PBI S AND T HE I NT E RSE CT I ON OF RJ, SR, T I C, AND - PowerPoint PPT Presentation

PBI S AND T HE I NT E RSE CT I ON OF RJ, SR, T I C, AND SE L T ra c y Re yno ld s, Be nd / La Pine Sc ho o ls Ap ril 23, 2018

We lc o me a nd Ag e nda ◦ I ntro duc tio ns ◦ Ag e nda ◦ PBI S T ie re d Co mpo ne nts – Brie f Re vie w ◦ Othe r I nitia tive s a nd Pra c tic e s: Re sto ra tive Justic e (RJ), Se lf-Re g ula tio n (SR), T ra uma - info rme d Ca re (T I C), a nd So c ia l a nd E mo tio na l L e a rning (SE L ) ◦ Ho w PBI S a nd the se o the r pra c tic e s c a n wo rk to g e the r ◦ An E xa mple ◦ F e e db a c k, Que stio ns, a nd Co mme nts

PBI S T ie re d Co mpo ne nts ◦ T ie r I ◦ F o r AL L stude nts – unive rsa l inte rve ntio ns - 80% ◦ E xpe c ta tio ns ide ntifie d a nd ta ug ht, a c kno wle dg e me nt a nd c o rre c tio n syste ms, use o f da ta , a c tive PBI S te a m, te a c hing o f so c ia l skills ◦ T ie r I I ◦ F o r SOME stude nts – ta rg e te d inte rve ntio ns – 15% ◦ Che c k-in/ c he c k-o ut, sma ll g ro ups, e ng a g e me nt o ppo rtunitie s, e tc . ◦ De c isio n rule s, inte rve ntio ns a re pa rt o f yo ur syste m ◦ T ie r I I I ◦ F o r F E W stude nts – individua lize d inte rve ntio ns – 5% ◦ F BA, BI P, I PS, c o mmunity se rvic e s a nd suppo rt, wra p-a ro und

Re sto ra tive Justic e Pra c tic e s A stra te g y tha t se e ks to re pa ir re la tio nships tha t ha ve b e e n da ma g e d. I t do e s this b y b ring ing a b o ut a se nse o f re mo rse a nd re sto ra tive a c tio n o n the pa rt o f the o ffe nde r a nd fo rg ive ne ss b y the vic tim ◦ Re la tio nship b uilding ◦ Re sto ra tive stra te g y fo r re pa iring re la tio nships ◦ Use o f Circ le s – a ll vo ic e s he a rd, b uilds c o mmunity ◦ Circ le s c a n b e pre ve ntive o r re sto ra tive ◦ Re sto ra tive q ue stio ning fo r re pa ir

Circ le s Circ le s he lp to : o E ve ryo ne ha s o ppo rtunitie s to re spo nd, b e se e n, b e he a rd – b uilds re spe c t o Builds c o mmunity a nd c o nne c tio ns o Pro a c tive o Builds re la tio nships o He lps to re pa ir ha rm T ype s: o Pre ve ntio n Circ le s – ta lking c irc le – c o mmunity/ re la tio nship b uilding o Re sto ra tive Circ le s – to re pa ir ha rm b y c re a ting a dia lo g ue b e twe e n tho se invo lve d

Pre ve ntio n/ Re la tio nship Building Circ le ◦ I nte ntio na l a nd sc he dule d ◦ T e a c he r pla ys a n a c tive ro le a nd o fte n fa c ilita te s ◦ Wha t’ s sa id in the c irc le , sta ys in the c irc le ◦ He lps to re info rc e ho w the c la ss a nd re la tio nships func tio n to g e the r ◦ E ve ryb o dy ha s a vo ic e a nd o ppo rtunity to c o ntrib ute ◦ Po we r o f liste ning to e a c h o the r, le a rning fro m e a c h o the r, a nd unde rsta nding e a c h o the r’ s fe e ling s ◦ Ofte n, to pic s a re e a sy a nd c o mfo rta b le to a ll ◦ T a lking pie c e is use d

Re sto ra tive / Co nflic t Re so lutio n Circ le ◦ T o re pa ir ha rm tha t c re a te s a dia lo g ue b e twe e n tho se invo lve d ◦ He lps to ke e p re la tio nships inta c t ◦ K e e ps e ng a g e me nt with sc ho o l – ho pe fully, le ss suspe nsio ns ◦ Use o f a sc ript/ q ue stio ns – pro c e ss – o ne pe rso n ta lks a t a time ◦ Re so lutio n ◦ Circ le s c a n b e who le c la ss o r with individua l stude nts, de pe nding o n issue / c o nflic t

Re sto ra tive Que stio ns T o re spo nd to c ha lle ng ing b e ha vio r: ◦ Wha t ha ppe ne d? ◦ Wha t we re yo u thinking o f a t the time ? ◦ Wha t ha ve yo u tho ug ht a b o ut sinc e ? ◦ Who ha s b e e n a ffe c te d b y wha t yo u ha ve do ne ? I n wha t wa y? ◦ Wha t do yo u think yo u ne e d to do to ma ke thing s rig ht? T o he lp tho se ha rme d b y o the r’ s a c tio ns: ◦ Wha t did yo u think whe n yo u re a lize d wha t ha d ha ppe ne d? ◦ Wha t impa c t ha s this inc ide nt ha d o n yo u a nd o the rs? ◦ Wha t ha s b e e n the ha rde st thing fo r yo u? ◦ Wha t do yo u think ne e ds to ha ppe n to ma ke thing s rig ht?

