1 of 131

RP and PBIS: �Alignment for �Enhancing Student Supports��Day 2�A Deeper Dive

Midwest PBIS Network

MIDWEST

NETWORK

PBIS

2 of 131

Trainer Materials Needed for Training

1 talking piece for each circle you anticipate will be there for the day

3 Balls or squishy toys for throwing to one another per circle you anticipate will be there for the day�
Videos that will be utilized for the training day�
The digital Midwest PBIS Network RP Workbook

MIDWEST

NETWORK

PBIS

3 of 131

Agenda for Day 2

Systems considerations for Readiness to systematically install Restorative Practices through the PBIS Framework

Review and initial concrete action planning for taking the concepts from day 1 back to your staffs (PD)�
Considerations for necessary Pre-skills for Adults and Youth. What needs to be taught?

Experiential Learning- Application of Affective Language, Restorative Chats, and Proactive Community Building Circles �
Develop Timeline PD and implementation �(RP workbook as a guide)

MIDWEST

NETWORK

PBIS

4 of 131

Reminder / Cautionary Messages

“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 betwee students and with staff, among other outcomes (Ashley & 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)”�

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.

MIDWEST

NETWORK

PBIS

5 of 131

Reminder / Cautionary Messages

“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.”

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.

MIDWEST

NETWORK

PBIS

6 of 131

Get to Know you Activity

In groups, take a few minutes to think about how you feel being here today and use the title of song to �share with us.� �(Bonus points for singing it)

MIDWEST

NETWORK

PBIS

7 of 131

READINESS

Considerations for Successful Installation

MIDWEST

NETWORK

PBIS

8 of 131

Let’s Explore Systems Readiness�Readiness considerations�through the TFI with an RP Lens

https://docs.google.com/document/d/1fyQoy9FUueP16IaBecT8TReScgRJyiCmODXX-kd5nmA/edit

MIDWEST

NETWORK

PBIS

9 of 131

Self- Assess

MIDWEST

NETWORK

PBIS

10 of 131

Self- Assess

MIDWEST

NETWORK

PBIS

11 of 131

Self- Assess

MIDWEST

NETWORK

PBIS

12 of 131

Self- Assess

MIDWEST

NETWORK

PBIS

13 of 131

Classroom Practices

MIDWEST

NETWORK

PBIS

14 of 131

Activity

Spend some time looking at the �RP Readiness Document�
What is already fully in place?
What is partially in place?
What is not in place yet?

What thoughts do you have on how to fill in the holes?

MIDWEST

NETWORK

PBIS

15 of 131

“Disciplining students with suspensions, detentions, exclusion, and expulsion weakens any existing connections the excluded student has with adults and peers- connections that are needed in order to develop more constructive behaviors in the school setting.”

Riestenbery, N. (2012). Circle in the Square (1^st ed.) St. Paul MN: Living Justice Press p. 40

MIDWEST

NETWORK

PBIS

16 of 131

BRINGING RP BACK TO YOUR STAFF

The beginning phase- Theories

MIDWEST

NETWORK

PBIS

17 of 131

SOCIAL DISCIPLINE WINDOW

The beginning phase- Theories

MIDWEST

NETWORK

PBIS

18 of 131

FOR

Permissive

Protective�Rescuing

Excusing

TO

Punitive

Authoritarian�Confronting

Win/Lose

NOT

Neglectful

Indifferent�Lazy

Given Up

WITH

Restorative

Problem-Solving�Respectful

Responsive

Support (nurturing, encouragement, concern etc.)

Control (limits, expectations, discipline)

Social �Discipline Window

�

MIDWEST

NETWORK

PBIS

Two axes that describe how the interaction between two people, with one in position of power, can take place.
Define each of the 4 boxes of the social discipline window (using the experience with my mother as a reference for explaining).

- Asking participants along the way to consider people in their own lives (or themselves) who tend to operate out of the different boxes (or times when they have).

Extra notes for reference:

The following description is from:�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. �

“The Social Discipline Window is composed of two axes: support and control. Traditionally, these concepts are thought to be contradictory: that an authority only has the choice to be controlling and paternalistic or else nurturing and maternal. In actuality, though, a third option shows how both of these useful and necessary approaches may work together. If support is graphed on an axis in one direction, from low to high, and control is graphed on the other axis, four quadrants representing four general possibilities for social discipline emerge. The top left, showing high control and low support represents the authoritarian or punitive approach: doing things TO people. This approach sets rules and holds people to them, with little need for explanation. Taken to its extreme, this approach is cold and distant: authoritarian. The bottom-right square– low control and high support– highlights the permissive approach. This attitude assumes that with nurturing alone people will make positive changes, but it often leads to protectiveness and doing things FOR people. The provides no mechanism for stepping in to set clear boundaries. The bottom left, how support and low control, represents NOT doing anything. This is a neglectful stance, and it is destructive. The areas to the top right, where both control and support are high, is the corner we wish to highlight. This represents the positive synthesis of the best aspects of the punitive and permissive approaches. The restorative approach has been called “authoritative”: doing things WITH people. It combines high levels of control for setting boundaries and expectations with high levels of support and nurturing for people to succeed and make positive changes.”

19 of 131

Just like we make agreements about what behavior should be handled in the classroom and what should be handled in the office, �(t-chart) what if there were agreements around which “box” we purposefully want to try to operate out of for different behaviors…

(i.e. youth wearing headphones… what impact is there when one teacher operates out of the TO box and a different teacher operates out of the NOT box? �What would it look like to be WITH?)�

MIDWEST

NETWORK

PBIS

20 of 131

How will we make sure our staff understand the Social Discipline Window?

