Restorative PBIS combines Positive Behavior Interventions and Supports (PBIS) with Restorative Practices to create a balanced, compassionate framework for schools. It focuses on building relationships through circles, collaboratively establishing expectations, reinforcing positive behaviors, and addressing challenges using restorative language. This approach fosters a positive school culture where structure and kindness go hand-in-hand. WEBSITE: @ INSTAGRAM: @oiman/ FACEBOOK: @ooiman.consulting ONLINE COURSE: @ CITATION 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. 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. 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 @lauramooiman.com

Download the ONE Discipline Referral Form https://www.lauramooiman.com/discipline-referral-form 📋 **The ONE Discipline Referral Form & Discipline Procedure** 📋 In this video, I'll share essential tips for creating an effective Discipline Referral form and discipline procedure at your school. I'll explain why you only need one simple form and how to streamline the process for teachers and staff. Discover the key elements your form should include, such as crucial data points and restorative questions for reflection. I'll also highlight what should NOT be on the form, like teacher decisions on consequences and parent signatures. Create a more consistent, predictable, and safe school environment by enrolling in the Restorative PBIS School Leadership Academy NOW! https://www.lauramooiman.com/restorativepbis Download the Restorative Discipline Flowchart https://www.lauramooiman.com/restorative-discipline-flowchart Download the ONE Discipline Referral Form https://www.lauramooiman.com/discipline-referral-form Also helpful is my How to Call Home for Misbehavior video and downloadable Parent Phone Call Script! https://www.lauramooiman.com/category/all-products REFERENCES Girvan EJ, Gion C, McIntosh K, Smolkowski K. The relative contribution of subjective office referrals to racial disproportionality in school discipline. Sch Psychol Q. 2017 Sep;32(3):392-404. doi: 10.1037/spq0000178. Epub 2016 Oct 13. PMID: 27736122. Monahan, K.C., VanDerhei, S., Bechtold, J. et al. From the School Yard to the Squad Car: School Discipline, Truancy, and Arrest. J Youth Adolescence 43, 1110–1122 (2014). @/s10964-014-0103-1 Kelly Welch, Allison Ann Payne, Racial Threat and Punitive School Discipline, Social Problems, Volume 57, Issue 1, 1 February 2010, Pages 25–48, @/sp.2010.57.1.25 United States Government Accountability Office Report to Congressional Requesters, 2018. @s/gao-18-258

To enroll go to https://www.lauramooiman.com/restorativepbis School administrators are facing tremendous pressure to enforce traditional consequences, despite knowing how ineffective they are. The clash between research-backed alternatives and the demands of teachers and parents can be overwhelming. If you've ever wondered how to get teachers on board with alternative discipline methods or faced pushback demanding consequences, you're not alone. To get solutions and to learn how to transform your school, you need Restorative PBIS School Leadership Academy, to enroll go to https://www.lauramooiman.com/restorativepbis

Problems with vandalism at your school? Listen how one large High School ended their bathroom vandalism problem with Restorative Practices & PBIS. To learn how for your school register for my upcoming FREE Webinar "Tackle Your School Discipline in 3 Steps with Restorative PBIS" at www.lauramooiman.com/webinar

Worried about getting staff buy-in for a new Restorative discipline system? Listen to Becca's story! Register for my webinar at www.lauramooiman.com/webinar

Here's a story about Maryanne, a middle school principal who reduced office referrals by 40% in 1 month! Join me in my FREE Webinar "Tackle Your School Discipline in 3 Steps with Restorative PBIS" and learn how she did it! https://www.lauramooiman.com/webinar

DESCRIPTION Download the Restorative Questions here: https://www.lauramooiman.com/rq ​​The Handling Resistance Pocket Book (Clayton, 2011) https://mikeclayton.co.uk/2011/09/creating-the-onion-model-2/

Want to bring Restorative Practices into your school to address discipline issues? Download the questions for FREE and start using today: https://www.lauramooiman.com/rq These questions can be used with conflict between two people, in a small group, a whole classroom or even as a whole staff. And here’s the kicker, it is actually a time saver! It’s much faster than trying to address issues in a more traditional way - investigating who did what to whom and assigning punishments and blame. That’s because right from the start they encourage people to take responsibility and accountability.

