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Copy of SST7 PBIS Network 24-25 Series #1: How to implement Tier 1 with fidelity for beginning implementation or for those that need to refresh their Tier 1 plan.

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PBIS Network Series Session Resource Links _ Padlet

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Copy of SST7 PBIS Network 24-25 Series #2: How we use data matters. A data-based approach to Tier 1.

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PBIS Network Series Session #2 Resource Links _ Padlet

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PBIS Network Series Session Links session 3

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Copy of SST7 PBIS Network 24-25 Series #4: PBIS Interventions: Restorative practices.

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Copy of SST7 PBIS Network 24-25 Series #3: When is it time to introduce Tier 2 interventions?

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Margaret Thorsborne (Author), David Vinegrad (Author), Phil Hailstone (Illustrator) & 0 more

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Restorative Justice Pocketbook [Margaret Thorsborne, David Vinegrad, Phil Hailstone] on Amazon.com. *FREE* shipping on qualifying offers. Restorative Justice Pocketbook

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The Little Book of Restorative Discipline for Schools 

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The Little Book of Restorative Discipline for Schools 

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Lorraine Stutzman Amstutz (Author), Judy H. Mullet (Author)

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The Little Book of Restorative Discipline for Schools: Teaching Responsibility; Creating Caring Climates (The Little Books of Justice and Peacebuilding Series)

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The Little Book of Restorative Discipline for Schools: Teaching Responsibility; Creating Caring Climates (The Little Books of Justice and Peacebuilding Series) [Lorraine Stutzman Amstutz, Judy H. Mullet] on Amazon.com. *FREE* shipping on qualifying offers. The Little Book of Restorative Discipline for Schools: Teaching Responsibility; Creating Caring Climates (The Little Books of Justice and Peacebuilding Series)

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Restorative practices are "what's happening" in schools today. This book, by one of the leaders in the field, draws from real-life experience as well as the available literature. It is comprehensive but practical and readable: it includes the why, the what, and the how. Every teacher, every administrator-indeed many parents-ought to have this book.
- Howard Zehr, author of Changing Lenses and The Little Book of Restorative Justice

Nancy Riestenberg has been one of the most articulate advocates of restorative justice in a variety of contexts. Her work in schools, however, is unsurpassed in providing educators with a wealth of knowledge about why and how zero tolerance policies are counterproductive. Most importantly, she is unsurpassed in giving school professionals new tools and showing them how to use them. It is this hands-on work-not more rules or even decent policy-that shows the promise in at least slowing down the school-to-jail pipeline. ... I believe that Nancy also offers practitioners a "new theory" of discipline and learning that they can clearly understand and apply in their efforts to create peaceful schools where children and youth can truly learn.
- Gordon Bazemore, Director of the Community Justice Institute at Florida Atlantic University

Circle in the Square offers an insightful and practical guide to the development of restorative measures in schools in Minnesota. I can hear Nancy's calm and reassuring voice in every page, in every story. ... Of particular significance, Minnesota's collaborative journey illustrates how the use of Circles, as a restorative measure, has shifted from a disciplinary response to a pedagogical foundation.
This book offers a rich treasure of stories, insights and guidelines for practice, written with wit, wisdom and integrity. Circle in the Square will touch the lives of many people and will guide us in restoring safe, healthy, and wise education systems for all children.
- Brenda Morrison, author of Restoring Safe School Communities

Even the most cynical critics of restorative approaches in schools could not help but be moved by this book. Nancy has written a powerful and compelling combination of research, evaluation, methodology, and stories that argues for the use of Circle and other restorative processes. The stories are heartwarming and moving and demonstrate a belief that young people are capable of making good and wise choices, of contributing in genuinely useful ways, and of being kind, compassionate human beings when they are given the right processes and opportunities to deal with the issues that arise when we live in community. Reading this was like being in the room with Nancy telling these stories.
I hope this becomes compulsory reading for all educators.
- Marg Thorsborne, Restorative practitioner and trainer, Australia