Consider the activity we did on Day 1 with observations of teachers operating out of the 4 panes of the window.�
Consider doing the following activity: �Ask each staff member to think about their �day yesterday and either a) plot on the �window what box they operated out of for �each interaction of the day, or b) plot out �where other people operated out of when �interacting with them.�
Have staff reflect on a series of behaviors (i.e. late to class, talking out of turn, running in the halls, etc.) Discuss the impact of different teachers operating out of different boxes.

MIDWEST

NETWORK

PBIS

21 of 131

Action Plan for Training Your Staff

Topic	Date	Who Will Train	Format	Materials Needed
The Social Discipline Window	8.15.19�Teacher Institute	Nancy, Kate, and Michael	4 Corners	PPT and Poster Papers
The Theory of Affect and Shame
Fair Process
Overview of the Continuum of Restorative Practices
Affective Language (content and practice)
Circles (content and practice)
Data (fidelity/outcome)

MIDWEST

NETWORK

PBIS

22 of 131

THEORY OF AFFECT

The beginning phase- Theories

MIDWEST

NETWORK

PBIS

23 of 131

Theory of Affect…�Silvan Tomkins

�Theory of Affect (9 affects) �

Maximize Positive Affect
Minimize Negative Affect
Comfort and Support to �Freely Express Emotion

Separate the deed �from the doer

MIDWEST

NETWORK

PBIS

24 of 131

9 Affects�Innate activation of affects�Tomkin’s Institute�

Enjoyment-Joy: The social bond
Interest-Excitement: The pull toward mastery
Surprise-Startle: The reset button
Shame-Humiliation: The self-protection signal
Distress-Anguish: The cry for help
Disgust: The need to expel
Fear-Terror: The signal to flee or freeze
Anger-Rage: The demand to fix it
Dismell: 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.

MIDWEST

NETWORK

PBIS

25 of 131

How will we make sure our staff understand what we want them to know about shame �(and the theory of affect)?

Consider the activity we did on Day 1 with the compass of shame.
Consider making connections between the affect (even shame) and the reptilian part of the brain.
Consider doing the following activity: �Ask your staff to consider the three students in their class with the most challenging behavior. Take a few minutes to try and determine which pole of the compass each student tends to gravitate towards. Make some connections between these two things.
Read just about any passage from a Brene Brown book and have conversations about how shame and vulnerability impact our youth.
Show the baby faces from Tomkins work and quiz your staff! Or even better… use faces of your staff or administration!!!

MIDWEST

NETWORK

PBIS

26 of 131

Action Plan for Training Your Staff

Topic	Date	Who Will Train	Format	Materials Needed
The Social Discipline Window	8.15.19�Teacher Institute	Nancy, Kate, and Michael	4 Corners	PPT and Poster Papers
The Theory of Affect and Shame	8.15.19�Teacher Institute	Nancy, Kate, and Michael	4 Sides of the Room Activity	PPT and Compass of Shame
Fair Process
Overview of the Continuum of Restorative Practices
Affective Language (content and practice)
Circles (content and practice)
Data (fidelity/outcome)

MIDWEST

NETWORK

PBIS

27 of 131

FAIR PROCESS

The beginning phase- Theories

MIDWEST

NETWORK

PBIS

28 of 131

Components of Fair Process

Using Fair Process should help create a shift in process.�It will not guarantee outcomes.

Engagement

Voice: All parties involved have the opportunity to freely and safely express their perspectives �

Explanation

Transparency about why decisions are made as they are�

Expectation Clarity

New rules are clearly stated and checks for understanding are provided to ensure all parties understand�

MIDWEST

NETWORK

PBIS

29 of 131

In a way, Fair Process allows us to “separate the deed from the doer” in the sense that it guides people towards being frustrated with a situation vs. being frustrated at a person for being unfair… ��...and then of course using Fair Process itself to support decision-making should result in people feeling better/ as though they are treated fairly.

MIDWEST

NETWORK

PBIS

30 of 131

How will we make sure our staff understand Fair Process?

Consider the activity we did on Day 1, thinking of a time in your career where you felt a decision was handled unfairly. Identify which of the 3 components of Fair Process (if any) were missing.
Real Life Example: Ask your staff to consider an upcoming building/district decision that will be impactful or a decision that was made in the past that didn’t feel as fair as it could have. Have them brainstorm how utilizing fair process could make the situation(s) feel better (not necessarily change outcomes, but feel more fair).
Give your staff different hypothetical scenarios of decisions at school that will need to be made. In groups, have them give examples of how the situation could be handled using fair process. What would it actually look like? Write it down or role play it.

(i.e. - The building has just been under construction and is now finished. There are rooms that are different sizes than before. The determination needs to be made regarding which teachers/admin/clinicians will work in which rooms
Social Academic Instructional Groups will be implemented at the Tier II level. The school is moving away from clinicians leading the groups (so they can do more at Tier 3). Who will we get to lead?

MIDWEST

NETWORK

PBIS

31 of 131

Action Plan for Training Your Staff

Topic	Date	Who Will Train	Format	Materials Needed
The Social Discipline Window	8.15.19�Teacher Institute	Nancy, Kate, and Michael	4 Corners	PPT and Poster Papers
The Theory of Affect and Shame	8.15.19�Teacher Institute	Nancy, Kate, and Michael	4 Sides of the Room Activity	PPT and Compass of Shame
Fair Process	8.15.19�Teacher Institute	Nancy, Kate, and Michael	Partner Activities	PPT
Overview of the Continuum of Restorative Practices
Affective Language (content and practice)
Circles (content and practice)
Data (fidelity/outcome)

