Every Child Safe, Healthy and Connected
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Building the Heart of Successful Schools Conference
December 11-12, 2014
Chula Vista Resort, Wisconsin Dells
The theme this year will be on school climate.  More information to come.
Call for Sectional Presenters
Building the Heart of Successful Schools Conference
Please consider sharing your effective practices at our program sharing conference.
Proposals are due May 9, 2014
Complete the Sectional Proposal Form online: 
PBIS Leadership Conference
August 19-20, 2014
Pre-conference Aug. 18
Kalahari Resort, WI Dells

Scott Ross, assistant professor, Utah State University, will be facilitating a pre-conference session on Bullying Prevention in Positive Behavior Support.

This workshop will describe a functional approach to bullying prevention, which gives students the tools to reduce bullying through the blending of school-wide positive behavior support, explicit instruction, and a redefinition of the bullying construct. Participants will evaluate strategies they currently have in place and will think systematically about adding the smallest amount of intervention to get the biggest change in behavior. Curriculum will be demonstrated along with discussion of its development and empirical evaluation.

Rob Horner, Universtiy of Oregon will be the keynote presenter on August 19.
 
See the Wisconsin PBIS Network website for more information and registration .
The Faces of WI
Safe and Healthy Schools Center

DIRECTOR: Tracy Herlitzke
Phone: 608-786-4838
therlitzke@cesa4.k12.wi.us

NORTH (CESAs #5, #9, #12)
Coordinator: Lynn Verage
Phone: 715-453-2141
lverage@cesa9.k12.wi.us

WEST (CESAs #4, #10, #11)
Coordinator: Carol Zabel
Phone: 715-720-2145
czabel@cesa10.k12.wi.us

CENTRAL (CESAs #2, #3, #6)
Coordinator: Jackie Schoening
Phone: 920-236-0515
jschoening@cesa6.org

EAST (CESAs #1, #7, #8)
Coordinator: Christine Kleiman
Phone: 920-465-2139
ckleiman@cesa7.k12.wi.us
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April 2014

Safe and Healthy Updates
Thanks for Your Feedback!
 
The top training needs that you identified include:
1. Cyberbullying
2. Emerging Drug Trends
3. Mental Health
4. School Safety & Crisis Preparedness 
 
I greatly appreciate the time you took to complete our survey. We have already started planning for next year .  A Summary and Full Report of the results are posted on our website.
2014 Model Notice for Youth Suicide Prevention Resources Available
 
Required Notice of Youth Suicide Prevention Resources
Wisconsin Statute sec. 115.365 requires that, "Each school board and the governing body of each private school annually shall inform their professional staff of the resources available from the department and other sources regarding suicide prevention." It also requires the Department of Public Instruction (DPI) to create a model notice for schools. This notice is available for download.

 

To get updated information on suicide prevention, intervention, and postvention resources, visit DPI's website.

There are downloadable documents on the state laws, a fact sheet on youth suicide, and updated suicide prevention curriculum. It also includes an updated webinar of an online gatekeeper training for all staff and DPI's updated one-day training flyer, description, and calendar. Other resources include strategies on suicide interventions, memorial suggestions, and other topics.

  

2014 WISH Professional Development Opportunities

 

Please visit our website calendar often for updates and to register for events.  We are currently planning for 2014-2015 trainings.

6/19/14-6/20/14PREPaRE Workshop 2 Crisis Intervention and Recovery: The Roles of the School-Based Mental Health Professional*
Tomahawk
6/24/14PREPaRE: School Crisis Prevention and Intervention
Wintergreen Resort-WI Dells
6/24/14-6/25/14
PREPaRE Workshop 2 Crisis Intervention and Recovery: The Roles of the School-Based Mental Health Professional*
Wintergreen Resort-WI Dells
*Graduate Credit Available
 
All events are contingent upon a minimum number of participants needed to hold event.
From Punitive to Restorative

submitted by Christine Kleiman, Eastern Regional Coordinator

 

Restorative Practices are based on principles and processes that emphasize the importance of positive relationships as central to building community and restoring relationships when harm has occurred.

 

Using Restorative Practices to address inappropriate behavior means we have to step away from a former view of bad behavior equals bad person. We want to "separate the deed from the doer".

 

"The underlying premise of restorative practices is that people are happier, more cooperative, more productive and more likely to make positive changes when those in positions of authority do things WITH them rather than TO them or FOR them." (The Restorative Practice Handbook, Costello and Wachtel)

 

As a school looks at making discipline changes from the punitive to the restorative there first comes an awareness or a looking in the mirror at old beliefs. We are asking for those deeply-held notions about the use of power and control, and the urge to punish a student to be changed.

 

Starting with school administrators; recognizing and understanding that students make mistakes and that in an educational institution we can use mistakes as a teachable moment. When we take the time to use misguided behavior as a leaning opportunity rather than a chance to punish, we start to teach skills of empathy, accountability and reparation to our students.

 

In a punitive discipline system the adult role is an authoritarian figure who listens to the story of the deed gone wrong to determine who is to blame and then hands out a punishment. Typically a student's response to the punishment is one of resentment, alienation, or shame. This type of punishment (doing something to a student) creates alienation from school, a place where we want our youth to feel that they belong and are valued.

 

However, when using restorative practices the adult's role is more like a coach or facilitator. They help establish what happened, who was affected or involved, and then seek to guide a student(s) to make it right or repair the harm done (doing things with a student).

Making these types of shifts keeps the adult from being the "judge and jury", to helping build a student's capacity to work things out for themselves. It means taking the locus of responsibility for the well-being of the community off the adult's shoulders and placing it firmly where it belongs-on the community itself.

 

Restorative Practices can be seen as three different levels. 

  1. At level 1 the school would start out by implementing circles to build relationships, teach to all staff and students how to use Affective Statements, teach staff how to use Affective Questions. Affective Statements and Questions are the base for all Restorative Practices.
  2. Level 2 provides a more localized deeper discipline intervention by using circles for problem solving and informal conferencing.
  3. Level 3 is used for the very intense behaviors that would involve a re-entry of youth back into school following a suspension, or expulsion.

These shifts do not come easy but once implemented can form a positive school community where all are welcomed and valued.

For more information:

www.edutopia.org/blog/restorative-justice-resources-matt-davis

www.thepeacealliance.org

www.iirp.org

Wisconsin Safe & Healthy Schools Center | 608-786-4838 | therlitzke@cesa4.k12.wi.us | http://www.wishschools.org
923 East Garland Street
West Salem, WI 54669



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