Se lf-Re g ula tio n ◦ T he a b ility to mo nito r a nd c o ntro l o ur o wn b e ha vio r, e mo tio ns, o r tho ug hts, a lte ring the m in a c c o rda nc e with the de ma nds o f the situa tio n ◦ E mo tio na l se lf-re g ula tio n ◦ T he a b ility to c a lm yo urse lf do wn whe n yo u’ re upse t a nd c he e r yo urse lf up whe n yo u’ re do wn ◦ T he a b ility to a c t in yo ur lo ng -te rm b e st inte re st, c o nsiste nt with va lue s ◦ Ma na g ing tho ug hts, b e ha vio rs, a nd e mo tio ns ◦ Ne c e ssa ry skill fo r e mo tio na l we ll-b e ing a nd it’ s a life -lo ng skill

Se lf-Re g ula tio n Skills ◦ Ada pt a nd a djust ◦ Ca lm ◦ Sa fe ◦ Bre a thing ◦ Mo ve me nt ◦ Bre a ks ◦ Se lf-mo nito r ◦ Se lf-re info rc e

Se lf-Re g ula tio n Stra te g ie s ◦ Yo g a / mindfulne ss/ re la xa tio n ◦ Bra in b re a ks ◦ Bre a thing ◦ Ra ting to o ls ◦ Se nso ry to o ls ◦ Se lf-re g ula tio n ro o m/ spa c e

T ra uma T ra uma De finitio ns: ◦ A de e ply distre ssing o r disturb ing e xpe rie nc e ◦ A sho c k to the b o dy a nd/ o r spirit ◦ E xc e e ds o ne ’ s a b ility to c o pe ◦ E ffe c ts o n o ne ’ s func tio ning a nd me nta l, physic a l, so c ia l, e mo tio na l, o r spiritua l we ll- b e ing ◦ T ra uma diffe rs b e twe e n individua ls, a c c o rding to the ir e xpe rie nc e s ◦ Co mplic a te s the c a pa c ity to ma ke me a ning ful a nd c o nsiste nt re la tio nships

T ra uma -I nfo rme d Ca re ◦ An o rg a niza tio na l struc ture a nd tre a tme nt fra me wo rk tha t invo lve s unde rsta nding , re c o g nizing , a nd re spo nding to the e ffe c ts o f a ll type s o f tra uma

T I C Pra c tic e s ◦ Ro utine s – c o mmunic a te s sa fe ty, c o nsiste nc y, a nd o rde r ◦ Cle a r limits ◦ Use o f c ho ic e s ◦ Se nsitive to a nnive rsa ry da te s o r trig g e rs ◦ Cre a te a se nse o f sa fe ty ◦ Co mmunic a te to stude nts tha t we c a re , yo u’ re sa fe , a nd we ’ re he re to pro vide suppo rt a nd c o mfo rt ◦ T e a ming ◦ He lp pro mo te a nd te a c h se lf-re g ula tio n skills/ c a lming stra te g ie s ◦ Do “with”, “no t fo r”

So c ia l a nd E mo tio na l L e a rning ◦ T e a c hing stude nts skills ne c e ssa ry to unde rsta nd a nd ma na g e e mo tio ns, fe e l a nd sho w e mpa thy fo r o the rs, e sta b lish a nd ma inta in po sitive re la tio nships, a nd ma ke re spo nsib le de c isio ns CASE L SE L Co mpe te nc ie s: ◦ Se lf-a wa re ne ss ◦ So c ia l a wa re ne ss ◦ Re spo nsib le de c isio n-ma king ◦ Se lf-ma na g e me nt ◦ Re la tio nship skills

Co mpo ne nts o f T e a c hing So c ia l a nd E mo tio na l L e a rning – Wha t we do .. ◦ Dire c t instruc tio n ◦ Cla ssro o m inte g ra tio n a nd instruc tio na l pra c tic e s ◦ Re la tio nship b uilding ◦ Cre a ting a po sitive sc ho o l c lima te a nd c ulture

PBI S a nd I nte g ra te d Pra c tic e s Co nne c tio ns – Putting it a ll T o g e the r ◦ Pre ve ntio n-b a se d ◦ I nstruc tio na l ◦ Syste ms fo c us ◦ Oppo rtunitie s fo r inte g ra tio n – sc ho o l-wide , c la ssro o m, e tc . ◦ Building re la tio nships ◦ Atta c hme nt a nd e ng a g e me nt ◦ Stre ng ths-b a se d

Sha ring o f PBI S F ra me wo rk a nd I nte g ra te d Pra c tic e s ◦ PBI S a s the umb re lla , with the b le nding o f Se lf-Re g ula tio n, So c ia l a nd E mo tio na l L e a rning , T ra uma I nfo rme d Ca re , a nd Re sto ra tive Pra c tic e s ◦ Must fit yo ur sc ho o l a nd c ulture ◦ We wa nt syste ms to b e c o nne c tive a nd inte ntio na l ◦ T he po we r a nd stre ng th o f PBI S b e ing a fra me wo rk! ◦ T he g o a l is a lwa ys to c re a te pre dic ta b le , c o nsiste nt, po sitive , a nd sa fe e nviro nme nts tha t a re e ffe c tive a nd e q uita b le !!!

An E xa mple

F ina l Wra p-Up ◦ T ho ug hts/ Que stio ns a b o ut the fra me wo rk o f PBI S a nd c o nne c ting o the r pra c tic e s? ? ◦ Ma king c o nne c tio ns fo r tho se do ing the wo rk is c ritic a l – yo ur sc ho o l’ s fra me wo rk ◦ I mpo rta nc e to re vie w da ta , prio ritize yo ur b uilding ’ s ne e ds, a nd ma ke de c isio ns fro m the re ◦ Be tte r to do a fe w thing s we ll, tha n do ma ny thing s no t so we ll T ha nk yo u fo r pa rtic ipa ting to da y!

T ha nk yo u fo r c o ming ! ◦ Any fina l tho ug hts o r c o mme nts….