Trainings Descriptions

School Climate & Restorative Practices Trainings

School Climate Basic Training (In Person) TWO DAY TRAINING

This two-day professional development training session is focused exclusively on School Climate: What School Climate is (definition and scope), the difference between School Climate and School Culture and the role of adults in school to foster a positive school climate. We will explore the conflict cycle and adults’ professional responsibilities as it pertains to School Climate improvement. During the two days, participants will be introduced to the School Climate Development Model, the School Climate/Culture Model, four strength-based models that are at the core of School Climate and School Climate improvement (School Connectedness, Resiliency, The Circle of Courage and Youth as Resources). These strength-based models support creating adverse-free environments that support student and school success for all students, but especially those who experience trauma in their lives. Participants will also learn about student motivation and be introduced to Restorative Practices. Throughout the two highly interactive days, participants will learn countless strategies to foster and improve School Climate. Once completed, Basic School Climate Training allows participants to enroll in School Climate Advanced Training. Basic training is the prerequisite for the three-day advanced session.

School Climate Basic Training (In Person) ONE DAY TRAINING

This full one-day professional development training session is focused exclusively on School Climate: What School Climate is (definition and scope), the difference between School Climate and School Culture and the role of adults in school to foster a positive school climate. We will explore the conflict cycle and adults’ professional/ethical responsibilities as it pertains to School Climate improvement. During the highly interactive professional learning session, participants will be introduced to the School Climate Development Model, the School Climate/Culture Model, four strength-based models that are at the core of School Climate and School Climate improvement (School Connectedness, Resiliency, The Circle of Courage and Youth as Resources). These strength-based models support creating adverse-free environments that support student and school success for all students, but especially those who experience trauma in their lives. Participants will also learn about student motivation and be introduced to Restorative Practices. Throughout the day, participants will learn countless strategies to foster and improve School Climate.

School Climate Basic Training (Virtual)

This comprehensive Basic training in School Climate is a 10-hour training, conducted in a series of five two-hour “modules.” This highly interactive virtual training opportunity is conducted in real time over WebEx. These five modules provide the necessary information for establishing the conditions for developing and nurturing a culture based on high quality relationships among all school community members and positive community building that is trauma-free. This professional development training session is focused exclusively on School Climate: What School Climate is (definition and scope), the difference between School Climate and School Culture and the role of adults in school to foster a positive school climate. We will explore the conflict cycle and adults’ professional responsibilities as it pertains to School Climate improvement. During the two days, participants will be introduced to the School Climate Development Model, the School Climate/Culture Model, four strength-based models that are at the core of School Climate and School Climate improvement (School Connectedness, Resiliency, The Circle of Courage and Youth as Resources). These strength-based models support creating adverse-free environments that support student and school success for all students, but especially those who experience trauma in their lives. Participants will also learn about student motivation and be introduced to Restorative Practices. Throughout the five real time virtual highly interactive Modules, participants will learn countless strategies to foster and improve School Climate. Training. Basic training is the prerequisite for the three-day advanced session.

Module 1: Introduction to School Climate

The School Climate Development Model

School Climate, School Culture and the Wider Culture (Cultural Competence Implicit/Explicit Bias, Racism, Discrimination, etc.)

Module 2: Strength-Based Models and School Safety (School Connectedness, Rampage School Shooters, Circle of Courage, Youth as Resources)

Module 3: Adverse Childhood Experiences/Trauma, Transitions, Resilience and an Introduction to Restorative Practices

Module 4: Student Motivation and Engagement

The Conflict Cycle

Module 5: CT Code of Professional Responsibility

Student Success and Adult Responsibility

Restorative Practices/School Climate Advanced Training (In Person)

This five-day professional development training session can only be taken after successful completion of School Climate Basic Training. Advanced training is an “extension” of School Climate Basic Training. In this session, participants dig deeper into the topics that are covered in the two-day Basic training session, to allow everyone to gain a much richer understanding of the content central to school climate improvement and the imperative to focus on this important work as a primary “driver” for student and school success, both academic and social/behavioral. In addition, participants receive information about different learning styles as well as how to facilitate training for adults. There are two major goals for Advanced training. First is to be much more knowledgeable and comfortable with school climate “content.” The second goal is to be able to return to their schools/organizations and share/facilitate topics introduced in Basic training to colleagues and other community members. As with Basic training, Advanced training is highly interactive. After the successful completion of Advanced training, participants are provided with all materials necessary for such in-school training in all of the topics covered in Basic training.

