The Behavior Bulletin's goal is to build capacity in all adults, add tools to individual's toolbelt, and provide strategies to strengthen relational approaches to be used in schools and homes. The Bulletin brings training opportunities, information, and inspiration for development of individual students, classrooms, and educators.

Almost everything will work again if you unplug it for a few minutes, including you.

-Anne Lamott

District Goal: 20% increase in the use of Restorative Discipline Codes

Recap from previous EOY progress for district:

2020-2021: 8%

2021-2022: 8.62

2022-2023: 10.33%

Restorative Discipline Codes (RDP) include:

1. (360) - Restorative
2. (340) - Restitution
3. (310) - Student apology
4. (305) - Peer mediation
5. (116) - Behavior intervention strategy success (not ISS)

““Restorative justice is not a soft option; it requires courage to face the pain.” – Archbishop Desmond Tutu

Teaching self-regulation to children is essential for their overall well-being and success. It helps them effectively manage their emotions, behavior, and thoughts, enabling them to control impulses, make thoughtful decisions, and navigate challenging situations. By enhancing their emotional intelligence, children can identify and understand their own emotions and those of others, developing empathy and stronger relationships. Additionally, self-regulation empowers children to handle stress and cope with adversity, leading to improved mental health and reduced anxiety. Techniques such as deep breathing, positive self-talk, and problem-solving equip kids to navigate challenging situations and bounce back from setbacks. Ultimately, teaching self-regulation fosters personal growth, resilience, and the ability to make thoughtful decisions, positively impacting academic performance, social interactions, and overall well-being throughout their lives.

Using any of the common breathing techniques is an effective way to help a student calm their dysregulated system. When stressed or anxious, we take shallow breaths into our chests. We can calm our body and mind by breathing slowly into the belly giving the oxygen time to reach the heart and lower brain.

To practice mindful breathing, we count as we inhale and exhale. If students feel comfortable, have them close their eyes. Return to this simple breathing technique throughout the school day to help with transitions, before test preparation or a difficult academic lesson, or during difficult situations.

There are many different ways to present slow, calm breathing, but here are three that are widely used.

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A method for increasing awareness of surroundings and decreasing dissociation from the present situation. Grounding activities are important for students in school as they provide a way to relax, refocus, and re-energize. These activities help students to calm their minds and bodies, allowing them to be more present and engaged in their learning. There are many ways students can ground themselves, but here a a few commonly used strategies.

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Sensory tools are objects or equipment that can be used to engage and stimulate the senses. These tools are commonly used in educational settings to support students with sensory processing difficulties or to enhance learning experiences. Sensory tools can vary in shape, size, and function, but they all serve the purpose of providing sensory input to the individual using them to help calm the lower brain, thus helping students regulate behaviors.

Another example of a sensory tool is a weighted blanket. These blankets are filled with small weights and are designed to provide deep pressure stimulation. The weight and pressure from the blanket can have a calming effect on the nervous system, helping individuals feel more secure and grounded. Weighted blankets are commonly used by students with sensory processing disorders or anxiety to promote relaxation and reduce stress.

It is important to note that while sensory tools can be beneficial for many individuals, their use should always be guided and monitored by staff. Each person's sensory needs are unique, and what works for one individual may not work for another. Additionally, it is crucial to consider the appropriateness of sensory tools in specific classroom settings and ensure they do not disrupt the learning environment.

The following is a list of ideas you could consider.

• Rocking chair
• Coloring/doodling
• Journaling
• Noise-cancellation headphones
• Stretching
• Small puzzles
• Gum
• Hard candy
• Calming corner/safe place
• Bubbles
• Fidgets
• Weighted blankets
• Smelling Scents (essential oils, smelly markers, smelly stickers)

When you see that a student is developing a pattern of behaviors that impacts his/her ability to participate in the learning environment, begin the process of RtI. Click below to review the process and use the TISD Behavior Health website for intervention information.

Shout out to the leading schools in Restorative Discipline codes!

By incorporating restorative justice principles into our campuses, we can strive towards a more inclusive, compassionate, and effective way of addressing harm in our society.

https://www.smore.com/skup0

https://www.smore.com/15mk4

https://www.smore.com/e876q

https://www.smore.com/g3kr9

Non-Violent Crisis Intervention Training is provided by trained personnel in TISD. Dates reflect opportunities for Initial and Refresher trainings offered during the school year. Please check to see if you are current in your certification or if you need an initial, register in Frontline.

Relevant Resources:

• Non-violent Crisis Intervention Policy and Procedures

• Restraint and TimeOut Legal Framework

• Special Education Program Dress Code for Staff

Student Support Specialists

Sarah Cato - EEA, CPES, WCES, THS, Connections Academy

Ami Phillips - GLJHS, TJHS, TMHS, WWJHS, Connections

Jennifer Sewell - TCES, LES, TIS, WES

Audra Arnold - NIS, OIS, Life 18

Brianne Carbery - CES, CFES, CPJHS, DPES

Rodeliah Elloie - TES, RES, GOES

Keri Williams - STAR

Behavior Specialist- Ami Phillips

Email: amiphillips@tomballisd.net

Phone: (281) 357-3140 x4126

Website: Behavioral Health Website- TISD

Location: Tomball Innovation Center (TIC)

11211 Farm to Market 2920, Tomball, TX, USA