Nancy draws on her extensive experience of working with many different schools for over fourteen years. She helps them incorporate restorative approaches to discipline as well as create a healthy classroom climate. ... This book establishes why a restorative approach is important, and it is full of practical examples of how to implement it. School folks urgently need the inspiration and information in this book.
- Kay Pranis, coauthor of Peacemaking Circles: From Crime to Community

I love the way the book is full of stories. Restorative practice really is all about 're-storying,' giving us back the opportunity to share our own stories in any given incident, and Nancy has reminded me of the power of story to reach out to people's hearts.
But we also need to connect with people's minds, and Nancy does that too. ... I hope [Circle in the Square] is as widely read as it deserves to be, for if it is, I think it will have a huge impact on the lives of adults and young people, not only in Minnesota schools but also far beyond.
- Belinda Hopkins, author of Just Schools and The Restorative Classroom

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Circle in the Square: Building Community and Repairing Harm in School

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Restorative practices are "what's happening" in schools today. This book, by one of the leaders in the field, draws from real-life experience as well as the available literature. It is comprehensive but practical and readable: it includes the why, the what, and the how. Every teacher, every admin...

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Restorative Practices Accountability Project 

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Restorative Practices Accountability Project 

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Restorative Practices: Accountability Projects Cheat Sheet

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Restorative Practices: Accountability Projects Cheat Sheet [Kelvin Oliver] on Amazon.com. *FREE* shipping on qualifying offers. Restorative Practices: Accountability Projects Cheat Sheet

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Resource from Andrew Ditlevson at Madison High School (Restorative Circle Survey)

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Resource from Andrew Ditlevson at Madison High School (Restorative Circle Survey)

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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This was shared by Dr. Kim Leonard in today's session. Please check out the folder.

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Restorative Practices Training on Circles (Novak Education)

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Restorative Practices Training on Circles (Novak Education)

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Restorative Practices Course | PD Course for Educators

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Discover how to implement restorative practices in your school. Access resources, strategies, and tips to improve school culture w/ restorative practices

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Midwest PBIS Network - Restorative Practices

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Installing Restorative Practices within the PBIS Framework

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Kelvin Oliver, Leaving the Village website. He sometimes offers training

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Kelvin Oliver, Leaving the Village website. He sometimes offers training

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Copyright © 2023 Leaving The Village. All Rights Reserved.

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Integrating Restorative Practices and PBIS - Pathways to Restorative Communities

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Integrating Restorative Practices and PBIS - Pathways to Restorative Communities

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by: Beth Hampson

School discipline, classroom management and social and emotional learning cannot be separated. As schools look at new initiatives to address these fundamental aspects of teaching and learning the overlap of Restorative Practices, Positive Behavioral Interventions and Supports (PBIS), Trauma Informed Teaching and Social and Emotional Learning all work together to build safer more effective schools. In this post we will address how PBIS and Restorative Practices work together.

Positive Behavioral Interventions and Supports (PBIS) or School-wide Positive Behavior Support (SWPBS) are about systems and data-based decision making to support the needs of students in order to promote positive behavior and a positive classroom climate. PBIS/SWPBS promote the use of clear and consistent classroom expectations. Successful implementation requires on-going professional development, teacher buy-in, support from administration, coaching and practice. School-wide implementation generally takes 3-5 years.

Restorative Practices (RP) are focused on relationships with the goal of building strong connections that promote positive behavior and a positive classroom climate. RP provides structures and practices to set clear classroom expectations, as well as providing language for engaging students in problem-solving and self reflection when problems arise. Successful school-wide implementation requires on-going professional development, teacher buy-in, support from administration and coaching and practice. It takes approximately 3-5 years to fully implement.

Both seek to improve school/classroom climate, increase student achievement, build social and emotional capacity, improve emotional regulation, keep kids in the classroom, increase productive instructional time and improve teacher classroom management. The practices complement each other. PBIS is a system for building and evaluating positive behavioral outcomes. Restorative Practices provide tools for creating positive behavioral outcomes. The PBIS system can use Restorative Practices to meet the goals of providing clear, consistent routines and expectations that lead to better functioning classroom and school communities. The key to success for both is fidelity to the practice.

