LAURA MOOIMAN

PBIS & Restorative Practices are two of the most widely used school climate initiatives in the world and many educators believe they must choose one or the other. In this session, learn how to combine these two approaches to create a stronger, more sustainable school culture change. PBIS is foundational to creating systems and structures to prevent problem behavior, make students and staff feel safe, and shift staff mindset toward positive approaches to managing student behavior. PBIS sets the stage for successful Restorative Practices implementation which will increase a schools capacity to respond restoratively to harm. Combined with PBIS, Restorative Practices provides tools for staff to create community and work meaningfully and deeply with students to repair harm. This session will help educators abandon the ‘either/or’ thinking and provide very practical “how to’s'' to embrace the implementation of both PBIS and Restorative Practices and see their school culture transform. BIO: Laura Mooiman, LCSW is an American based in The Netherlands who specializes in providing professional development training and consultation to educators wanting to improve school culture, safety, and student behavior. ​Laura holds a Masters in Social Work degree from UCLA, is a Licensed Clinical Social Worker (LCSW). and has over 20 years’ experience in the United States as a school district administrator, social worker in elementary, middle, and high schools, special education, County Probation, County Mental Health, Child Protective Services, and in Private Practice. Most recently she was the Director for the Wellness Program in Napa, California, a large school district of over 18,000 students, and was responsible for implementing Restorative Practices, Positive Behavior Interventions and Supports (PBIS), and Student Wellbeing Programs. She is a recipient of two US Congressional Recognition for Outstanding Service to the Community in 2007 and 2015. Laura is a Registered Qualified Trainer for the European Forum for Restorative Justice (EFRJ), trained by the International Institute for Restorative Practices (IIRP), and a consultant to schools and districts internationally.

This is the 2nd part of a 3 part series on Restorative Consequences. The second component of a Restorative Consequences is Sanctions.

