Discipline That Restores

Carly Thomas
Tamara Ouellette
Todays Meet
Please access a laptop, tablet, or cellular device

Go to the URL: https://todaysmeet.com/DisciplineThatRestores

We will utilize a Todays Meet as a discussion board during this session

Feel free to use your real name, nickname, or keep it anonymous

Agenda
Create foundation in the preparation for using Restorative Justice in the
classroom

Discipline that Restores flowchart

Data analysis

Connections beyond the school

Final thoughts/Questions & Answers

Todays Meet What grade and content do
you teach?
Please answer in our group
discussion board
 What do you know
Todays Meet about Restorative
Please answer in our group Justice?
discussion board
 What concerns do you have
about trying something
new for
Todays Meet behavior/classroom
management? What are
Please answer in our group you concerns about the
discussion board
Restorative Justice
Process?
Get to Know Us!
My name is Carly Thomas

I was born and raised in Las Vegas, Nevada

I pursued a bachelors degree from UNLV in Elementary Education

During my student teaching, I decided to try middle school and was placed in an
inner city math classroom

Upon graduation, I was a mid year hire for math at a middle school

Joined PBIS team, began implementing Discipline that Restores, visited Summit
View

Currently pursuing a Masters Degree in School Counseling

Get to Know Us!
My name is Tamara Ouellette

I was born and raised in Las Vegas

Hold a Bachelors Degree in English Literature from UNLV

Received my license through the UNLV ARL program

Currently pursuing Masters Degree in Curriculum & Instruction Secondary

English Education
PBIS Foundation
Prior to jumping on board with Restorative
Justice, we joined the PBIS committee to
better understand positive discipline

PBIS is Positive Behavior Interventions and

Supports

Our school is currently a Tier I school focusing

on implementing positive interactions with
students and defining expectations
Positive Interactions Basics
Harry Wong & Rosemary Wong
defined several ideas to create
and promote positive interactions
with students from the first day
of school

For example, standing at your door

and greeting students on their
way into our classrooms
Student Perceptions of Positive Interactions
Larson & Sugai conducted a study to identify what climate
indicators were linked to lower office discipline referral
rates (2016)
We are going to take a look at some of the indicators that were
utilized in the school climate survey
Keep in mind how these may relate to your students at your
school and in your classrooms
 I know the school rules
(~50% Decrease)
At my school, there is a
Tier I teacher or other adult
who always wants me to
do my best (~50%
decrease)
I feel safe at school (~50%
decrease)
 My teachers want me to work hard
and do well (~50% decrease)
At my school, there is a teacher or
Tier II other adult who tells me I do a
good job (~50% decrease)
At home, I have a parent or other
adult who always wants me to
do my best (~35% decrease)
 At my school, there is a
teacher or other adult
who tells me I do a
Tier III good job (~101%
decrease)
I feel safe at school (~40%
decrease)
Todays Meet How do you think your
students would answer the
perception questions?
How do we change student
perception and build positive
relationships?
Positive Interactions
Positive and Corrective interactions are incredibly important for the foundation of Discipline that Restores

There is a ratio that we should strive for when it comes to these connections

Corrective

Please sit down

Get back to work

Stop talking

Positive

Great work!

How are you doing today

I like the way you raise your hand before speaking

 What do you think
the ratio is we should
Todays Meet maintain as educators
Please answer in the group
for positive to
discussion board corrective
interactions?
5:1
Positive Interactions to Corrections

(Gottman, 1994)
Positive Interactions
Data Analysis Through PBIS
Data collection and analysis is the foundation of PBIS programs and structures

We took a look at our school data and disaggregated the behavior referrals

We looked at ethnic groups, grade levels, gender, location in school, etc.

We also had administered our own student climate survey to evaluate their
perception
What does school data say about students futures?
School-to-Prison Pipeline
a disturbing national trend wherein children are funneled out
of public schools and into the juvenile and criminal justice
systems. Many of these children have learning disabilities or
histories of poverty, abuse or neglect, and would benefit from
additional educational and counseling services. Instead, they
are isolated, punished and pushed out.
(ACLU, 2016)
Where do we
go from
here?
Student-Teacher Conflict
If you immediately need the student removed, If an Education Code Violation occurs, student
but it is not an Education Code Violation, will need to be sent directly to the
send them to the Thinkery office/dean

