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#RestorativePractices
Gwendolyn Olton Senior Consultant, Training &
Practice Transformation at Coordinated Care Services, Inc.
PRESENTERS
Ruth B. Turner Executive Director of Student
Support Services at Rochester City School District
PRESENTERS
ROCRestorative
A District’s Journey……… Ruth B. Turner, Executive Director of Student Support Services Rochester City School District
Connection before Content…. The inspiration you seek Is already inside you, Be silent and listen. -Rumi Introduce yourself and how you connect to the quote.
A call to action…...
2015-16: One out of every 10 RCSD students was suspended Black students comprise 57% of the school population, but 73% of the total suspensions.
Context: Rochester is moving toward Restorative Practices COHORT 2 (In Year
Schools 5, 10,12,16,23,35,42,46
Leadership Academy
IAT
Edison
Wilson Foundation
Vanguard
COHORT 1 (in 3rd Year)
School 3, 17, 19, 22, 29, 39, 41, 45, 50, 58
Monroe
Northwest @ Douglass
Northeast @ Douglass
Wilson Commencement
LOCAL Initiatives & Organizations
Partners in Restorative Initiatives (PIRI)
Gandhi Institute
Teen Empowerment
A coalition of agencies, including Probation, Center for Youth, Center for Dispute Settlement, RCSD, etc.
Community Task Force
New Code of Conduct based on restorative philosophy
COHORT 3 (In Year 1)
Schools 2, 7, 52, 54, 57
Rochester Early College
Everyone has a story- Everyone has value.
Relationships matter.
We should do things with people, not to them or for them.
Meeting people where they are - not where you want them to go.
Harmed people harm. Healed people heal.
RP not a program: It’s a mindset
Restorative Practices Cliff Notes Edition
Restorative is high on BOTH Control & Support
“...human beings are happier, more cooperative and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than to them or for them.”
Dr. Malik Abdul Muhammad, addressing the need for restorative practices
Restoring Rochester Conference May 2017
Challenge: Behavior & Conflict in RCSD classrooms escalate quickly Restorative Practices builds community in classrooms…..
Classroom proactive circles show: If I know your story, and you know my story, the less likely we are to hurt one another…….
Challenge: RCSD Staff/ Faculty are exhausted & disconnected Restorative Practices builds community amongst staff & colleagues
Monthly meetings, community building & training in schools,
symposiums, a conference and a restoring teachers program provide
valuable opportunities for staff/faculty in RCSD to build
relationships and encourage one another in the work.
Challenge: RCSD students struggle to manage conflict peacefully Restorative Practices focus on building and repairing relationships
Help zones provide students a place to peacefully resolve
conflicts and deeply engage with restorative
questions.
Challenge: RCSD students feel as though they have no power. Restorative Practices focus on shared power
Training students to be restorative leaders in their building has empowered them to lead their own
circles and mediate conflict amongst peers.
A student restorative leader from Leadership Academy from Young Men
Challenge: RCSD parents do not feel welcome or part of their school community Restorative Practices focus on engaging and working WITH parents
Training RCSD parent liaisons and home school assistants to engage with parents restoratively has
led to RCSD parent trainings.
A parent who attended a restoring student night at Leadership Academy for Young Men.
ROCRestorative
Vision Statement: Peaceful schools and communities where all members regularly engage in community building practices and restoratively respond to wrongdoing and harm. Mission Statement: The ROCRestorative Team partners with schools, families, and community organizations who commit to study and implement restorative practices by building relationships, coaching, applying research based tools, and reflectively planning for change.