MIDWEST

NETWORK

PBIS

32 of 131

BUILDING STAFF CAPACITY AROUND RESTORATIVE PRACTICES 101

A Continuum of Support

MIDWEST

NETWORK

PBIS

33 of 131

PRACTICES

�

_____�__�______

Review

____________�___________

_________�___________

______�__________

_____�_________�____________

____________�___________

_________�___________

MIDWEST

NETWORK

PBIS

34 of 131

PRACTICES

�

group or circle

Preventative to Responsive

PREVENTATIVE�INFORMAL

RESPONSIVE�FORMAL

affective statements

affective questions

formal conference

small impromptu conversations

MIDWEST

NETWORK

PBIS

35 of 131

PRACTICES

�

Preventative to Responsive

PREVENTATIVE�INFORMAL

RESPONSIVE�FORMAL

group or circle

affective statements

affective questions

formal conference

20%

80%

small impromptu conversations

MIDWEST

NETWORK

PBIS

36 of 131

Definitions

Affective Statements- expressions of personal feelings�
Affective Questions- open ended questions that get people talking about their feelings to one another. Questions give students a chance to tell their story and express feelings about what happened�
Small Impromptu Conferences- when a few people meet briefly to address and resolve a problem. Uses affective questions to facilitate a short interaction.�
Circles- a group of students/adults meet in a circle to discuss, answer questions, solve problems, play a game or offer feedback.�
Formal Restorative Conferences- provide the most structure and require the greatest amount of planning. A special type of circle that is generally reserved for reacting to the most serious incidents that happen in a school.

(Costello, Watchel, and Watchel, 2010)

MIDWEST

NETWORK

PBIS

37 of 131

Activity

How / when will you share the �basics/overview of the �Continuum of Restorative �Practices with your staff?
What key messages will you be sharing?
What do you hope they walk away with?
Who will be in attendance?
What pre-skills may be necessary to get staff to engage in these conversations and think about RP within a three-tiered model of support?

MIDWEST

NETWORK

PBIS

38 of 131

Action Plan for Training Your Staff

Topic	Date	Who Will Train	Format	Materials Needed
The Social Discipline Window	8.15.19�Teacher Institute	Nancy, Kate, and Michael	4 Corners	PPT and Poster Papers
The Theory of Affect and Shame	8.15.19�Teacher Institute	Nancy, Kate, and Michael	4 Sides of the Room Activity	PPT and Compass of Shame
Fair Process	8.15.19�Teacher Institute	Nancy, Kate, and Michael	Partner Activities	PPT
Overview of the Continuum of Restorative Practices	8.15.19�Teacher Institute	Michael	Staff Standing in a Line	Staff and PPT
Affective Language (content and practice)
Circles (content and practice)
Data (fidelity/outcome)

MIDWEST

NETWORK

PBIS

39 of 131

MAKING SURE THERE IS SOMETHING TO RESTORE BACK TO

Understanding Tier 1

MIDWEST

NETWORK

PBIS

40 of 131

It is critical to have a strong Tier 1 to align to.

Restorative Practices is not a replacement for Tier 1, it’s an enhancement to it that can help strengthen the work that’s already being done.

MIDWEST

NETWORK

PBIS

41 of 131

Classroom Practices (Part of Tier I)

MIDWEST

NETWORK

PBIS

42 of 131

Components of Tier 1 Implementation

Teaming & Leadership

Vision & Expectations

Define Rules and Routines

System for Teaching

System for Feedback & Acknowledging

Preventing & Responding to Inappropriate Behavior

Data-Based Decision-Making

Creates a safe, predictable, consistent environment

Builds skills; helps replace inappropriate coping skills

Encourages desired behavior, supports staff in developing relationships; creating a nurturing environment; helps build self-esteem

Efficient and effective processes for making decisions with data

Supports a �safe environment; creates predictability; growth mindset and restorative�strengthens�relationships�and community

Formalizing the desired culture for your organization

Aligning the priorities of community members; capturing voice of stakeholders; facilitate data-based decision making

Overview

PBIS

43 of 131

Defining Expectations

Teaching

Acknowledging

Preventing & Responding to Challenging Behavior

Data-Based Decision Making

Create a safe, predictable, consistent environment to help establish TRUST, security, and safety (an environment making it more likely for connectedness)

Evidence-based curriculum & classroom management practices = increased engagement & opportunities for connectedness

Structure/consistency in response to problem behaviors support a �safe, secure,�trusting environment�
Restorative �approach repairs�harm & strengthens�relationships�and community

(John Gottman) Number one indicator of a strong, healthy relationship- ratio of positive feedback to negative (magic ratio 5:1 ) �Helps create connectedness

Multiple data sources can help us find youth with internalizing characteristics and monitor staff outcomes as well

Components of Tier 1 SWPBIS Implementation

Increasing:

Consistency
Predictability
Safety�

MIDWEST

NETWORK

PBIS

For ALL staff, we could/should consider training them on the connection between doing Tier ONE with fidelity and strengthening relationships.

By laying out explicit expectations, we are creating a safe, predictable, consistent environment- the kind of an environment creates TRUST

By providing specific positive feedback at high doses we are creating connectedness (and strengthening relationships)

By responding to problem behavior we are creating a secure environment and working to repair harm and strengthen relationships and community

By utilizing multiple data sources we can help find the youth who need it the most (and monitor how we are doing)

“Trust is the glue of life. It's the most essential ingredient in effective communication. It's the foundational principle that holds all relationships.” Steven Covey

44 of 131

PRE-SKILLS

A Quick Self-Assessment

MIDWEST

NETWORK

PBIS

45 of 131

Pre-Skills for Adults?

Consider what pre-skills might be necessary to put the theories into practice. What pre-skills would be necessary to:

Start to engage with one another from a place of doing “WITH” vs. TO or FOR?
Create an environment where it’s okay for staff to get reflective about your own personal practices?
Use Fair Process as the default decision-making process?
Use the practices (affective language and circles)

MIDWEST

NETWORK

PBIS

46 of 131

On poster papers on the wall, please consider what Pre-Skills would be necessary for your staff and your students

Pre-Skills Needed for STAFF	Pre-Skills Needed for STUDENTS	How/When Will We Teach These?

