RP and PBIS: �Alignment for �Enhancing Student Supports

Ali Hearn, LCSW�Technical Assistance Director�Midwest PBIS Network

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Let’s ZOOM!

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Process Out

• How does this activity relate to this work?�
• Why is it important to think like this at the start of a training day of this nature?�
• How can this help to shape your staff thought processes around this work?

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Agenda for the Day

• Review of Days 1 and 2
• Defining an RP Coach / Coaching Structure
• Reaching agreements on expectations around:
• How many circles teachers should be facilitating a day
• What kinds of circles teachers should be leading
• How often will fidelity be checked (by the teacher? By a coach?)
• How will we support staff who need more?
• More Live Practice!
• Action Planning around Anticipated Roadblocks

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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�

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Cautionary Messages Regarding Restorative Practices�(Fronius, Trevor, et al., 2016)

• “The research on restorative practices in schools is still at the infancy stage, but several exploratory studies have indicated promising results of RJ approaches in terms of their impact on school climate, student behavior, and relationships between students and with staff, among other outcomes (see Askley & Burke, 2009). Despite the nascent state of the empirical literature, there are countless reports, articles, and case studies that provide context on RJ practices in U.S. schools.”
• The research that has been published lacks the internal validity necessary to exclusively attribute outcomes to RJ.�
• “Schools that decide to implement RJ face a number of challenges in development, implementation, and sustainability. Researchers suggest that schools that integrate RJ into their overall philosophy are perhaps better suited to establish a program that works and lasts (Ashley & Burke, 2009)”�

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Fronius, Trevor, et al. “Restorative Justice in U.S. Schools: A Research Review.” Https://Jprc.wested.org, Feb. 2016,�jprc.wested.org/wp-content/uploads/2016/02/RJ_Literature-Review_20160217.pdf.

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Cautionary Messages Regarding Restorative Practices Cont.�(Fronius, Trevor, et al., 2016)

“In the literature reviewed for this report, RJ is generally portrayed as a promising approach to address climate, culture, and safety issues in school. The community of support for its implementation has grown exponentially over the past several years, but more research is needed. There are several rigorous trials underway that will perhaps provide the evidence necessary to make stronger claims about the impact of RJ, and the field will benefit greatly as those results become available over the next several years.”

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Fronius, Trevor, et al. “Restorative Justice in U.S. Schools: A Research Review.” Https://Jprc.wested.org, Feb. 2016,�jprc.wested.org/wp-content/uploads/2016/02/RJ_Literature-Review_20160217.pdf.

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REVIEW OF �DAYS 1 & 2

Data, Systems, and Practices

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TO

Punitive

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Authoritarian�Confronting

Win/Lose

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WITH

Restorative

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Problem Solving

Respectful

Responsive

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NOT

Neglectful

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Indifferent

Lazy

Given Up

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FOR

Permissive

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Protective

Rescuing

Excusing

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SCHOOLS

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9 Affects�Innate activation of affects�Tomkins Institute�

• Enjoyment-Joy: Shared joy makes humans want to be social / attachment
• Interest-Excitement: Make learning interesting
• Surprise-Startle: Stop what you are doing and pay attention to something new
• Shame-Humiliation: The self-protection signal /overcome what gets in the way of losing the positive affect
• Distress-Anguish: Things are too much /cry for help
• Disgust: The need to expel (applied to non-food too)
• Fear-Terror: Emergency life and death situations / attention goes entirely to survival
• Anger-Rage: Overload / Things are WAY too much!
• Dismell: Repulsion / The avoidance signal

What is the first thing that comes to mind when you hear the word “Shame”. Please write it on the post its provided and stick them on the wall.

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Adapted from International Institute of Restorative Practices, Nathanson

Compass of Shame

Go stand near the pole that best represents your response

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Fair Process and PBIS Systems

In schools we can start to systematize the way we use Fair Process so that adults and youth feel that things are being done “WITH” them vs. TO them or FOR them

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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�

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PRACTICES

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… to Practice

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The continuum of restorative practices provide a specific set of proactive and responsive strategies for strengthening relationships/community and repairing harm when it is caused

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making it �more EXPLICIT

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group or circle

Preventative to Responsive

PREVENTATIVE�INFORMAL

RESPONSIVE�FORMAL

affective statements

affective questions

formal conference

small impromptu conversations

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PRACTICES

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Preventative to Responsive

PREVENTATIVE�INFORMAL

RESPONSIVE�FORMAL

group or circle

affective statements

affective questions

formal conference

small impromptu conversations

20%

80%

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What if every Admin asked the exact same questions every single time?