Restorative Practices Basic Training (In Person)

This two-day Basic training in Restorative Practices provides the necessary information for establishing the conditions for developing and nurturing a culture based on high quality relationships among all school community members and positive community building that is trauma-free. This is accomplished by focusing not on rules broken and punitive consequences but rather on the harms done and providing appropriate restorative consequences and the systems that are necessary to repair and support strong relationships among all school community members (students and adults). Working restoratively is a social/relational rather than a behaviorist model. Embracing restorative practices is not a program but rather a way of thinking, being and operating in the day-to-day. The training includes concrete and practical strategies for establishing the appropriate classroom and school-based routines as well as conducting circles and conferences in primary prevention as well as intervention contexts.

Day 1: Introduction to Restorative Practices

Learn practical strategies to build strong, healthy relationships

Introduction & Practice Rationale to Restorative Practices

Fundamental Hypothesis & Social Discipline Window

Educator Teaching Styles

Theoretical & Research Base Supporting the Success of Working Restoratively

The Restorative Practices Continuum of Strategies/Practices to Implement

Learn practical strategies to build strong, healthy relationships

Day 2: Using Circles Effectively

Discover how optimally to utilize a wide variety of circles in any setting, With or Without “Talking Pieces”

The Current Landscape

Restorative/Real Justice, Solving Problems, Managing Serious Situations and The Importance of Developing Routines/Rituals in All Settings

Restorative Practices Basic Training (Virtual)

This comprehensive Basic training in Restorative Practices is a 10-hour training, conducted in a series of five two-hour “modules” over the course of a week. This highly interactive virtual training opportunity is conducted in real time over WebEx. These five modules provide the necessary information for establishing the conditions for developing and nurturing a culture based on high quality relationships among all school community members and positive community building that is trauma-free. This is accomplished by focusing not on rules broken and punitive consequences but rather on the harms done and providing appropriate restorative consequences and the systems that are necessary to repair and support strong relationships among all school community members (students and adults). Working restoratively is a social/relational rather than a behaviorist model. Embracing restorative practices is not a program but rather a way of thinking, being and operating in the day-to-day. The training includes concrete and practical strategies for establishing the appropriate classroom and school-based routines as well as conducting circles and conferences in primary prevention as well as intervention contexts.

Module 1: Introduction & Practice Rationale to Restorative Practices

Fundamental Hypothesis & Social Discipline Window

Educator Teaching Styles

Module 2: Theoretical & Research Base Supporting the Success of Working Restoratively

Module 3: The Restorative Practices Continuum of Strategies/Practices to Implement

Learn practical strategies to build strong, healthy relationships

Module 4: The Current Landscape

Restorative/Real Justice, Solving Problems, Managing Serious Situations and The Importance of Developing Routines/Rituals in All Settings

Module 5: Using All Kinds of Circles Effectively, With or Without “Talking Pieces”

Restorative Conference Training (In Person)

This one-day training in Restorative Conferencing is a “part 2” of Restorative Practices Basic Training.

Restorative Practices Basic Training (two-day) is a required prerequisite to attending this one-day session. The training is singularly focused on the formal restorative conferencing process and components that includes the theoretical foundation, conference planning, conducting the conference and creating conference agreements. Participants will be given the necessary tools and practice to be able to conduct successful restorative conferences in school and community settings. This is a highly interactive day which includes information sharing, video and a significant amount of practice through role-playing to ensure that participants not only know when and how to conduct formal restorative conferences but also feel comfortable using the conferencing script and related materials as well as fully understanding the purposes and outcomes of engaging in the conferencing process.

