them on thetowall. ▪ Anger-Rage: WAYand too much! A demand fix it! ▪ Dismell: Repulsion / The avoidance signal
How the Environment Responds to Shame REINTEGRATIVE SHAME Expresses disapproval but does not push the offender out of the community. This type of shame rejects the act but not the person and allows for the person to be reintegrated back into the community. STIGMATIZING SHAME Pushes the offender out of the community and labels them. The offender is now a bad person who committed a crime or harm. This label may follow them their whole lives. Since the offender is pushed out of the community, it encourages their participation in criminal subculture
Compass of Shame Go stand near the pole that best represents your response Adapted from International Institute of Restorative Practices, Nathanson
Distinguished Accomplished Needs Improvement Un-Satisfactory Hthe practice ultimately change T I • SDoes M. MR behavior? • Does the practice help or hurt the Receipt of even one suspension is relationship? A Difference in Approach associated with higher likelihood of (Proactive vs. Reactive academic failure, • Practices of this nature are typically Teaching vs. Punitive, etc. ) school dropout, and effective for the 80% of youth who involvement in the juvenile justice don’t need it anyway and ineffective for system (American the 20% who need something more Academy of Pediatrics, 2013; Hemphill, • Public shaming practices hurt Toumbourou, Herrenkohl, relationships and don’t allow students to Mc. Morris, & Catalano, separate 2006). the deed from the doer. Our . S R M S K R A M IN E L Kyouth internalize this experience. . R M N U S. S R M
FAIR PROCESS
Components of Fair Process Using Fair Process should help create a shift in process. It will not guarantee outcomes. 1. Engagement ▪ Voice: All parties involved have the opportunity to freely and safely express their perspectives 2. Explanation ▪ Transparency about why decisions are made as they are 3. Expectation Clarity ▪ New rules are clearly stated and checks for understanding are provided to ensure all parties understand
FROM THEORY TO PRACTICE
… to Practice PRACTICES Preventative to Responsive The continuum of restorative practices provide a specific set of proactive and responsive strategies for strengthening relationships/community and repairing RESPONSIVE PREVENTATIVE harm when it is caused FORMAL INFORMAL affective statements affective questions small impromptu making it conversations more EXPLICIT group or circle formal conference
PRACTICES Preventative to Responsive 80% 20% RESPONSIVE PREVENTATIVE FORMAL INFORMAL affective statements affective questions small impromptu conversations group or circle formal conference
ALIGNMENT & INSTALLATION
Positive Behavioral Interventions & Supports (PBIS) is… a data-driven decision making framework for establishing the social culture and multi-tiered behavioral supports needed for an organization to be an effective learning environment for all youth and staff. ✔ ✔ Increase Effectiveness and Efficiency Supports Consistent Adult Behavior Process for Continuous Improvement Framework for Aligning Initiatives Adapted from: USDOE OSEP PBIS TA Center, 2010 Midwest PBIS Network 1 -15 -19 Overview PBI S
Misconceptions of this Mona. Work Shores High School Norton Shores, MI CAR GIVEAWAY! ▪ Parties, assemblies and ice cream Ride socials With Pride Program ▪ Rewarding youth ● Students who adhere to a Safe Driving (for doing things they should already know howand to. Positive do) Behavior pledge are eligible to win a car. ▪ Enabling our youth ● Collaborative effort ▪ People talking in really high voices between Norton Shores and “being positive” all the time Police Department, Mona Shores Public Schools, Muskegon ALI, and Ramos ▪ Childish Towing and Auto Body. ▪ Mascots on steroids ▪ It’s only for “naughty” kids
Social Competence & Academic Achievement ST SY A T DA Supporting Staff Behavior EM S OUTCOMES RESTORATIVE PRACTICES Adapted from “What is a systems Approach in school-wide PBS? ”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http: //www. Pbis. org/schoolwide. htm Supporting Student Behavior Supporting Decision Making
MULTI-TIERED SYSTEM OF SUPPORTS FOR BEHAVIOR ~5% Trauma Informed Practices ~15% Restorative Practices Bullying Prevention Community Mental Health Agency Second Step ~80% of Students
Woodland District 50 Restorative Practices: Our Journey Dr. Lisa West & Ryan Wollberg
WHY RESTORATIVE PRACTICE IN WOODLAND D 50? ● ● ● Proactive approach Aligns with district and building goals Aligns with the PBIS model and our District handbook - (Tiered supports) Separates the behavior from the person Allows person to make amends for any harm caused and restores the relationship Acknowledges the worth of the person and their potential contribution to the school community
Restorative Practices Will. . . ➔ Improve behavior and attitudes ➔ Provide a framework to challenge unacceptable behavior, resolve conflict, and repair harm ➔ Improve relationships establish rights, accountability and responsibility ➔ Provide a safe basis for staff, students, and parents to share ideas and discuss issues
Administrative Perspective Year One ● Administrative team and small group of lead teachers trained through IIRP ● Implementation began with community circles facilitated by administration in classrooms and staff meetings (Optional) ● Administrators began using Restorative Question model with PBIS Matrix and District Parent/Student Handbook as a shift in discipline strategy
Timeline - Training Staff - Year One
Administrative Perspective Year Two Training all Staff ● Professional Development - Highly recommend PD is built into the summer and school year - Long range planning ○ This is not a one and done training it is a systemic change ○ Utilize all summer and school PD times to train as many staff members as you can for overall success in the implementation ○ Budget - Include professional development and trainer of trainer model ● District level support for Trainer of Trainer model ● Wildcat Academy registration for staff and administrative trainings ● SIP Days reserved for training ● Data Collection
Parent Informational Meeting Restorative practices take incidents that might otherwise result in punishment and create opportunities for students to: ● ● ● Become aware of the impact of their behavior. Understand the obligation to take responsibility for their actions. Take steps toward making things right.
Parent Informational Meeting
Restorative Practices in Action Community Circle
Community Circle-Share one adjective to describe how you feel leaving today.
THANK YOU! Contact Us! Ali Hearn- Technical Assistance Director, Midwest PBIS Network ali. hearn@midwestpbis. org @heyalihearn Dr. Lisa West - Principal, Woodland Elementary East lwest@dist 50. net Mr. Ryan Wollberg - Principal, Woodland Elementary West rwollberg@dist 50. net
- Slides: 47