MIDWEST

NETWORK

PBIS

47 of 131

“We can create conditions that offer people an opportunity to empathize. With guidelines of mutual respect, a restorative process attempts to create this opportunity. Everyone has the chance to speak without interruption. Safety-emotional and physical- is a priority. And facilitators of the restorative processes are equally concerned about all participants.” Restorative processes “…provide the practical laboratory for practicing.”

Riestenbery, N. (2012). Circle in the Square (1^st ed.) St. Paul MN: Living Justice Press p. 34

MIDWEST

NETWORK

PBIS

48 of 131

What will it take to get your school to think restoratively? �To get reflective?

Are they ready to “go there” or is there more work to be done first in changing mindsets.

MIDWEST

NETWORK

PBIS

49 of 131

Remember: Proactive circles will be a laboratory for practicing affective language and sharing emotions. This practice will help students get more proficient at doing these things down the road in situations of response, where circles and conferences will be utilized.��*** This is one reason we don’t start with responsive circles and conferences. When we start that way, there is no �established culture of Affective Language and Circle.

MIDWEST

NETWORK

PBIS

50 of 131

AFFECTIVE LANGUAGE

A Deeper Dive

MIDWEST

NETWORK

PBIS

51 of 131

What do we really mean by �“affective statements”?

An expression of emotions in response to the positive or negative behaviors of others.�
An appropriate and effective way to express our feelings.�
Communication that encourages the connection between two individuals while attempting to remove shame, blame, and judgment.

MIDWEST

NETWORK

PBIS

52 of 131

Think about a person you respect the most in your life. You appreciate his/her perspective, you respect his/her opinions, and you admire the way he/she handles him/herself. Think about the language you would use if you needed to let them know that they hurt your feelings with something they did?

What would that

LOOK and SOUND like?

MIDWEST

NETWORK

PBIS

53 of 131

How do we Operationalize That?�What Might it Look Like?

Name the person you are talking to�
Description of specific behavior:

Name the behavior that is being referred to (free of judgment, shame or evaluation) �

Add personal feeling to the statement:

Connect the behavior with a feeling it evokes in you, using an “I statement”.�

Connect it back to expectations (school-wide in schools)

MIDWEST

NETWORK

PBIS

54 of 131

Examples

Example Behavior	Typical Response	Questions about this response	Sample emotion this may evoke	Affective Statement
One student speaking inappropriately to another student	“Bobby, stop teasing Nancy! You know better than that.”	Is the behavior clearly defined? Is shame or blame involved?	Frustration	“Bobby, I feel frustrated when I hear you say that Nancy isn’t smart because we want our class to feel safe both physically and emotionally.”
Walking in a single-file line	“Thank you!”	Who is being talked to? Is the behavior clearly defined?	Pride	“Jennifer, thank you for walking in a single file line. It makes me feel proud to see you helping keep the hallway a safe space.”
Coming late to class	“Jon, you’re late… again.”	Is the behavior clearly defined? Is there judgment or shame included?	Concern	“Jon, I felt worried today when I didn’t see you in your seat when the bell rang. Part of responsibility in our class is being here and I want to support you in that.”
Letting a friend borrow a pencil who didn’t bring one to class	“Great job, Hillary!”	Is there a difference between gratitude and praise? Is the behavior clearly defined?	Gratitude	“Hillary, I really appreciate you giving your pencil to Brian. Sharing helps make our classroom a respectful place to be!”

MIDWEST

NETWORK

PBIS

55 of 131

Activity

Typical Statement	Affective Statement
“George, knock it off!”
“Yes, Monica! Good job!”
“Hudson, mean kids shove and you are not a mean kid.”
“Trish, will there ever be a question you don’t know the answer to?!”
“How many times have I asked you to stop?!”
“Do that every day, and you should be set!”
“Well, you should have known better. I don’t know what to tell you.”

In groups, look at the statements on the left. �Together discuss how to transform these into �Affective Statements.

MIDWEST

NETWORK

PBIS

56 of 131

Cautionary Messages

Sharing emotion to create and strengthen relationships and community is a wonderful thing! (and part of Tomkin’s Blueprint) …and

…it can still create disconnection and disengagement if done incorrectly or used inappropriately.

Examples include: “I’m so let down by you,” “I’m very disappointed in you,” “now my day is ruined becuase you...”, “you are so ___”

We need to make sure to train our staff on

Why we use affective language
How we use it (modeling)
Separating Deed from Doer (making sure we talk about the behavior and not the person).�

Practice is going to be really important!

MIDWEST

NETWORK

PBIS

57 of 131

Activity

Chicago Public Schools RP Handbook

(Example)

MIDWEST

NETWORK

PBIS

58 of 131

Where is the overlap?

Specific and Contingent Positive Feedback

Affective Language

MIDWEST

NETWORK

PBIS

59 of 131

AFFECTIVE QUESTIONS

A Deeper Dive

MIDWEST

NETWORK

PBIS

60 of 131

You’ve got to “Maslow”

before you can “Bloom”

What does this mean to you and why is it important?

MIDWEST

NETWORK

PBIS

61 of 131

Remember, when Responding to Problem Behavior…

We want to:

Empower students and teach resiliency skills
Replace learned responses with appropriate behaviors
Help students regulate their emotions
Support the 3 R’s (Dr. Bruce Perry 2010)

Regulate: Quiet the stress response system. Lower state of arousal
Relate: Meaningful connection- Relationships
Reason: Inquiry, Conversation, Reflection

MIDWEST

NETWORK

PBIS

62 of 131

We can assume it will be harder for our students to reason if they are not regulated and if there is not a relationship or connection, before they respond to the Restorative Questions.

What considerations may need to be made to address this fact?

MIDWEST

NETWORK

PBIS

63 of 131

Practice Scenarios

In triads, first identify Person A, Person B, and Person C.