School Climate Basic Training for High School Students (In Person)

This one full day training is designed to complement the adult training sessions and just like all of the adult School Climate training sessions is highly interactive. Although seniors are permitted to participate in the training, it is meant especially for freshman, sophomores and juniors who will be able to become climate leaders in their schools over a longer period of time. It is hoped that teams of students will attend together so that they will be able to work with one another to improve their school climates subsequently. To do so, they will become knowledgeable in what climate is (the climate/culture model), how it relates to the “bullying” arena, learn about the school climate development model, be introduced to the National School Climate Standards and the Principles of Character Education, as well as learn about “restorative practices,” and how this relates to positive climate. Students are also introduced to two key strength-based models: School Connectedness and using Youth as Resources. Finally, they become very familiar with the only true Board of Education Approved School Climate Policy in the country. Each training cohort creates a social contract for the day and has, by design, ample opportunity to engage with peers from all of the school team members in attendance. The adult advisors who accompany them participate in a full/parallel day that is meant to be additive to any Basic School Climate, Restorative or Advanced Climate training they may have had. For those advisors who have not yet attended any Climate or restorative training sessions, it will serve as an introduction to school climate and demonstrate how students can truly be climate leaders in partnership with educators. A component of the advisor training is observing the students engaged in their training learning tasks.

School Climate Basic Training for High School Students (Virtual)

This one full day (5 – 6 hour) training is designed to complement the adult training sessions and just like all of the adult School Climate training sessions is highly interactive. Although seniors are permitted to participate in the training, it is meant especially for freshman, sophomores and juniors who will be able to become climate leaders in their schools over a longer period of time. It is hoped that teams of students will attend together so that they will be able to work with one another to improve their school climates subsequently. To do so, they will become knowledgeable in what climate is (the climate/culture model), how it relates to the “bullying” arena, learn about the school climate development model, be introduced to the National School Climate Standards and the Principles of Character Education, as well as learn about “restorative practices,” and how this relates to positive climate. Students are also introduced to two key strength-based models: School Connectedness and using Youth as Resources. Finally, they become very familiar with the only true Board of Education Approved School Climate Policy in the country. Each training cohort creates a social contract for the day and has, by design, ample opportunity to engage with peers from all of the school team members in attendance.

School Climate Basic Training for Middle School Students (In Person)

This one full day training is designed to complement the adult and HS training sessions and just like the entire adult and HS School Climate training sessions is highly interactive. Although eighth graders are permitted to participate in the training, it is meant especially for fifth, six and seventh graders who will be able to become climate leaders in their schools over a longer period of time. It is hoped that teams of students will attend together so that they will be able to work with one another to improve their school climates subsequently. To do so, they will become knowledgeable in what climate is (the climate/culture model), how it relates to the “bullying” arena, learn about the school climate development model, be introduced to the National School Climate Standards, as well as learn about “restorative practices,” and how this relates to positive climate. Students are also introduced to two key strength-based models: School Connectedness and using Youth as Resources. Each training cohort creates a social contract for the day and has, by design, ample opportunity to engage with peers from all of the school team members in attendance. The adult advisors who accompany them participate in a full/parallel day that is meant to be additive to any Basic School Climate, Restorative or Advanced Climate training they may have had. For those advisors who have not yet attended any Climate or restorative training sessions, it will serve as an introduction to school climate and demonstrate how students can truly be climate leaders in partnership with educators. A component of the advisor training is observing the students engaged in their training learning tasks.

School Climate Basic Training for Middle School Students (Virtual)

This three-hour virtual training is designed to complement the adult training sessions and just like the entire adult School Climate training session is highly interactive. Although eighth graders are permitted to participate in the training, it is meant especially for fifth, six and seventh graders who will be able to become climate leaders in their schools over a longer period of time. It is hoped that teams of students will attend together so that they will be able to work with one another to improve their school climates subsequently. To do so, they will become knowledgeable in what climate is (the climate/culture model), how it relates to the “bullying” arena, learn about the school climate development model, be introduced to the National School Climate Standards, as well as learn about “restorative practices,” and how this relates to positive climate. Students are also introduced to two key strength-based models: School Connectedness and using Youth as Resources. Each training cohort creates a social contract for the day and has, by design, ample opportunity to engage with peers from all of the school team members in attendance.

Restorative Practices Basic Training for High School Students (In Person)

This one full day training is designed to complement the adult training session in Restorative Practices described above and just like all of the adult school climate and restorative practices training sessions is highly interactive. A prerequisite of this session is that students have previously attended a School Climate Training session for High School Students. Although seniors are permitted to participate in the training, it is meant especially for freshman, sophomores and juniors who will be able to become restorative climate leaders in their schools over a longer period of time. It is hoped that teams of students will attend together so that they will be able to work with one another to understand the principles of restorative practices and impact and improve their school climates subsequently in deeper ways. To do so, they will become knowledgeable in what restorative practices are and how these interconnect with school climate. Each training cohort creates a social contract for the day and has, by design, ample opportunity to engage with peers from all of the school team members in attendance.

