an#introduc+on#to#restorave#...
TRANSCRIPT
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
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.
Affec+ve Statements Typical Response Affec-ve Response
Stop teasing Sandy. I feel uncomfortable when I hear you 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.
Affec+ve Statements Typical Response Affec-ve Response
Stop teasing Sandy. I feel uncomfortable when I hear you teasing Sandy.
Talking during class is inappropriate I am frustrated that you aren’t listening to me.
You shouldn’t do that.
Sit down and be quiet.
I don’t want to see you figh-ng with him.
Affec+ve Statements Typical Response Affec-ve Response
Stop teasing Sandy. I feel uncomfortable when I hear you teasing Sandy.
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 don’t want to see you figh-ng with him.
Affec+ve Statements Typical Response Affec-ve Response
Stop teasing Sandy. I feel uncomfortable when I hear you teasing Sandy.
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.
I don’t want to see you figh-ng with him.
Affec+ve Statements Typical Response Affec-ve Response
Stop teasing Sandy. I feel uncomfortable when I hear you teasing Sandy.
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.
I don’t want to see you figh-ng with him.
I was shocked to see you hurt Pete.
To Punish or Not to Punish
Puni+ve Permissive
The Restora+ve Prac+ces Handbook by Bob Costello, Joshua Wachtel and Ted Watchtel
To For
To Punish or Not to Punish
Puni+ve Permissive
The Restora+ve Prac+ces Handbook by Bob Costello, Joshua Wachtel and Ted Watchtel
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
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
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
Control (limit sedng, discipline)
Support Encouragement,
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
Fair Process: Managing in the Knowledge Economy: Chan Kim and Renee Maugorgne, Harvard Business Review January 2003.
! 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.
Fair Process: Managing in the Knowledge Economy: Chan Kim and Renee Maugorgne, Harvard Business Review January 2003.
Explana-on: Everyone involved and affected should understand why final decisions are made as they are. Creates powerful feedback loop that enhances learning.
Fair Process: Managing in the Knowledge Economy: Chan Kim and Renee Maugorgne, Harvard Business Review January 2003.
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: Managing in the Knowledge Economy: Chan Kim and Renee Maugorgne, Harvard Business Review January 2003.
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
The Restora+ve Prac+ces Handbook by Bob Costello, Joshua Wachtel and Ted Watchtel
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
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.
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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