1. SWPBIS, Restorative Practices, and Student Voice for Inclusion and Equity: Building Positive, Engaging, and Supportive School Climates.
Rosanne C. Wilson, Specialist for Positive Behavior Supports
Community Conference Facilitator, IIRP trainer

2. School-Wide Positive Behavior Interventions and Supports
SWPBIS is a proactive framework for establishing the behavioral supports and social culture needed for all students to achieve social, emotional, and academic success.
This framework is a multi-tiered system of supports that assists school personnel in adopting and organizing evidence-based social and academic behavioral interventions for students into an integrated continuum through defining, teaching, and acknowledging behavioral expectations.

3. Restorative Practices in Schools are inspired by the philosophy and practices of restorative justice, which puts repairing harm done to relationships and people over and above the need for assigning blame and dispensing punishment. 

4. Student Voice is a three-tiered model (Quaglia and Corso, 2014) for educators who aspire to engage students as partners in making decisions about their educational experience. These educators do more than merely listen to students. They amplify student voice by:
listening to students
learning from students
leading with students

5. Federal Disciplinary Guidelines Maryland Discipline Guidelines NEA
Large cities and districts
Pittsburgh
Denver
Philadelphia
San Francisco
Oakland
Chicago
Baltimore
Poll 1

6. Both emphasize prevention and positive responses to problem behavior.
SWPBIS and Restorative Practices are whole-school models that can be used hand in hand to increase positive outcomes for student behavior.
Both emphasize prevention and positive responses to problem behavior.
SWPBIS’ multi-tiered structure for implementing practices and the systematic use of data provide a framework for using restorative practices that include a process for including youth, staff, and community voice within that framework.
Both SWPBIS and Restorative Practices place high value on youth and staff engagement and involvement.
(The California Conference for Equality and Justice, 2013).

7. They support social-emotional learning for youth and staff, and are seen as effective strategies to lower racially disproportionate discipline referrals by offering adults alternative responses to student misbehavior.
PBIS shifts adults’ focus from punishing and excluding to teaching and acknowledging positive student behavior, while restorative practices encourage personal reflection, accountability, and healing for both students and adults.
Both approaches seek to enforce positive behavior and uplift student strengths.
(The California Conference for Equality and Justice, 2013).
(International institute for Restorative Practices, IIRP)

10. Prevention & Skill Building Prevention & Skill Building
A CONTINUUM OF RESTORATIVE PRACTICES
A CONTINUUM OF SWPBIS PRACTICES
Intensive Intervention
Return from suspension
Administrative transfer or school crime diversion:
Victim offender meetings
Family/community group conferences
Restitution
Intensive Intervention
Function-based support
Wraparound support
~80% of Students
~15%
~5%
Early Intervention
Alternatives to suspension:
Youth/peer court
Peer mediation
Conflict resolution training
Restitution
Early Intervention
Check-in/ Check-out
Social Skills Curricula
We build our RP continuum in conjunction with our SWPBIS continuum. Just like SWPBIS, the skills learned in tier 1 of RP work lead to T2, and T3.
Prevention & Skill Building
Define and teach expectations
Establish consequence system
Collection and use of data
Prevention & Skill Building
Peace-keeping circles for:
Morning meetings
Social/emotional instruction
Staff meetings

11. https://advancementproject.org/resources/

14. “Authentic listening is an important way to show respect for others.
When we really listen, we have a chance to enter into a deeper form of communicating.”
Jim Knight

15. bit.ly/PBISMDCoachMay2018
Before You Leave For The Day:
Please Provide Feedback
bit.ly/PBISMDCoachMay2018
Please share at the end of your last session:
Please highlight the following:
Participants should provide an evaluation for EACH session attended. Skip the questions for the one afternoon session not attended.
Please be sure to complete the last 4 items – the SMT uses this feedback to inform future events
This link will be ed out to each participant. So, for those without internet access today, they can complete the evaluation when they return to school tomorrow.
For those who are completing the evaluation today, please complete this only once – disregard the you will be receiving from Jerry Bloom.