Scenario #1:

Person A is a 16 year old who has brought a bag of tea leaves to school that looks like marijuana.
Person B is the teacher who was told by another student that he/she saw the bag in the youth’s backpack.
Person C is the principal who does not know anything about the youth or the incident, but was told by the teacher that a student saw the bag in the youth’s locker.

For this first scenario, please DO NOT use the Restorative Chat questions. Do what you think that a typical principal would do in this kind of a situation.

Now try the same scenario… Person A and Person B flip roles, and try and use the Restorative Questions to get through the conversation

MIDWEST

NETWORK

PBIS

64 of 131

Affective Questions�

Offender

What happened?
What were you thinking?
Who was affected?
How were they affected?
What needs to happen to make things right?

Offended

What did you think when you realized what happened?
What impact has this had on you and others?
What has been the hardest thing for you?
What do you think needs to happen to make things right?

MIDWEST

NETWORK

PBIS

65 of 131

Practice Scenarios

In triads, first identify Person A, Person B, and Person C.

Scenario #2:

Two students were brought to the principal’s office. Person A is the student with a bloody nose.
Person B is a student who is not physically injured. (The supervisor did not see what happened).
Person C is the principal who does not know anything about the youth or the incident and is learning of it for the first time in this moment.

For this first scenario, please DO NOT use the Restorative Chat questions. Do what you think that a typical principal would do in this kind of a situation.

Now try the same scenario… Person A and Person B flip roles (c stays the Administrator), and try and use the Restorative Questions to get through the conversation

MIDWEST

NETWORK

PBIS

66 of 131

Practice Scenarios

In triads, first identify Person A, Person B, and Person C.

Scenario #3:

Person A a student who has been getting teased on social media.
Person B is the student who has been posting messages on Twitter and Instagram about student A.
Person C is the principal who does not know of the incident.

For this first scenario, please DO NOT use the Restorative Chat questions. Do what you think that a typical principal would do in this kind of a situation.

Now try the same scenario… Person A and Person B flip roles, and try and use the Restorative Questions to get through the conversation

MIDWEST

NETWORK

PBIS

67 of 131

What challenges could be resolved if every Administrator asked the exact same questions every single time?

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

MIDWEST

NETWORK

PBIS

A large plan may feel/sound daunting. There are a lot of considerations to make in order to fully implement RP within a PBIS framework and to do it with fidelity.

Start to think about small changes that can be made at the Tier 1/Universal level for ALL youth/staff. This can be a good place to start in thinking about what to do as a “next step”.

Some schools start with moving towards using affective language, using the restorative questions in the office with administrators, and then beginning pro-active circles after that.

Think of the impact that could be made just from using the same consistent questions across all administrators, every time that a youth receives and office discipline referral.

If all administrators in the building adopted this practice of using the restorative questions universally, any time they were talking with youth regarding an incident that took place, it would clarify the expectations and the process, add consistency, and alleviate the questioning regarding “what really takes place in the office?”

�Even for a first step like this, the PBIS framework will help with consistency of adult behavior, data to monitor fidelity of implementation, and data to measure outcomes from our youth, strengthening the installation of the intervention.

68 of 131

What challenges could be resolved if every Teacher used these questions within the classroom?

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

MIDWEST

NETWORK

PBIS

A large plan may feel/sound daunting. There are a lot of considerations to make in order to fully implement RP within a PBIS framework and to do it with fidelity.

Start to think about small changes that can be made at the Tier 1/Universal level for ALL youth/staff. This can be a good place to start in thinking about what to do as a “next step”.

Some schools start with moving towards using affective language, using the restorative questions in the office with administrators, and then beginning pro-active circles after that.

Think of the impact that could be made just from using the same consistent questions across all administrators, every time that a youth receives and office discipline referral.

If all administrators in the building adopted this practice of using the restorative questions universally, any time they were talking with youth regarding an incident that took place, it would clarify the expectations and the process, add consistency, and alleviate the questioning regarding “what really takes place in the office?”

�Even for a first step like this, the PBIS framework will help with consistency of adult behavior, data to monitor fidelity of implementation, and data to measure outcomes from our youth, strengthening the installation of the intervention.

69 of 131

Process Out

What did you learn from this activity?
Was there a difference in using typical strategies of questioning vs. the restorative questions?
What if anything reinforced your thinking?
What if anything challenged your thinking?
Are there any real life scenarios that you think could have been handled in a more effective way if the Restorative Questions were used?

MIDWEST

NETWORK

PBIS

70 of 131

Activity

How / when will you train �Affective Language with your �staff (statements and questions).

What pre-skills are necessary to do�affective language effectively?

What key messages will you be sharing?
What do you hope they walk away with?
Who will be in attendance?
How will coaching support be provided to staff?
How will the practices be evaluated for fidelity and progress?

MIDWEST

NETWORK

PBIS

71 of 131

Action Plan for Training Your Staff

Topic	Date	Who Will Train	Format	Materials Needed
The Social Discipline Window	8.15.19�Teacher Institute	Nancy, Kate, and Michael	4 Corners	PPT and Poster Papers
The Theory of Affect and Shame	8.15.19�Teacher Institute	Nancy, Kate, and Michael	4 Sides	PPT and Compass of Shame
Fair Process	8.15.19�Teacher Institute	Nancy, Kate, and Michael	Partner Activities	PPT
Overview of the Continuum of Restorative Practices	8.15.19�Teacher Institute	Michael	Staff Standing in a Line	Staff and PPT
Affective Language (content and practice)	Panther Academy	Jenny	Partner Activities	PPT and RP Cards
Circles (content and practice)
Data (fidelity/outcome)

MIDWEST

NETWORK

PBIS

72 of 131

CIRCLES

A Deeper Dive

MIDWEST

NETWORK

PBIS

73 of 131

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

MIDWEST

NETWORK

PBIS

74 of 131

Types (examples) of Circles�(Costello, Watchel, and Watchel, 2010)