• How would this consistency benefit the youth?
• How would this consistency benefit the staff?

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Find the Chicago Public Schools Restorative Practices Toolkit and additional resources at: cps.edu/SEL

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What have you thought about Talking Pieces since we were together last?

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Classroom Practices

Have you done any work with the fidelity measures since the last time we were together?

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Have you done any work with the fidelity measures since the last time we were together?

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When and how did you decide to address pre-skills?�(and how do we make sure we reinforce these in the classroom too?)

• Examples:
• Knowing what you are feeling
• Language for sharing emotions
• Waiting your turn
• Accepting a compliment
• Relating your experience to the experience of another
• Using appropriate language
• Understanding when to use different voice levels

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Sample Professional Development Timeline

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Action Plan for Training Your Staff

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EXAMPLE: PD Schedule

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Sample Tracker for Outcome Data�(Woodland School District #50)

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STAGES of IMPLEMENTATION�(Fixsen, Blasé, 2005)

Where is your school at with implementation?

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What Action Steps have you taken since we were last together?

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Before we move on…

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THE ROLE OF COACHING

And the systems that support the role

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Training Outcomes Related to Training Components

Joyce & Showers, 2002

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“Good RJ facilitation is shaped by three main factors: (i) a set of core beliefs that form a particular worldview, (ii) specific knowledge and skills that develop with experience, and (iii) ‘synthesis’ which merges art with science so that facilitators can intuitively, consistently and knowingly shape the alchemy of RJ in real-time to successfully meet the needs of participants.”

Jane Bolitho & Jasmine Bruce (2017) Science, Art and Alchemy: Best Practices in Facilitating Restorative Justice, Contemporary Justice Review, 20:3, 337.

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Restorative Practices�Coach �Job Description

Chicago Public Schools Restorative Practices Toolkit:�https://blog.cps.edu/wp-content/uploads/2017/08/CPS_RP_Booklet.pdf

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Restorative Practices�Coach �Job Description�(cont.)

Chicago Public Schools Restorative Practices Toolkit:�https://blog.cps.edu/wp-content/uploads/2017/08/CPS_RP_Booklet.pdf

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Chicago Public Schools Restorative Practices Toolkit:�https://blog.cps.edu/wp-content/uploads/2017/08/CPS_RP_Booklet.pdf

Restorative Practices�Coach �Job Description�(cont.)

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Sample Restorative Practices�Coach Job Description

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Sample Restorative Practices�Coach Job Description Cont.

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Activity

• Read the job descriptions on the �previous slides.
• What are some of the major �themes you saw in the descriptions?
• Talk at your tables about if you already have a role like this identified in your building or if you are going to moving forward.
• Which of these tasks can you see fitting with a job description in your building?
• Which ones don’t seem like a realistic fit?
• In what ways are you planning to move forward with the idea of a Restorative Practices Coach?

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Coaching Skills�Building the capacity of others

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Asking Questions

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Active Listening

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Descriptive Feedback

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Asking Questions

You ask questions:

• For evidence
• To shift to interpretive dialogue rather than � only facts
• That are open-ended
• For context
• For goal setting or action planning
• To refocus on team �

Never Sometimes Often Always

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Coaching for Capacity Building Manual from ISBE www.schoolimprovementcoach.org

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Thoughtful Reflection Stems

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Activity

• How are these questions �similar or different to those that�you use in coaching (or that other coaches in your school use)?
• How does it impact the work differently to use question stems like these?
• How can you see systematizing this idea when you get back to your school/district?

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Active Listening

• Maintains eye contact
• Holds response to other person is done
• Observes verbal and non-verbal cues
• Paraphrases
• Checks for understanding
• Asks for clarity
• Summarizing key points
• Suspends judgment

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Never Sometimes Often Always

Coaching for Capacity Building Manual from ISBE www.schoolimprovementcoach.org

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Techniques for Active Listening

Chicago Public Schools Restorative Practices Toolkit:�https://blog.cps.edu/wp-content/uploads/2017/08/CPS_RP_Booklet.pdf

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Activity

Process:

1. Find a partner
2. Identify Partner A (birthday closest to today!) and Partner B
3. Partner A shares about a current problem in their school for 2 minutes
4. Partner B listens without any verbal or non-verbal responses
5. When finished, partner B paraphrases Partner A’s problem
6. Switch Roles
7. Process after you have been in both roles.