In this Live Webinar Laura brings in a specialist in the area of Special Education and Restorative Practices! Don't miss the FREE DOWNLOAD for Adapted Restorative Questions here: https://www.lauramooiman.com/rqadapted Meet Frances Jessie, Special Education Restorative Trainer & Consultant as she presents on how to use Restorative Practices with students with special needs. Frances lives in London and supports schools to develop restorative approaches to managing and understanding student behavior - particularly those with complex special education needs. For more information or to book Frances you can find her here: https://restorative-relationship.co.uk

I have seen SO MANY questions about what to do about school elopement (bolting) from class, particularly in early elementary, so I made a quick video (4 min) and a download of just 4 quick steps to take to tackle the problem. I really hope that you can use these steps to make some strides in reducing the eloping behaviors and eventually get your student(s) back in class! I hope this helps! FREE School Elopement Checklist at www.lauramooiman.com/elope P.S. I would LOVE to hear more ideas and strategies - how do you handle school elopement? #Education #studentbehavior #pbis

Following this link will give you more information about the Restorative PBIS Principal's Academy. https://www.lauramooiman.com/first-ten-promo-sign-up-page

Today I just finished up the 2-day Facilitating Restorative Conferences Training #iirp Together with principals, social workers, counselors, and even campus supervisors we practiced how to run some of the most intense circles with high levels of conflict and harm. These educators are working to change the way they respond to these situations in order to promote safer more positive and more restorative schools. #restorativepractices

A classroom teacher running a circle in elementary school and talking about how to solve friend problems.

Schools can be full of sweet moments of joy and kindness. But it’s not effortless. This school has worked hard to create intentional changes like consistent lunchtime routines and playground supervision systems of safety and positivity! Implementing a safe and positive school requires monthly team meetings, teacher training, principal coaching, and school district support. It’s not for the faint of heart because schools like this don’t happen by accident. Sweet requires Systems.

Improve behavior & school culture for all staff and students by implementing a proven framework integration PBIS, Restorative Practices and MTSS.

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

Some Do’s and Don’ts for Calling Home for Student Misbehavior that will actually Strengthen Your Relationship with Parents, along with a super helpful Parent Phone Call Script to use! Download FREE Parent Phone Call Script at www.lauramooiman.com/resources 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/ 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

First part of a 2 part introduction to PBIS

Second part of a two part Introduction to PBIS

Talking pieces and centerpieces and they are an important part of circles in your classroom but they don’t have to be complicated! 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/ Eric Butler - Talking Peace https://www.talking-peace.org/about Jonathan Bradley - Circles for Social Change https://www.circlesforsocialchange.org/team 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

Circle Guidelines are basically the “rules'' that students agree to follow to make sure the circle goes smoothly and people feel safe to share. This video will show you how to generate these guidelines with your class along with a free Circle Guidelines download! REFERENCES Download FREE copy of Circle Guidelines at www.lauramooiman.com/resources Boyes-Watson, C. & Pranis, K. (2014). Circle Forward: Building a Restorative School Community. St. Paul, MN: Living Justice Press. Living Justice Press, non profit for posters, handouts: http://www.livingjusticepress.org/?SEC=B158346E-2E21-48C6-94DC-A71301BE3D0F 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/ 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

In this conference presentation for the Educational Collaborative for International Schools, I discuss the ways that Restorative Practices helps international schools to cultivate belonging and inclusion, promote equity, and repair harm. 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/ 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/10.1080/10474412.2016.1217488 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. Ota, Doug. https://www.openapply.com/blog/hello-goodbye Ota, D. (2014) Safe passage: How mobility affects people and what international schools should do about it. Summertime Publishing. Harris, C., & Tsui, C. (2014). Restorative justice and health in Merced Schools: Improved health impacts through school discipline policy in Merced, CA. Retrieved from: https://human impact.org/wp-content/uploads/2017/09/Merced-RJ-HIA_final-with-appendices-1.pdf Kline, D. (2016). Can restorative practices help to reduce disparities in school discipline data? A review of the literature. Multicultural Perspectives, 18, 97-102.

