Training Materials – Installing RP within the PBIS Framework


Part 1 of this training is designed for those participants interested in exploring how Restorative Practices* (RP) fit within a school-wide MTSS framework. The training will specifically focus on the alignment of school-wide teaching systems and data systems as well as those within the classroom. 


Part 2 of this training is designed for leadership teams committed to taking a systemic approach to the installation of Restorative Practices within their MTSS/PBIS framework. The training will guide leadership teams through the process of designing a training, coaching, and evaluation plan to implement, monitor progress, and evaluate outcomes of their efforts.

Who Should Participate:

This training is appropriate for any member of the Tier 1, 2, or 3 teams who wants to learn more about the alignment of RP into the SWPBIS framework.  This training is ideal for those interested in/intending to lead the charge within their district/building.
  • External Coaches
  • Internal Coaches
  • Administrators
  • Teachers
  • Student Support Personnel / Clinicians 

Participants can expect to leave Training
being able to:

  • Describe the theories behind the work of Restorative Practices
  • Identify the goals of RP in schools
  • Define (using examples) and explain how RP practices and strategies align with SWPBIS 
  • Identify data points that indicate a need for the installation of Restorative Practices
  • Plan for outcome and fidelity data
  • Plan for a professional development timeline and implementation

Restorative Practices within the PBIS Framework - Virtual Training Materials

 Module / Subject Content Activities & Tools

Part 1:
Overview of Restorative Practices, the PBIS Framework, and the alignment of the 2 
  • Theories behind Restorative Practices
  • The continuum of Restorative Practices
  • The PBIS framework as a model/vehicle for sustainable installation within a school-wide system of support
  • Data and systems necessary for installation
Note: This Workbook link will force you to make a copy of the workbook. Make 1 copy per District or School, and then share that copy with the full Team

Part 2:
Overview of Restorative Practices, the PBIS Framework, an the alignment of the 2 
  • Readiness
  • Pre-Skills
  • Planning for building staff capacity
  • Development of implementation and professional development timeline
 Resources
  • Articles
  • Sample District Implementation Guides
 
 Data
  • Considerations for Fidelity
  • Considerations for Outcome Data
  • Implementation Rubric
 Videos
  • Sample District Videos of Circles
  • Videos on Relationships

* Cautions about RP

        “The research on restorative practices in schools is still at the infancy stage, but several exploratory studies have indicated promising results of RJ approaches in terms of their impact on school climate, student behavior, and relationships between students and with staff, among other outcomes (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



Restorative Practices within the PBIS Framework - IN-PERSON Training Materials


Module / Subject Content Activities & Tools

Day 1:
Overview of Restorative Practices, the PBIS Framework, and the alignment of the 2 
  • Theories behind Restorative Practices
  • The continuum of Restorative Practices
  • The PBIS framework as a model/vehicle for sustainable installation within a school-wide system of support
  • Data and systems necessary for installation


Day 2:
Overview of Restorative Practices, the PBIS Framework, an the alignment of the 2 
  • Readiness
  • Pre-Skills
  • Planning for building staff capacity
  • Live experiential learning and practicing
  • Development of implementation and professional development timeline

Day 3:
Review of Day 1 and 2 and a focus moving forward on Coaching and maintaining implementation through the previously created Timeline and Professional Development Calendar
  • Review of Day 1 & 2
  • Defining and RP Coach and a Coaching Structure
  • Reaching Agreements on expectations for implementation
  • Live Practice
  • Action Planning around anticipated roadblocks