Reflection:

1. Partner A:
• Note how listening might feel different with no response.
• How might it affect what you are saying?

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• Partner B:
• Note how it feels to listen with no response.
• How might it change what you are hearing?
• How was paraphrasing different from your usual listen?

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Descriptive Feedback

• State clearly observations
• Be specific
• Provide feedback as soon as possible
• Describe versus evaluate

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Never Sometimes Often Always

Coaching for Capacity Building Manual from ISBE www.schoolimprovementcoach.org

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Activity

• How often do your provide�feedback of this nature to your �colleagues?
• How often is feedback of this nature provided to you?
• Which aspect of Descriptive Feedback is the most �challenging for you?
• Which is the easiest?
• Why do you think that is?
• What thoughts do you have on how to strengthen the skill that seems the most challenging?

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Activity

• What will need to happen to �create an environment in your �school where receiving coaching around Restorative Practices will be openly accepted?
• Does this environment already exist in your school?
• If it does, how did that happen?
• If it doesn’t, consider 1-3 action steps to strengthen the community to allow for this type of work to take place.

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TOOLS TO UTILIZE AS A COACH

Options to Consider

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Facilitator Reflection/Observation Tool��(Midwest PBIS Network)

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Activity

• In groups, review the �“Facilitator Reflection/�Observation Tool”
• How is using this tool different than how you are currently providing coaching?
• What benefits or drawbacks does using this tool have?
• How do you think your staff would respond to using a tool of this nature to help support effective work

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Chicago Public Schools Restorative Practices Toolkit:

�https://blog.cps.edu/wp-content/uploads/2017/08/CPS_RP_Booklet.pdf

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Activity

• In groups, review the �“Restorative Conversations �Checklist”
• How is using this tool different than how you are currently providing coaching?
• What benefits or drawbacks does using this tool have?
• How do you think your staff would respond to using a tool of this nature to help support effective work

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What if we asked youth after a circle what they experienced?��Another way to monitor data…

Chicago Public Schools Restorative Practices Toolkit:�https://blog.cps.edu/wp-content/uploads/2017/08/CPS_RP_Booklet.pdf

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MORE TIME TO PRACTICE

Real Life Practice with Coaching Considerations

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Number off into groups of (approximately) 8 people.

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Activity

• We are not working on Responsive�Circles yet… however, there is a lot to gain �from this video.�
• How can you apply things you saw to the work you are doing back in your school?

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Watch the Oakland Unified School District Video

https://www.ousd.org/restorativejustice

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Spy Games: �Capture the Drawing

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Consider the Coaching Tools as we move into the next phase of �circle work.

Consider utilizing a tool or considering one as your next circle work takes place. Be prepared to process out about the form afterwards. Consider things like “how did it feel to use this tool? When could I see using it? What pre-skills would need to be developed to make this most effective?”

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“Circle is not therapy. Neither the keeper nor any other Circle participant has to heal or fix a person’s tears or anger. It is a place, though, where sympathy can be expressed, where people can see the sadness or hear anger, be present for it, and offer care.”��(Riestenberg, 2012)

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More Structured Practice

• Give your circle a name
• Identify a Keeper
• Establish Norms for the group
• Decide on a talking piece (meaningful)
• Create a centerpiece if you �want to

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• Each person fill out one �circle template on an �interesting circle you’d �like to experience

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Sample Circles Lesson Plan

• Type of Circle:
• Circle Topic:
• Goal of Circle:
• Circle Opening:
• Circle Questions:
1. A
2. B
3. C
• Circle Closing:

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Another Example

Chicago Public Schools Restorative Practices Toolkit:��https://blog.cps.edu/wp-content/uploads/2017/08/CPS_RP_Booklet.pdf

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Get to Know You Circle �Round One/Two/Three

• Two truths and a lie�
• If you got to relive 30 minutes of your life again whenever you wanted to, what 30 minutes would you choose?�
• If you could visit one place in the world, where would it be?

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Round Four

• If you could improve one “problem” that you see currently in your school, what would the problem be and how would you want it to change?
• One problem that you see among the students
• One problem that you see among the staff

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• Why is this the most troubling concern to you?

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Round Five

Describe what you would consider to be your “culture” to the rest of your circle

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Round Six

You just found out today at school that everyone in your circle is being let go for the next school year.