Cordula Kennel Teacher in Avon Central School
District and PiRI Trainer
PRESENTERS
Academic Circles
Cordula Kennell Avon High School
▧ High School English T eacher at A von HIgh S chool south of R ochester since 1 9 9 6
▧ T ransplant from G ermany and Louisiana
▧ T aught in suburban, city and rural schools
▧ U se R estorative P ractices and P eace C ircles extensively in my instruction
▧ P rovide training at P IR I and area schools
About Me
▧ Grant init iat ive with P IR I 1 0 years ago
▧ E lementary through High S chool use R estorative P ractices to varying degrees
▧ T he second W ednesday of every month—R estorative C ommunity of A von meeting ○ P lan trainings ○ C reate resources
History of Restorative
Work at Avon
∗ 1 Day Peace Circle Overview at my home school ∗ 3 Day P eace C ircle T raining at P IR I- -P artners in
R estorative Initiatives ▧ T raining was transformational for me ▧ P eople learn through stories ▧ A dapted the process to f it my classroom
How I Came to
Restorative Practices
▧ Quiet or reticent students don’t always take part ▧ S tudents don’t feel like they have control ▧ N o mechanism for adequately mitigating
conflict of opinion ▧ S tudents are hesitant to hold each other
accountable ▧ Instruction can be impersonal
Typical Classroom Struggles
▧ Teaches discourse ▧ U ses the rules
of the circles to infuse good citizenship into the rest of the classroom ▧ B uilds community in the classroom ▧ T he gimmick of the “talking piece” ▧ E ncourages both listening and sharing
Benefits
▧ Talking piece ▧ O pening/C losing ▧ F acilitator ▧ G uidelines ▧ V alues ▧ S eating A rrangement
Circle Terminology
▧ Facilitator—takes more of a leader role
▧ T he “question” can change several times during a round
▧ You can allow “out of turn” sharing
▧ R equire “one share” per session
▧ Let kids know the changes
The difference from traditional Peacemaking Circles
▧ Review for a test ▧ Diagnostic: W hat prior knowledge do
students have ▧ Discuss an article/concept/ idea ▧ R eview a previous lesson ▧ G o over homework ▧ U nderstanding a topic ▧ A rticle or reading discussion ▧ Dissection of a sentence, problem, or
experiment ▧ P oem analysis ▧ C reate--story, poem, etc ▧ Discuss/ review notes
Types of Academic Peace Circles
▧ Purpose ▧ Intention ▧ Q uestions ▧ O pinion/K nowledge
When planning your circles think about:
▧ Always overplan ▧ U se writing as a prompt or follow-up ▧ B alance opinion with knowledge questions ▧ O ne round can introduce further instruction ▧ P artner instruction with relationship building
Tips
▧ Community B uilding
▧ T alking ▧ U nderstanding ▧ S upport ▧ Healing ▧ C elebration ▧ P roblem solving ▧ Decision making ▧ C onflict
R esolution ▧ R e-entry
Other Types of Circles
Questions or Follow Up Comments
PRESENTERS
Leila Peterson Executive Director of SchoolTalk,
Inc. Project Coordinator of Restorative
DC
Melina Mora Restorative Program Specialist at
Restorative DC
Whole School Restorative Model Implementation
Leila Peterson, Execut ive Director M elina M ora, R estorative P rogram S pecialist
Rochester 2017
WHAT RESTORATIVE JUSTICE BRINGS
A mindset shift for the whole school community: students to teachers to school staff to principals to families to the neighborhood.
Adapted from Evans, K.R. and Lester, J.N. (2013). Restorative Justice in Education: what we know so far. Middle School Journal. 44(5), 57-63.
WHAT RESTORATIVE JUSTICE BRINGS
These practices aim to:
• Keep youth in school and in their communities;
• Promote a safe and inviting learning environment;
• Repair harm and build stronger relationships;
• Provide opportunities for youth and adults to be worthy,
active, and accountable members of their school
community. How can we realize these goals for ALL students?
THE PARADIGM SHIFT
RETRIBUTIVE RESTORATIVE
Strongest human drive: fear; avoiding consequences
Strongest human drive: compassion; being in
right relationship
Offenses are defined as individual violations of
laws or rules
Offenses are acts of harm arising from and affecting individuals, relationships,
and community
Accountability is through a process in which
authorities determine guilt and impose punishment
Accountability is through an inclusive process of
understanding and repairing the harm
Affective Statements
Dialogue Circles
Restorative Questions
Restorative Conversation
s Community
Conferencing
Proactive Responsive
THE RESTORATIVE PRACTICES CONTINUUM
WHAT ARE THE RESULTS OF RESTORATIVE PRACTICES?
REDUCED: • Disciplinary referrals to behavioral staff • Suspensions and expulsions • Amount of instructional time lost to managing
challenges in student behavior • Disproportionate referrals for minority students IMPROVED: • Teacher retention and morale • School climate • Engagement of the school community • Student satisfaction and safety
RESTORATIVE DC WORKS WITH 12 SCHOOLS IN WASHINGTON, DC TO IMPLEMENT A WHOLE SCHOOL RESTORATIVE MODEL*
Adapted from Evans, K.R. and Lester, J.N. (2013). Restorative Justice in Education: what we know so far. Middle School Journal. 44(5), 57-63.