Pro-Active

Sequential Go-Around
Non-sequential Circles

Highly Structured
Loosely Structured
Unstructured

Fish Bowls

Optional Empty Chair

Check-in and Check-out
Other

Games
Academics- review

Responsive

Addressing specific incidents that have occurred

In the classroom
In the school
In the community
Crisis
Etc.�

Formal Restorative Conferences

MIDWEST

NETWORK

PBIS

75 of 131

Circles�By nature convey important ideas

Equality- Literally everyone in the circle has equal seating
Safety & Trust- You can see everyone in the circle, so nothing is hidden
Responsibility- Everyone has a chance to play a role in the outcome of the circle
Facilitation- The circle reminds the leader to facilitate rather than lecture
Ownership- Collectively, the participants feel the circle is theirs
Connections- These are built as everyone listens to everyone else’s responses

(Costello, Watchel, and Watchel, 2010)

MIDWEST

NETWORK

PBIS

76 of 131

Reminders about critical features of Circle

MIDWEST

NETWORK

PBIS

77 of 131

Talking Piece

“(The Talking Piece) is one of the most powerful communication tools I’ve ever seen because, while it is tangible and physical, it embodies a concept that is powerfully synergistic. This Talking Stick represents how people with differences can come to understand one another… speak until you are satisfied that you are understood...pass the Talking Stick to the next person and then work to make him feel understood. Once each of the parties feels understood an amazing thing usually happens. Negative energy dissipates, contentions evaporate, mutual respect grows, and people become creative. New ideas emerge.”

(Stephen Covey, the 8th Habit- page 197)

MIDWEST

NETWORK

PBIS

78 of 131

Establishing �Agreements/Ground Rules/Guidelines

Creating Agreements (circle skill) can be a great first circle to do!

May include things like:

Listen to one another
Share the talking space
Respect the talking piece
Confidentiality
Speak and listen with respect
Speak your truth
Honesty
Respect the choice to “pass”
All are equal

MIDWEST

NETWORK

PBIS

79 of 131

Examples of Openings to Circle

60 seconds of silence
Ring a singing bowl
A poem
A quote
Say “hello and good morning” to each student by name
Your “high and low” from the day (or the week)
What weather best represents how you feel today?
If you could have a superpower what would it be?

MIDWEST

NETWORK

PBIS

80 of 131

Examples of Closings to Circle

Put your foot in the circle.

Make a wish
Remove your foot from the circle

60 seconds of silence
Each person says one word that sums up how he/she is feeling leaving today
Pass the pulse
Read a quote
Ring a singing bowl

MIDWEST

NETWORK

PBIS

81 of 131

Woodland School District #50�Sample Circle

Kathryn Howell- Teacher

MIDWEST

NETWORK

PBIS

82 of 131

It’s Time to Practice Circles!

Please divide into new groups of approx. 8-10
Assign a circle keeper
Please use your circle to do the following

Learn one another’s names by using a Group Juggle Activity
Create Group Agreements
Use the already created circle round prompts (on the next slide) for your next 3 rounds of circle

When completed, wait for the rest of the room and together we will watch a video to set the stage for your next non-sequential circle
Close the circle time when you have concluded

MIDWEST

NETWORK

PBIS

83 of 131

Sequential Circle Round Prompts for Circle Keepers

What career do you secretly wish you could have – other than the one you do- if money was no concern?�
What is one thing we might not know about you from looking at you or first meeting you?

Which of the items on the next slide best represents you and why?

MIDWEST

NETWORK

PBIS

84 of 131

Role Play #3- Self Care�Fish Bowl Circle (Problem Solving)

One volunteer please come up to the front. We are going to assume your “problem” today is self-care (because that’s a problem for many of us).

2 uninterrupted minutes to describe the problem and let the group know what the need is

The group then has 5 minutes to give feedback
The volunteer does not interrupt, just listens and notes are taken
Volunteer has 2 minutes to reflect on what he/she heard and let the group know on or two things they are going to try.

Please honor the norms we have set for circle time

MIDWEST

NETWORK

PBIS

85 of 131

Circles can be used for ANYTHING!

Lesson circles for learning
Seminar circles
Writing circles
Circles in the In School Suspension Room (maybe it becomes a “circle room”)
Circles for IEPs
Taking classroom temperature circle
Talking about homework, study circle (could be fishbowl style)
Teaching SEL circles
Important and difficult conversations

Circles for re-entry from hospitalization

Or from Out of School Suspension

Staff meeting circles
Staff development circles
Finding out what students already know circle
Mindfulness circle (silence)
Problem solving circles
Feedback circles
Processing a difficult event (crisis)
Parent/Community Voice circles

MIDWEST

NETWORK

PBIS

86 of 131

Samples of When Circles Can �Occur in a Day�(any time!)

7:30am- Staff meeting circle
8:15am- Morning Community Building circle school-wide
9:00am- Reflecting on Lord of the Flies academic circle
9:50am- Processing with the teacher the negative events of the previous day with the substitute

1:15pm- Emotional weather circle
2:00pm- Student and teacher class assessment circle
2:45pm- Check Out Circle
3:15pm- Considerations for a new staff hire circle with staff
5:00pm- Circle for Parent and community input regarding the upcoming school renovation project

MIDWEST

NETWORK

PBIS

87 of 131

Sample Circles Lesson Plan

Type of Circle:
Circle Topic:
Goal of Circle:
Circle Opening:
Circle Questions:
A
B
C
Circle Closing:

MIDWEST

NETWORK

PBIS

88 of 131

“For some people in schools circles are a way of life. For others, a Circle is a circle is a circle. For the former, the Circle embodies a set of values that inform how they work with youth, colleagues, and family. For the latter, it is simply a practical communication process.”��“Circles are a place for modeling respectful and compassionate behaviors, and, with time and Circle use, this experiential learning tends to carry over to how students behave even when they are not sitting (or standing) in Circle.”