An introduction to PBIS and Restorative Practices for teachers

PBIS & Restorative Practices are two of the most widely used school climate initiatives in the world and many educators believe they must choose one or the other. In this session, learn how to combine these two approaches to create a stronger, more sustainable school culture change. PBIS is foundational to creating systems and structures to prevent problem behavior, make students and staff feel safe, and shift staff mindset toward positive approaches to managing student behavior. PBIS sets the stage for successful Restorative Practices implementation which will increase a schools capacity to respond restoratively to harm. Combined with PBIS, Restorative Practices provides tools for staff to create community and work meaningfully and deeply with students to repair harm. This session will help educators abandon the ‘either/or’ thinking and provide very practical “how to’s'' to embrace the implementation of both PBIS and Restorative Practices and see their school culture transform. WEBSITE: http://www.lauramooiman.com INSTAGRAM: https://www.instagram.com/lauramooiman/ FACEBOOK: https://www.facebook.com/laura.mooima... REFERENCES: Acosta, J. D., Chinman, M., Ebener, P., Phillips, A., Xenakis, L., & Malone, P. S. (2016). A Cluster-Randomized Trial of Restorative Practices: An Illustration to Spur High-Quality Research and Evaluation. Journal of educational and psychological consultation: the official journal of the Association for Educational and Psychological Consultants, 26(4), 413–430. https://doi.org/10.1080/10474412.2016... Costello, B. Wachtel, J., & Wachtel, T. (2009). The restorative practices handbook for teachers, disciplinarians, and administrators. Bethlehem, PA: International Institute for Restorative Practices. Costello, B. Wachtel, J., & Wachtel, T. (2010). Restorative circles in schools: building community and enhancing learning. Bethlehem, PA: International Institute for Restorative Practices. Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-96. Maslow, A. H. (1954). Motivation and personality. New York: Harper and Row. Maslow, A. H. (1962). Toward a psychology of being. Princeton: D. Van Nostrand Company. Developing Brain: Harvard https://developingchild.harvard.edu/ Felitti, Vince: explains ACES https://www.youtube.com/watch?v=bvH_J... Hargreaves, A. (1998). “Mixed emotions: teachers’ perceptions of their interactions with students. Teaching and Teacher Education. Volume 16, Issue 8, November 2000, Pages 811-826 O’Connor, K. E. (2008). “You choose to care”: Teachers, emotions and professional identity.” Teaching and Teacher Education. Volume 24, Issue 1, January 2008, Pages 117-126 Hattie, John (2009). Visible Learning https://visible-learning.org/ International Institute of Restorative Practices, IIRP - images of Ted Wachtel and Terry O'Connell (Copyright (c) International Institute for Restorative Practices. All rights reserved. Used with permission) Mayer, G.R., & Sulzer-Azaroff. (191). Interventions for vandalism. In G. Stoner, M.R. Shinn, & H.M. Walker (eds), Interventions for achievements and behavior problems (pp. 559-580). Silver Spring, MD: National Associations of School Psychologists. Sprague, J. R., & Golly, A. (2013). Best behavior: Building positive behavior support in schools. Longmont, CO: Sopris West Educational Services. Zero Tolerance Policies, American Psychological Association https://www.apa.org/pubs/info/reports... PBIS Apps - https://www.pbisapps.org/Pages/Defaul... DISCLAIMER Information in the video is for general information purposes only and is not intended to provide any type of legal advice. Please seek legal assistance should you require it. Any views or opinions represented in this video are personal and belong solely to Laura Mooiman, and do not represent those of people, institutions or organizations that I refer to in the video, unless explicitly stated. Any views or opinions are not intended to malign any religion, ethnic group, club, organization, company, or individual. You may not modify, print or copy any part of this video. You may not include any part of this video on another resource by embedding, framing or otherwise without the express permission of Laura Mooiman. While I have made every attempt to ensure that the information contained in the video is correct, I am not responsible for any errors or omissions, or for the results obtained from the use of this information. All information in the video is provided "as is", with no guarantee of completeness, accuracy, timeliness or of the results obtained from the use of this information, and without warranty of any kind, express or implied. In no event will Laura Mooiman be liable to you or anyone else for any decision made or action taken in reliance on the information on the video, or for any consequential, special or similar damages, even if advised of the possibility of such damages.

A Live Webinar about Responding to Challenging Behavior using both PBIS and Restorative strategies!