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Now Let’s Take a Look at Coaching!

• Together, use the Facilitator Reflection Form and the overall fidelity check to see how you can reflect together on the circle work done so far today�
• Think about what pre-skills your staff will need to be able to do this work well�
• What things will we all agree on…? �(we will be coming back to this)

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“When Good Circles Go Bad”�(Oakland Unified School District: through the Chicago Public Schools Toolkit)

• It takes too long for students to get into a circle
• The circle process takes too long
• No one is talking, or English may be a second language for my students and they are hesitant to speak
• There are specific misbehaviors that de-rail the circle

• One or a few students do all of the talking
• Students make rude or mean facial expressions
• Students talk about private family issues, abuse, suicide, drugs or alcohol
• The circle just doesn’t seem to go well overall

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Assign a Scenario to each group

Take 5 minutes to plan a role play that shows an example of the challenge and how you could go about addressing it

Activity

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“When Good Circles Go Bad”�(Oakland Unified School District: through the Chicago Public Schools Toolkit)

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“When Good Circles Go Bad”�(Oakland Unified School District: through the Chicago Public Schools Toolkit)

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Remember the 6 Classroom Practices

1. Physical Environment
2. Classroom Teaching Matrix
3. Active Supervision
4. Encouraging Appropriate Behavior
5. Continuum of Response Strategies for Inappropriate Behavior
6. Engagement and Opportunities to Respond

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Develop A Continuum of Strategies�to Respond to Inappropriate Behavior

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REACHING AGREEMENTS

Developing a Plan for Implementation

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Reaching Agreements as a Staff

• How are we going to decide:
• How many circles teachers should be facilitating a day
• What types of circles teachers are expected to be leading in their classrooms (i.e. academic, SEL, community building, etc.)
• How often fidelity will be checked (By the teacher? By a coach? By a different teacher?)
• What documentation will be utilized and who will provide PD to the staff on how to use it
• How will we provide PD to staff who need more?

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Sample Agreements to Consider

What can we all live with?

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Considerations for Tracking �Circle Usage��https://docs.google.com/spreadsheets/d/1WBdYDmxoJY8j0LMpl9J--C0JqdPY4eUwgmOWkrSifHE/edit#gid=0

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Think about how we can make these decisions while utilizing

Fair Process?

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What will our coaching model look like?

• How much support is necessary to effectively help support the work?
• How will we document and progress monitor the coaching we deliver (and the impact it makes)?

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ANTICIPATED ROADBLOCKS

And Action Planning for Avoiding Them

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Anticipated �Road Blocks

• Together as a Group identify �your top 4 potential roadblocks�for successfully implementing this�work
• Using Poster Post-It Sheets, put 1 identified roadblock in each corner of the room
• Walk the room and write on the papers any strategies you have for addressing this roadblock in a positive way. List strategies for getting around the identified roadblock.
• Gallery walk the room and choose 2 that you will use as you go back to your school.

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References

• Costello, Bob, Joshua Wachtel, and Ted Wachtel. The Restorative Practices Handbook: For Teachers, Disciplinarians and Administrators. Bethlehem, PA: International Institute for Restorative Practices, 2009. Print. �
• Costello, Bob, Joshua Wachtel, and Ted Wachtel. The Restorative Circles in Schools: Building Community and Enhancing Learning. Bethlehem, PA: International Institute for Restorative Practices, 2010. Print. �
• Wachtel, Ted, Terry O’Connell, and Ben Wachtel. Restorative Justice Conferencing: Real Justice & The Conferencing Handbook. Bethlehem, PA: International Institute for Restorative Practices, 2010. Print.

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• Riestenbery, N. Circle in the Square (1^st ed.) St. Paul MN: Living Justice Press , 2012. Print

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Resources

• www.midwestpbis.org
• www.PBIS.org
• ISF monograph (aligning with community partners)https://www.pbis.org/school/school-mental-health/interconnected-systems
• Technical Guide for Alignment of initiatives, programs and practices in school districts�http://www.pbis.org/blueprintguidestools/technical-guide�
• International Institute of Restorative Practices (IIRP): �http://www.iirp.edu
• Illinois Balanced and Restorative Justice: www.ibarj.org
• National Association of Community and Restorative Justice:�http://nacrj.org
• #rethinkdiscipline�

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Resources

• Oakland Unified School District
• Chicago Public Schools Toolkit

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