Riestenbery, N. (2012). Circle in the Square (1^st ed.) St. Paul MN: Living Justice Press p. 34

MIDWEST

NETWORK

PBIS

89 of 131

Activity

Which circles do you think would �be beneficial in your school setting?
When do you see these circles taking place?
How do you see the different circles strengthening relationships or strengthening the community?
What other circles can you think of that we didn’t show?
As a table, please create a list of 5 circles and their uses to be ready to report out to the rest of the room.

MIDWEST

NETWORK

PBIS

90 of 131

Circle with passing or distractions

Show Video

MIDWEST

NETWORK

PBIS

91 of 131

Circles Gone Awry!

What do we do when it feels like the circle is being “de-railed”?

Refer back to your posted norms
Refer back to the talking piece
Set goals with students ahead of the circle time
Use post-it notes to write down thoughts of students to be shared later
Reminders that “circle time is sacred time and not used for ____ .” Encourage students to talk to you after class so that you honor their thoughts and feelings but put boundaries around the where and when.
What other ideas do you have?

MIDWEST

NETWORK

PBIS

92 of 131

Circles are not meant to be a one time event. They are intended to be woven in to the fabric of the culture.

“A breathless first-grader runs up to the school administrator supervising the playground. “Mrs. Ticiu, Mrs. Ticiu!” he exclaims, “I need a talking piece!” Mrs. Ticiu reaches into her pocket, extracts a small plastic dinosaur, and offers it to the child. He grasps the dinosaur tightly in his fist and dashes off to join several other students, who moments earlier, were arguing. With the help of the talking piece, they discuss their disagreement and find a solution they all like.”

Kay Pranis, The Little Book of Circle Processes (Intercourse, PA: Good Books, 2005), 12.

MIDWEST

NETWORK

PBIS

93 of 131

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

MIDWEST

NETWORK

PBIS

94 of 131

Action Plan for Training Your Staff

Topic	Date	Who Will Train	Format	Materials Needed
The Social Discipline Window	8.15.19�Teacher Institute	Nancy, Kate, and Michael	4 Corners	PPT and Poster Papers
The Theory of Affect and Shame	8.15.19�Teacher Institute	Nancy, Kate, and Michael	4 Sides	PPT and Compass of Shame
Fair Process	8.15.19�Teacher Institute	Nancy, Kate, and Michael	Partner Activities	PPT
Overview of the Continuum of Restorative Practices	8.15.19�Teacher Institute	Michael	Staff Standing in a Line	Staff and PPT
Affective Language (content and practice)	Panther Academy	Jenny	Partner Activities	PPT and RP Cards
Circles (content and practice)	11.20.19 ½ Day	Mark and Kim	Live Practice Circles from Midwest PPT	PPT from Midwest PBIS Network �Video from Woodland
Data (fidelity/outcome)

MIDWEST

NETWORK

PBIS

95 of 131

ALIGNMENT & INTEGRATION

Integrating RP into your Current Systems

MIDWEST

NETWORK

PBIS

96 of 131

Chicago Public Schools �RP Handbook

MIDWEST

NETWORK

PBIS

97 of 131

Restorative Practices and SEL (CASEL)�(chicago public schools RP Handbook)

Self Management�Self Awareness

Responsible �Decision Making

Social Awareness�Relationship Skills

MIDWEST

NETWORK

PBIS

98 of 131

MIDWEST

NETWORK

PBIS

99 of 131

MIDWEST

NETWORK

PBIS

100 of 131

MIDWEST

NETWORK

PBIS

101 of 131

6 Evidence-Based �Classroom Practices

Physical Environment
Classroom Teaching Matrix (Expectations, Rules, Routines)
Active Supervision
Encouraging Appropriate Behavior

Direct instruction of expectations, rules, routines
Specific Praise for Behavior
Preventative Prompts
Individual Reinforcers
Group Contingencies and Reinforcers
etc.

Continuum of Responses to Inappropriate Behavior

Praise other students/groups
Specific Error Correction
etc.

Opportunities to Respond and Academic Engagement

MIDWEST

NETWORK

PBIS

102 of 131

Restorative Mindset Aligned to Classroom Practices

MIDWEST

NETWORK

PBIS

103 of 131

Restorative Mindset Aligned to �Classroom Practices Cont.

MIDWEST

NETWORK

PBIS

104 of 131

Restorative Mindset Aligned to �Classroom Practices Cont.

MIDWEST

NETWORK

PBIS

105 of 131

Explore the Lincoln Public Schools Alignment Document

Take 15 min. to explore the RP/Classroom Practices Alignment Document
Be ready to report out:

What do you like?
What you are curious about?
What questions do you have?

Make decisions about if/how you will use this guide
How could it help your staff grow their knowledge-base?

MIDWEST

NETWORK

PBIS

106 of 131

Activity

What considerations will you�make around alignment?

Classroom Practices
School Wide PBIS Implementation
SEL
Etc.

What conversations do you need to have with key stakeholders?
What data do you need to look at? To crosswalk?
Other?