Watch this Live Panel for RJWorld 2022 as we answer common questions for Restorative Practices in schools including: Do Restorative Practices Really "Work"? What do you do if students misbehave in a circle? (laughing at others, rolling their eyes, refusing to participate, interrupting...) Is it more effective to train teachers to use restorative practices in schools or work directly with students? How do you get teachers on board when they really want to see punishments? What about parents of students who were harmed - they also want to see the other child punished? How do we get the 'buy-in' from parents / resisting staff etc. What do you do if parents do not want their child to participate in a restorative process? How do you practically address the prior conditions of inequity in schools? How do you respond to racist incidents in schools? What about students with disabilities? What if there is not enough time? How long can you wait after an incident before having a restorative meeting? Eric Butler (www.talking-peace.org) Eric is recognized for his impactful restorative justice work with youth in West Oakland as the School Coordinator at Bunche High School with Restorative Justice for Oakland Youth (RJOY). He went on to found the “Talking Peace” model of Restorative Justice, a set of practices and philosophy aimed at building relationships through shared values. National publications like the New York Times, YES! Magazine, and Mother Jones, and the film, CIRCLES, document Eric's pioneering and transformational approach, which hinges on the tremendous power of a single conversation. Eric was the first recipient of the NACRJ Dennis Maloney Award for Community and Restorative Justice in 2013. He was awarded the Cinequest Film Festival “Visionary Award” in 2019 and the Northwest Justice Forum 2019 Lifetime Restorative Justice Award. He serves on the Board of Selma Center for Nonviolence, Truth, & Reconciliation. From keynote speaking to facilitating professional development experiences within school districts, Eric travels around the world to make restorative practices accessible to anyone willing to commit. Restorative practices are not only tools to be used in schools or in courts, but provide a way for communities to connect, heal, make peace and long-lasting change. Michelle Stowe (www.connectrp.ie) is a restorative practitioner, trainer, researcher and consultant. In my role as the director of Connect RP. She supports schools in growing a restorative culture that puts people and relationships at the heart of a learning community. She has developed on e-learning platform called Ubuntu Learning which serves all stakeholders within a school, from Restorative Me for educators, RP at Home for parents/caregivers, RP for Students curriculum programmes and resources to facilitate a co-learning. Laura Mooiman, LCSW (www.lauramooiman.com) is an American based in The Netherlands who specializes in providing training, coaching, and consultation to educators and professionals wanting to improve school culture, safety, and student behavior. She is an adjunct faculty member at Saint Mary's College of California and a Licensed Clinical Social Worker (LCSW). Most recently she was the Project Director for the Wellness Program and Positive Behavior Interventions and Supports (PBIS) at Napa Valley Unified School District. Laura is a leading expert on how to implement evidence-based approaches to school discipline and classroom management in schools including Positive Behavior Interventions and Supports (PBIS/MTSS), Restorative Practices, Wellness Centers, school safety and violence prevention and bullying and harassment prevention. Laura holds a Masters in Social Work degree from University of California Los Angeles and has over 20 years’ experience in the US as a school district administrator, social worker in elementary, middle, and high schools, special education, County Probation, County Mental Health, Child Protective Services, and in Private Practice. Laura is a consultant for multiple NIH and IES research grants and a recipient of two US Congressional Recognition for Outstanding Service to the Community in 2007 and 2015. Laura is a Restorative Practices Trainer, trained by the International Institute for Restorative Practices (IIRP), a Registered Qualified Trainer for the European Forum for Restorative Justice (EFRJ) and a consultant to schools and districts internationally.

Let’s talk about why the idea that kids should already know how to behave is fundamentally flawed, and how it gets in the way of having the safe, respectful school that we want. We need to REALLY understand why we need to teach expectations to students and then get to it! This video is part of the Online Course “Schoolwide PBIS” which can be found here: https://lauramooiman.thinkific.com/courses/schoolwide-pbis-coaching. WEBSITE: http://www.lauramooiman.com INSTAGRAM: https://www.instagram.com/lauramooiman/ FACEBOOK: https://www.facebook.com/laura.mooiman.consulting ONLINE COURSE: https://lauramooiman.thinkific.com/ Sprague, J. R., & Golly, A. (2013). Best behavior: Building positive behavior support in schools. Longmont, CO: Sopris West Educational Services. DISCLAIMER Information in the video is for general information purposes only and is not intended to provide any type of legal advice. Please seek legal assistance should you require it. Any views or opinions represented in this video are personal and belong solely to Laura Mooiman, and do not represent those of people, institutions or organizations that I refer to in the video, unless explicitly stated. Any views or opinions are not intended to malign any religion, ethnic group, club, organization, company, or individual. You may not modify, print or copy any part of this video. You may not include any part of this video on another resource by embedding, framing or otherwise without the express permission of Laura Mooiman. While I have made every attempt to ensure that the information contained in the video is correct, I am not responsible for any errors or omissions, or for the results obtained from the use of this information. All information in the video is provided "as is", with no guarantee of completeness, accuracy, timeliness or of the results obtained from the use of this information, and without warranty of any kind, express or implied. In no event will Laura Mooiman be liable to you or anyone else for any decision made or action taken in reliance on the information on the video, or for any consequential, special or similar damages, even if advised of the possibility of such damages. If you would like to contact me to understand more about this Disclaimer or wish to use my videos for training or other purposes, please send an email to laura@lauramooiman.com