The list below, adapted from PBIS.org, shows the intersection of SWPBIS and RP.

SWPBIS and RP both include:

A Shared Philosophical Alignment

Both provide alternatives to how schools currently conceptualize discipline

Both reshape discipline through

A commonly agreed upon standard of conduct for adults and youth

Building positive relationships within the school community

Creating a sense of community and positive school wide climate

Maintaining student dignity

Utilizing misbehavior as learning opportunity

When the continuum of RP and the continuum of SWPBIS are overlaid we see that they align and support each other.

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Integrating Restorative Practices and PBIS - Pathways to Restorative Communities

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by: Beth Hampson School discipline, classroom management and social and emotional learning cannot be separated. As schools look at new initiatives to address these fundamental aspects of teaching and learning the overlap of Restorative Practices, Positive Behavioral Interventions and Supp

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Example of Flowchart with Restorative Approach

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Example of Flowchart with Restorative Approach

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Copy of Discipline Process Flowchart Template.docx

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Copy  SST7 PBIS NETWORK #5 Trauma Presentation

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Ohio PBIS Tier 2 Workbook Screeners (pp 76-98)

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Ohio PBIS Tier 2 Workbook Screeners (pp 76-98)

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Adverse Childhood Experiences (ACEs): Impact on brain, body and behaviour

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Resource-Integrated Trauma Informed Approaches Within PBIS Framework 

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Resource-Integrated Trauma Informed Approaches Within PBIS Framework 

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Eber, L., Barrett, S., Scheel, N., Flammini, A., & Pohlman, K. (May 2020). Integrating a Trauma-Informed Approach within a PBIS Framework. Eugene, OR: Center on PBIS, University of Oregon. Retrieved from www.pbis.org.

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Center on PBIS | Resource: Integrating a Trauma-Informed Approach within a PBIS Framework

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PDF: As educators have become increasingly aware of the impact of trauma on the school success of children and youth, they have been investing in professional development about how to address childhood trauma in schools. However, evaluation to support evidence of impact are lacking.This Guide describes how to integrate trauma-informed approaches into the PBIS framework to ensure efforts are linked to student outcomes.

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Children's problems include adapting to a new classroom, bullying by classmates, or abuse at home, but resilience is the ability to thrive despite these challenges.

Cite this

American Psychological Association. (2012, January 24). Resilience guide for parents and teachers. https://www.apa.org/topics/resilience/guide-parents-teachers

We tend to idealize childhood as a carefree time, but youth alone offers no shield against the emotional hurts, challenges, and traumas many children face. Children can be asked to deal with problems ranging from adapting to a new classroom or online schooling to bullying by peers or even struggles at home. Add to that the uncertainties that are part of growing up in a complex world, and childhood can be anything but carefree. The ability to thrive despite these challenges arises from the skills of resilience.
The good news is that resilience skills can be learned.
Building resilience-the ability to adapt well to adversity, trauma, tragedy, threats, or even significant sources of stress-can help our children manage stress and feelings of anxiety and uncertainty. However, being resilient does not mean that children won't experience difficulty or distress. Emotional pain, sadness, and anxiety are common when we have suffered major trauma or personal loss, or even when we hear of someone else's loss or trauma.

10 tips for building resilience in children and teens

1. Make connections
Teach your child the importance of engaging and connecting with their peers, including the skill of empathy and listening to others. Find ways to help children foster connectivity by suggesting they connect to peers in-person or through phone, video chats, and texts. It's also important to build a strong family network. Connecting with others provides social support and strengthens resilience.

2. Help your child by having them help others
Children who may feel helpless can feel empowered by helping others. Engage your child in age-appropriate volunteer work or ask for assistance yourself with tasks that they can master. At school, brainstorm with children about ways they can help others in their class or in grades below.

3. Maintain a daily routine
Sticking to a routine can be comforting to children, especially younger children who crave structure in their lives. Work with your child to develop a routine, and highlight times that are for school work and play. Particularly during times of distress or transition, you might need to be flexible with some routines. At the same time, schedules and consistency are important to maintain.