MIDWEST

NETWORK

PBIS

107 of 131

TIME TO WORK ON PROFESSIONAL DEVELOPMENT PLAN

MIDWEST

NETWORK

PBIS

108 of 131

Action Plan for Training Your Staff

Topic	Date	Who Will Train	Format	Materials Needed
The Social Discipline Window	8.15.19�Teacher Institute	Nancy, Kate, and Michael	4 Corners	PPT and Poster Papers
The Theory of Affect and Shame	8.15.19�Teacher Institute	Nancy, Kate, and Michael	4 Sides	PPT and Compass of Shame
Fair Process	8.15.19�Teacher Institute	Nancy, Kate, and Michael	Partner Activities	PPT
Overview of the Continuum of Restorative Practices	8.15.19�Teacher Institute	Michael	Staff Standing in a Line	Staff and PPT
Affective Language (content and practice)	Panther Academy	Jenny	Partner Activities	PPT and RP Cards
Circles (content and practice)	11.20.19 ½ Day	Mark and Kim	Live Practice Circles from Midwest PPT	PPT from Midwest PBIS Network �Video from Woodland
Data (fidelity/outcome)

MIDWEST

NETWORK

PBIS

109 of 131

Sample Professional Development Timeline

MIDWEST

NETWORK

PBIS

110 of 131

Sample Professional Development Timeline

MIDWEST

NETWORK

PBIS

111 of 131

FIDELITY DATA

MIDWEST

NETWORK

PBIS

112 of 131

How will we know if we are implementing the practices with fidelity?��

MIDWEST

NETWORK

PBIS

113 of 131

MIDWEST

NETWORK

PBIS

114 of 131

MIDWEST

NETWORK

PBIS

115 of 131

PBIS

MIDWEST

NETWORK

PBIS

116 of 131

Chicago Public Schools

Restorative Practices Implementation Rubric�

https://drive.google.com/file/d/0B8Se8vIbeMr3YXhZSTlncXdJcVE/view

MIDWEST

NETWORK

PBIS

117 of 131

MIDWEST

NETWORK

PBIS

118 of 131

Key Systems Features of MTSS/PBIS

Expectations for high quality, research-evidence based instruction in general education classrooms
Universal, classroom-based screening to identify need for additional support
Collaborative team-based approach to development, implementation, and evaluation of interventions
Increasingly intense, multi-tiered application of an array of high-quality, evidence-based instruction matched to individual needs
Continuous monitoring of progress to determine impact of interventions
Expectations for parent involvement throughout the process

Restorative Practices

MIDWEST

NETWORK

PBIS

119 of 131

Individual(s) with knowledge, expertise, and ability to provide coaching/support around Restorative Practices

A regular agenda item for Restorative Practices (including data, systems, and practices)

SW-PBIS Tiered Fidelity Inventory

Restorative Practices

Lens

1.1 Team Composition

Tier I team includes a Tier�I systems coordinator, a�school administrator, a family member, and individuals able to provide (a) applied behavioral expertise, (b) coaching expertise, (c) knowledge of student academic and behavior patterns, (d) knowledge about the operations of the school across grade levels and programs, and for high schools, (e) student representation.

1.2 Team Operating � Procedures

Tier I team meets at least monthly and has (a) regular meeting format/agenda,

(b) minutes, (c) defined meeting roles, and (d) a current action plan.

MIDWEST

NETWORK

PBIS

120 of 131

MIDWEST

NETWORK

PBIS

121 of 131

RP in PBIS- TFI Companion�Jeffrey Sprague & Tary Tobin

MIDWEST

NETWORK

PBIS

122 of 131

Tiered Fidelity Inventory�Companion Guide

Take 15 min. to explore the Companion Guide
Be ready to report out:

What you like
What you are curious about
What questions you have

Make decisions about if/how you will use this guide

MIDWEST

NETWORK

PBIS

123 of 131

Activity

What will you use to check �fidelity?
Will you do self-assessments or coaching observations?
What will you do with the data?
Who will you share it with?
How can you use the fidelity data for action planning?

MIDWEST

NETWORK

PBIS

124 of 131

OUTCOME DATA

MIDWEST

NETWORK

PBIS

125 of 131

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

MIDWEST

NETWORK

PBIS

126 of 131

What Data Are You Going to Collect?

Data Source	Date(s) Collected

MIDWEST

NETWORK

PBIS

127 of 131

Action Plan for Training Your Staff

Topic	Date	Who Will Train	Format	Materials Needed
The Social Discipline Window	8.15.19�Teacher Institute	Nancy, Kate, and Michael	4 Corners	PPT and Poster Papers
The Theory of Affect and Shame	8.15.19�Teacher Institute	Nancy, Kate, and Michael	4 Sides	PPT and Compass of Shame
Fair Process	8.15.19�Teacher Institute	Nancy, Kate, and Michael	Partner Activities	PPT
Overview of the Continuum of Restorative Practices	8.15.19�Teacher Institute	Michael	Staff Standing in a Line	Staff and PPT
Affective Language (content and practice)	Panther Academy	Jenny	Partner Activities	PPT and RP Cards
Circles (content and practice)	11.20.19 ½ Day	Mark and Kim	Live Practice Circles from Midwest PPT	PPT from Midwest PBIS Network �Video from Woodland
Data (fidelity/outcome)	Monthly	Seth will create reports	Shareable reports for key stakeholders	SWIS, PBSApps, Etc.

MIDWEST

NETWORK

PBIS

128 of 131

THOUGHTS ON INITIAL STEPS TO BRING BACK TO YOUR SCHOOL

Some concrete steps

MIDWEST

NETWORK

PBIS

129 of 131

Next Steps

Start tracking Baseline Data NOW (even consider grabbing last year if possible)
Use the Midwest PBIS Network Restorative Practices Workbook to capture your information
Begin to plan out your comprehensive implementation timeline including Training, Data collection timeframes, reporting out data, etc.
Begin to think about what a “coaching model” could look like for your school/district.
Attend day 3 on Coaching Restorative Practices district-wide

MIDWEST

NETWORK

PBIS

130 of 131

Resources

www.midwestpbis.org

https://sites.google.com/a/midwestpbis.org/midwest-pbis-network/materials/special-topics/restorative-practices/training�

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

Illinois Balanced and Restorative Justice: www.ibarj.org
International Institite of Restorative Practices (IIRP): �http://www.iirp.edu
National Association of Community and Restorative Justice:�http://nacrj.org

#rethinkdiscipline�

MIDWEST

NETWORK

PBIS

131 of 131

Resources

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.

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

MIDWEST

NETWORK

PBIS