If student is cooperative in the Thinkery, they Weapon

can return to class until their scheduled
conference Drugs

Alcohol
If the student is uncooperative, then their
family can get involved Physical Assault
Usual Constructive Reminders
Reminding students to get back on track

Try to positively change behavior

Celebrate if there is success

Respect Agreement
 Students Respecting Property
Keep plants healthy
Pick up after yourself
Ask permission before touching items
Follow school rules
Keep the school clean
Use supplies properly
Return borrowed items
Write on appropriate surfaces
Treat supplies/technology as your own
Students Respecting Students/Self
Have a positive attitude
Help each other succeed
Stand up for one another
Stay on task
Show proper hygiene
Treat yourself with respect/dignity
Be kind always
Respect others space/supplies
Treat people the way you want to be treated
Keep hands and feet to yourself
Teacher Respecting Students
Address issues privately
Treat students equally/fairly
Help students when needed
Call students by their name
Always use inside/calm voice
Respect student space/items
Be positive
Be understanding
Listen to all thoughts and ideas
Students Respecting Teacher
Respect personal space/desk
Respect the supplies provided
Questions rules kindly
Listen while teacher is talking
Keep mean comments to yourself
Be ready and on time
Be a self advocate
Raise hands to share out
Be patient for your turn to talk and share
ideas
Active Listening and/or I-Message
Decide that you want to hear what the other
has to say
Dont judge immediately. Try to understand
what the person is saying from his or her
point of view
Use nonverbal ways to let the person know
you are open to hearing his or her thoughts
Check to see if you have understood by
summarizing or restating the other persons
most important thoughts
Dont advise, judge, analyze, bring up similar
feelings, or ask questions
My Purpose is
I feel and/or think
...when
...because
And, my preference would be
My purpose in talking to you this morning is to
discuss what can be done to improve our
relationship. I feel very offended by your language
and I think that you dont respect me or your
classmates when you speak this way. I hear you
swear and I immediately cringe, because I am your
teacher and it makes me look bad to my other
students when you dont stop swearing when I ask
you to stop. I would prefer that you not use
profanity at all, but at least not in class
Four Options Model
Student/Teacher Meeting
Four Options Model
Option 1: An individual in a
position of authority has full
control and makes decisions for
both parties.
Option 2: An outside party or
objective criteria makes
the decision for both
parties.
Option 3: Both parties have
control over the decision with the
help of a mediator.
Option 4: Both parties work
together to reach an agreement
without the help of a mediator.
Student/Teacher Meeting
Follow-up Meeting
What happens
when
Student/Teacher
Meetings dont go
as planned?
Thinkery
Thinkery
Thinkery
Experience with Thinkery/Meetings
What was the impact of our Restorative Justice?
Comparing Last Year to This Year Comparing RJ Team to Progressive Discipline
7th Grade Teams
2015-2016 - 80 events (progressive
discipline) All 7th grade teachers behavior events - 945

2016-2017 - 24 events (Restorative Justice) Our RJ Team behavior events - 149

70% decrease in behavior Only 15% of all 7th grade

events teams
His end on the school-to-prison pipeline
Todays Meet Any final
questions?
See how well
you know the Go to this url to practice your skills
working through potential conflicts:

flowchart https://docs.google.com/presentatio
n/d/18iskUTa7F14ufpu4bysCCezR
QFgAOA22eLPSIXhYI4o/edit?
usp=sharing
References
American Civil Liberties Union. (2017). School-to-Prison Pipeline. Retrieved March 10, 2017, from
https://www.aclu.org/feature/school-prison-pipeline
American Civil Liberties Union. (2017). School-to-Prison Pipeline [Infographic]. Retrieved March 10, 2017, from
https://www.aclu.org/infographic/school-prison-pipeline-infographic?redirect=racial-justice%2Finfographic-school-pris
on-pipeline
Bakeman, R., & Gottman, J. M. (1994). Observing interaction: an introduction to sequential analysis. Cambridge: Univ. Press.
Claassen, R., & Claassen, R. (2008). Discipline that restores: strategies to create respect, cooperation, and responsibility in the
classroom. Place of publication not identified: Ron and Roxanne Claassen.
Gage, N. A., Larson, A., & Sugai, G. (2016). Student perceptions of school
climate as predictors of office discipline referrals. American Education
Research Journal, 53(3), 492-515.
Wong, H. K., Wong, R. T., & Seroyer, C. (2009). The first days of school: how to be an effective teacher. Mountain View, CA:
Harry K. Wong Publications.