Greeting students at the door might just be worth a few extra minutes of your day and can be done with minimal effort on your part. WEBSITE: http://www.lauramooiman.com INSTAGRAM: https://www.instagram.com/lauramooiman/ FACEBOOK: https://www.facebook.com/laura.mooiman.consulting ONLINE COURSES: https://lauramooiman.thinkific.com/ REFERENCES https://www.edutopia.org/article/welcoming-students-smile Allday, R. A., & Pakurar, K. (2007). Effects of teacher greetings on student on-task behavior. Journal of applied behavior analysis, 40(2), 317–320. https://doi.org/10.1901/jaba.2007.86-06 Cook CR, Fiat A, Larson M, et al. Positive Greetings at the Door: Evaluation of a Low-Cost, High-Yield Proactive Classroom Management Strategy. Journal of Positive Behavior Interventions. 2018;20(3):149-159. doi:10.1177/1098300717753831 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

Schools can learn from research like a recent study at the University of Amsterdam during COVID: shoppers were more likely to keep 1.5 meter distance when offered a reward of a bag of chocolate eggs, than they were simply by knowing they might die of a terrible virus. Research consistently tells us that positives, like praise and rewards, are far more efficient and effective than threats of punishment. It’s just human nature. DOWNLOAD FREE LIST OF NO COST REWARDS HERE: www.lauramooiman.com/resources WEBSITE: http://www.lauramooiman.com INSTAGRAM: https://www.instagram.com/lauramooiman/ FACEBOOK: https://www.facebook.com/laura.mooiman.consulting ONLINE COURSES: https://lauramooiman.thinkific.com/ Sprague, J. R., & Golly, A. (2013). Best behavior: Building positive behavior support in schools. Longmont, CO: Sopris West Educational Services. https://www.foodlog.nl/artikel/het-corona-effect-2-juni-2021 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

The Simple Correction Sequence is one of the most effective and efficient tools I’ve ever used! It’s a PBIS strategy that works with students of any age and keeps educators calm and positive. Let kids know that you will always be respectful and calm, even when they make mistakes. To use this video to train school staff, download my FREE Staff Training Activity including handouts! https://www.lauramooiman.com/simple-correction-sequence WEBSITE: http://www.lauramooiman.com INSTAGRAM: https://www.instagram.com/lauramooiman/ FACEBOOK: https://www.facebook.com/laura.mooiman.consulting ONLINE COURSES: https://lauramooiman.thinkific.com/ REFERENCES 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 MLA citation: Mooiman, Laura. “Simple Correction Sequence - PBIS Strategy for Schools.” YouTube, 30 Aug. 2021, youtu.be/ySLpP1uAejY?si=CfHoXLSj_R5NnTus. APA Citation: Mooiman, L. (2021). Simple Correction Sequence - PBIS Strategy for Schools. YouTube. https://youtu.be/ySLpP1uAejY?si=2rwlMZkavHcolomH

Students walking in lines at school is not a new idea, but it is a controversial one for some educators. In this video I’ll explain the debate, and offer my thoughts on why I STILL think its a good idea, and how to do it right. Download a FREE Checklist to self-evaluate your school transitions! https://pages.lauramooiman.com/walking WEBSITE: http://www.lauramooiman.com INSTAGRAM: https://www.instagram.com/lauramooiman/ FACEBOOK: https://www.facebook.com/laura.mooiman.consulting ONLINE COURSES: https://lauramooiman.thinkific.com/ 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