It is a really common problem in schools - adults all have different expectations so kids just think the staff members who are trying to uphold the official rules of the school are strict and mean and the ones who let things slide are the nice ones. Teachers get frustrated when students don’t comply and they begin to feel unsupported by their administration and colleagues. The solution to this problem is to Establish Schoolwide Behavioral Expectations. This video is part of the Online Course “Schoolwide PBIS” which can be found here: https://lauramooiman.thinkific.com/courses/schoolwide-pbis-coaching. WEBSITE: http://www.lauramooiman.com INSTAGRAM: https://www.instagram.com/lauramooiman/ FACEBOOK: https://www.facebook.com/laura.mooiman.consulting ONLINE COURSE: https://lauramooiman.thinkific.com/ https://www.pbis-custom-graphics.com/ Sprague, J. R., & Golly, A. (2013). Best behavior: Building positive behavior support in schools. Longmont, CO: Sopris West Educational Services. Sprague, J. R., Walker, H.M., Golly, A. White, K. Myers, D.R., & Shannon, T. (2001) Translating research into effective practice: The effects of a universal staff and student intervention on indicators of discipline and school safety. Education and Treatment of Children, 24(4), 495-511.

Why do kids misbehave and why hasn’t our traditional discipline system worked? Only after first understanding the impact of trauma, the neurology of stress, and the neurobiology of trust, relationships, and connection can we begin to create the Safe, Positive, and Restorative Schools that we want and our students need. This video is part of the Online Course “Schoolwide PBIS” which can be found here: https://lauramooiman.thinkific.com/courses/schoolwide-pbis-coaching. WEBSITE: http://www.lauramooiman.com INSTAGRAM: https://www.instagram.com/lauramooiman/ FACEBOOK: https://www.facebook.com/laura.mooiman.consulting REFERENCES https://www.apa.org/pubs/reports/zero-tolerance Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370-96. Maslow, A. H. (1954). Motivation and personality. New York: Harper and Row. Maslow, A. H. (1962). Toward a psychology of being. Princeton: D. Van Nostrand Company. Developing Brain: Harvard https://developingchild.harvard.edu/ Felitti, Vince: explains ACES video, article, (Hargreaves 1998; O’Connor 2008) Hattie, John (2009). Visible Learning Mayer, G.R., & Sulzer-Azaroff. (191). Interventions for vandalism. In G. Stoner, M.R. Shinn, & H.M. Walker (eds), Interventions for achievements and behavior problems (pp. 559-580). Silver Spring, MD: National Associations of School Psychologists. Sprague, J. R., & Golly, A. (2013). Best behavior: Building positive behavior support in schools. Longmont, CO: Sopris West Educational Services. Zero Tolerance Policies, American Psychological Association APA, 1994, Surgeon General, 2001, Sprague et al., 2000; www.pbisapps.org DISCLAIMER Information in the video is for general information purposes only and is not intended to provide any type of legal advice. Please seek legal assistance should you require it. Any views or opinions represented in this video are personal and belong solely to Laura Mooiman, and do not represent those of people, institutions or organizations that I refer to in the video, unless explicitly stated. Any views or opinions are not intended to malign any religion, ethnic group, club, organization, company, or individual. You may not modify, print or copy any part of this video. You may not include any part of this video on another resource by embedding, framing or otherwise without the express permission of Laura Mooiman. While I have made every attempt to ensure that the information contained in the video is correct, I am not responsible for any errors or omissions, or for the results obtained from the use of this information. All information in the video is provided "as is", with no guarantee of completeness, accuracy, timeliness or of the results obtained from the use of this information, and without warranty of any kind, express or implied. In no event will Laura Mooiman be liable to you or anyone else for any decision made or action taken in reliance on the information on the video, or for any consequential, special or similar damages, even if advised of the possibility of such damages. If you would like to contact me to understand more about this Disclaimer or wish to use my videos for training or other purposes, please send an email to laura@lauramooiman.com