4. Take a break
While some anxiety can motivate us to take positive action, we also need to validate all feelings. Teach your child how to focus on something that they can control or can act on. Help by challenging unrealistic thinking by asking them to examine the chances of the worst case scenario and what they might tell a friend who has those worries. Be aware of what your child is exposed to that can be troubling, whether it's through the news, online, or overheard conversations. Although schools are being held accountable for performance or required to provide certain instruction, build in unstructured time during the school day to allow children to be creative.

5. Teach your child self-care
Teach your child the importance of basic self-care. This may be making more time to eat properly, exercise, and get sufficient sleep. Make sure your child has time to have fun, and participate in activities they enjoy. Caring for oneself and even having fun will help children stay balanced and better deal with stressful times.

6. Move toward your goals
Teach your child to set reasonable goals and help them to move toward them one step at a time. Establishing goals will help children focus on a specific task and can help build the resilience to move forward in the face of challenges. At school, break down large assignments into small, achievable goals for younger children, and for older children, acknowledge accomplishments on the way to larger goals.

7. Nurture a positive self-view
Help your child remember ways they have successfully handled hardships in the past and help them understand that these past challenges help build the strength to handle future challenges. Help your child learn to trust themselves to solve problems and make appropriate decisions. At school, help children see how their individual accomplishments contribute to the wellbeing of the class as a whole.

8. Keep things in perspective and maintain a hopeful outlook
Even when your child is facing very painful events, help them look at the situation in a broader context and keep a long-term perspective. Although your child may be too young to consider a long-term look on their own, help them see that there is a future beyond the current situation and that the future can be good. An optimistic and positive outlook can enable children to see the good things in life and keep going even in the hardest times. In school, use history to show that life moves forward after bad events, and the worst things are specific and temporary.

9. Look for opportunities for self-discovery
Tough times are often when children learn the most about themselves. Help your child take a look at how whatever they're facing can teach them "what am I made of." At school, consider leading discussions of what each student has learned after facing a tough situation.

10. Accept change
Change often can be scary for children and teens. Help your child see that change is part of life and new goals can replace goals that have become unattainable. It is important to examine what is going well, and to have a plan of action for what is not going well. In school, point out how students have changed as they moved up in grade levels and discuss how that change has had an impact on the students.

Resilience and preschool children

Very young children will only recently have mastered the skills of walking and talking, and they may not be able to express their anxieties and fears. Although you may think they are too young to understand what is happening, even very young children can absorb frightening events from the news or from conversations they overhear.

Watch your children for signs of fear and sadness they may not be able to put into words. Have your children become extra clingy or needing more hugs than usual? Have your children started old habits after you thought they had outgrown the behavior? Are they suddenly more irritable? They may be feeling the pressure of what is going on in the world around them. Use play to help your children express their fears and encourage them to use art or pretend games to express what they may not be able to put into words.

Use family time like a security blanket for your children: wrap them up in family closeness and make sure your children have lots of family time. During times of stress and change, spend more time with your children playing games, reading to them, or just holding them close.

Resilience and elementary school children

Elementary school children may be starting to form new friend groups and participate in new activities as they come into their own. As they start to study subjects about the world outside of their homes, they look to teachers as well as to parents to make them feel safe and to help sort it all out.

Make sure your child has a place where they can feel safe, whether that is home or school (ideally, both would feel safe).

Talk to your children. When they have questions, answer them honestly and with reassurance that includes simple statements that let them know you are taking actions to keep them safe and are there to take care of them. Listen to their concerns and fears when they address them with you and let them know you are there for them.

When there is a situation outside of the home that is frightening, limit the amount of news your children watch or listen to. There is always the possibility that they misinterpret what they see or hear on the news. You don't need to hide what's happening in the world from your children, but neither do they have to be exposed to constant stories that fuel their fears. Check in on their understanding of what they have been exposed to.

Realize that extra stressors may heighten normal daily stresses. Your children might normally be able to handle a failed test or teasing, but be understanding that they may respond with anger or bad behavior to stress that normally wouldn't rattle them. Reassure them that you just want what is best for them and that you are there for them.