Restorative Practices Basic Training for High School Students (Virtual)

This one full day (5 – 6 hour) training is designed to complement the adult training session in Restorative Practices described above and just like all of the adult school climate and restorative practices training sessions is highly interactive. A prerequisite of this session is that students have previously attended a School Climate Training session for High School Students. Although seniors are permitted to participate in the training, it is meant especially for freshman, sophomores and juniors who will be able to become restorative climate leaders in their schools over a longer period of time. It is hoped that teams of students will attend together so that they will be able to work with one another to understand the principles of restorative practices and impact and improve their school climates subsequently in deeper ways. To do so, they will become knowledgeable in what restorative practices are and how these interconnect with school climate. Each training cohort creates a social contract for the day and has, by design, ample opportunity to engage with peers from all of the school team members in attendance.

Restorative Practices Basic Training for Middle School Students (In Person)

This one full day training is designed to complement the adult and HS training sessions in Restorative Practices described above and just like the entire adult and HS school climate and restorative practices training sessions is highly interactive. A prerequisite of this session is that students have previously attended a School Climate Training session for Middle School Students. Although eighth graders are permitted to participate in the training, it is meant especially for fifth, sixth and seventh graders who will be able to become restorative climate leaders in their schools over a longer period of time. It is hoped that teams of students will attend together so that they will be able to work with one another to understand the principles of restorative practices and impact and improve their school climates subsequently in deeper ways. To do so, they will become knowledgeable in what restorative practices are and how these interconnect with school climate. Each training cohort creates a social contract for the day and has, by design, ample opportunity to engage with peers from all of the school team members in attendance.

Restorative Practices Basic Training for High School Students (Virtual)

School Climate/Restorative Practices Advanced Training (Virtual)

This 15-hour professional development training session can only be taken after successful completion of School Climate Basic Training and Initial Restorative Practices Training. Advanced training is an “extension” of both of these Training sessions. In this session, participants dig deeper into the topics that are covered in the two-day Basic training session and the two-day Restorative Practices Training, to allow everyone to gain a much richer understanding of the content central to school climate improvement as well as working restoratively and the imperative to focus on this important work as a primary “driver” for student and overall school success, both academic and social/relational/behavioral. In addition, participants receive information about different learning styles, working with adults as well as the principles and practices necessary to facilitate training with adults. There are two major goals for Advanced training. First is to be much more knowledgeable and comfortable with school climate and restorative practices “content.” The second goal is to be able to return to their schools/organizations and share/facilitate topics introduced in the School Climate and Restorative Practices training to colleagues and other community members and be leaders of school transformation to become Restorative. As with both the School Climate and Restorative Practices Training sessions, Advanced training is highly interactive. After the successful completion of Advanced training, participants are provided with all materials necessary for such in-school leadership and training in all of the topics covered in both School Climate and Restorative Practices Training Sessions.

Intellectual Safety(2 2-hour modules OR a half-day (3 - 4 hour) In Person PD)

In order for students to learn and adults to work productively with one another, their environments need to be safe to do so. Beyond physical, cultural and emotional safety is “intellectual” safety, which has two main parts. Feeling comfortable in the classroom/school/program itself is part of feeling physically, culturally and emotionally safe. There is also the need for each student/adult to be able to learn, socialize and collaborate in a way that is comfortable and efficacious for him/her. Each individual student or adult must also feel some sense of competence. This workshop explores the territory around this oft ignored part of being “intellectually” safe. In this interactive professional development opportunity, learning styles, multiple intelligences, personality and temperament will all be covered as well as being able to use students, as well as the adults who work with them more as “resources,” than “objects.” This includes parents/guardians. The content additionally targets adults working successfully with one another in myriad capacities: as cohesive faculty/staff members of a community, to creating teams for various projects and accomplishing many other collaborative tasks.

ALL PARTICIPANTS RECEIVE CERTIFICATES WHEN TRAINING IS COMPLETED. STUDENTS RECEIVE THEIR CERTIFICATES AT THE END OF THEIR TRAINING DAY. ADULTS RECEIVE THEIR CERTIFICATES BY EMAIL SUBSEQUENT TO ATTENDANCE.