Resilience and middle school children

Even without larger traumas, middle school can be an especially difficult time for many children as they struggle to meet extra academic demands and avoid new social pitfalls. They look to teachers and friends as well as to parents to make them feel safe.

Reinforce empathy and help your child keep perspective. If your child falls into the shifting of social groups that form in middle school, help them understand that other children may be feeling just as lonely and confused, and help them to see beyond the current situation.

Talk with your child about your own feelings during times of extraordinary stress. Your children may be old enough to appreciate hearing about your own thoughts and feelings, but also the ways in which you cope. Share how the ways you cope are helpful to you, but also find techniques that may benefit your child.

Resilience and high schoolers

Although your teens may tower over you, they still are young and can keenly feel the fear and uncertainty of both the normal stresses of being a teen, as well as events in the world around them. Emotions may be volatile and close to the surface during teen years, and finding the best way to connect to your teen can be difficult.

Talk with them whenever you can, even if it seems they don't want to talk. Sometimes the best time to talk may be when you are in the car together; sometimes it may be when you are doing chores together, allowing your teen to focus on something else while they talk. When they have questions, answer them honestly but with reassurance. Ask them their opinion about what is happening and listen to their answers.

Find a place that your teen can create as their safe place, whether it's their bedroom or somewhere they find comfort. In high school, emotions can intensify, and rejection, taunting, or bullying can also be present. A space of their own can serve as a constant and a place for them to have as their own. Your children may prefer to be with their friends rather than spend time with you, but be ready to provide lots of family time for them when they need it and set aside family time that includes their friends.

When stressful things are happening in the world at large, encourage your teen to take "news breaks," whether they are getting news from the television, magazines or newspapers, or online. Use what they're seeing and hearing as a catalyst for discussion. Teens may act like they feel immortal, but at bottom they still want to know that everything will be ok. Having honest discussions of your fears and expectations can help your high schooler learn to express their own fears. If your teen struggles with words, encourage them to use journaling or art to express emotions.

Many teens are already feeling extreme highs and lows because of hormonal levels in their bodies; added stress or trauma can make these shifts seem more extreme. Be understanding of feelings and emotions, but also be firm when teens respond to stress with angry or sullen behavior. Reassure your child that they will be ok and you are looking out for their best interest

The journey of resilience

Developing resilience is a personal journey, and you should use your knowledge of your own children to guide them on their journey. An approach to building resilience that works for you or your child might not work for someone else.

If your child seems stuck or overwhelmed and unable to use these tips, you may want to consider talking to someone who can help, such as a psychologist or other mental health professional. Turning to someone for guidance may help your child strengthen resilience and persevere during times of stress or trauma.

Acknowledgments

APA gratefully acknowledges the following experts: Mary K. Alvord, PhD, Robin Gurwitch, PhD, Jana Martin, PhD, and Ronald S. Palomares, PhD.

Information presented here should not be used as a substitute for professional health and mental health care or consultation. Individuals who believe they may need or benefit from care should consult a psychologist or other licensed health/mental health professional.

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For a more trauma-informed system of care, juvenile courts and their judges are asked to understand the myriad of underlying factors that affect the lives of juveniles and their families. One of the most pervasive of these factors is exposure to trauma. To be most effective in achieving its mission, the juvenile court must both […]

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Just as strong connections with parents can boost students’ academic achievement, new research shows the same is true in fighting absences.

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Copy of SST7 PBIS Network 24-25 Series #6: Implementing family, student, and stakeholder voice into PBIS.

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Chronic Absenteeism Impact Study Slides 

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Ohio's Statewide Family Engagement Center

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Ohio's PBIS Family Engagement Rubrics - Ohio's Statewide Family Engagement Center

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The Positive Behavioral Interventions & Supports (PBIS) Family Engagement Rubrics provide school PBIS teams with information and a consistent way to measure family engagement within their PBIS framework. They are designed to assist school teams with identifying the areas relating to PBIS and family engagement that are well established and those areas that need to [...]

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Family Engagement with Students at the Center 

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Family Engagement with Students at the Center 

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Glows and Grows, Student Voice Brief Activity 

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