*Restorative DC is a program of SchoolTalk and is funded by the District of Columbia Office of the State Superintendent of Education and the AOE Foundation
WHAT IS A WHOLE-SCHOOL RESTORATIVE MODEL?
• Touches all members of the school community and their relationships with each other;
• Aligns the school culture along values of trust, compassion, inclusivity, accountability, safety, and equity;
• Uses both proactive and responsive practices.
Affective Statements
Proactive Circles
Restorative Questions
Responsive Circles and Conference
s
Restorative Culture
Intensive
Intervention
Classroom Interventions
Community Building
(universal prevention)
A WHOLE-SCHOOL APPROACH
Technical Assistance Model
Year 0 • Readiness Assessment
Year 1 • Getting Started
Year 2 to 3 • Expanding whole school efforts
Year 4 to 5 • Sustainability and Maintenance
LEADERSHIP
• COMMUNICATE VISION TO SCHOOL COMMUNITY
• BUILD A STRONG
IMPLEMENTATION TEAM • BUILD RESTORATIVE
INFRASTRUCTURE: discipline and HR policies; vision and mission statements; orientat ion and outreach materials, school handbooks, codes, resources; professional development
Whole-school involvement is imperative to successful restorative culture change. Leaders should articulate a clear vision and model restorative behavior. The role of restorative school implementation team is to coordinate, delegate and support in making the shift to be a restorative school.
STAFF ENGAGMENT Meaningful staff engagement includes:
1. SELF-CARE 2. ENGAGMENT AND CONNECTION 3. TARGETED SKILL- BUILDING
Staff well-being and restorative school culture are interconnected. Staff must be well with themselves (self-care) before being well with others (engagement and connection) in order to build skills to use restorative practices (skill-building)
POSITIVE SCHOOL CLIMATE AND CULTURE
Identify ways you can integrate restorative justice practices and philosophy in…
DAILY CLASSROOM INTERACTIONS: restorative language, check-in/check-out circles, restorative games
SCHOOL-WIDE INITIATIVES: field trips, cook-outs, school plays, shows, assemblies
80% of your efforts and resources are focused on building school culture an climate and 20% of your efforts and resources should be allocated to responsive/disciplinary processes.
80/20 RULE
RESTORATIVE DISCIPLINE, POLICIES, & PRACTICES
IDEAS: • Restorative conversations • Peace rooms • Responsive
circles/conferences • Reintegration circles • Restorative alternatives to ISS • Integrate with other frameworks
(RBIS, RTI, positive discipline)
Transforming discipline policies and takes time and thoughtful effort. Revise current policies to focus on repairing harm rather than punishing the harm doer. Identify restorative alternatives to address conflict or disruption. Communicate with staff, students and families about the paradigm shift.
YOUTH ENGAGEMENT The most successful restorative schools around the country, from Pre-K through high school, have one thing in common: STRONG YOUTH VOICE
Establishing meaningful youth engagement requires youth leadership opportunities and development, AND training adults in the school on letting youth genuinely lead.
FAMILY & COMMUNITY ENGAGEMENT The entire community needs to have ownership in the culture change to have a truly sustainable restorative school.
• Parent nights • Home visits • Parent circles • Community circles • Outreach materials
ASSESSMENT The transition of a traditional school to a restorative school is a process that takes at least 3-6 YEARS. • QUANTITATIVE DATA like attendance, student and staff retention
rates, grades, discipline data (suspensions, referrals, etc.) • QUALITATIVE DATA (student, parent, and staff interviews and focus
groups) and climate surveys. Baseline data on your school's performance and behavior trends, to assess impact on school culture and discipline. Disaggregate data by race, disability, sexual orientation, etc. so that you can also assess impact on issues of equity. 1. DEMONSTRATE CHANGE 2. IDENTIFY NEEDS FOR PLANNING 3. DOCUMENT POSITIVE ACTIONS
Small Group Discussion At your tables reflect on the information presented and the restorative school focus areas. In your groups discuss the following: • Where are your schools
strengths related to the focus areas?
• What focus areas do you think would be challenging for your school?
• What are your schools best practices?
We will have a group harvest after 15 minute of discussion in small group.
Restorative Applications In Special Education
Leila Peterson, Execut ive Director M elina M ora, R estorative P rogram S pecialist
Rochester 2017
WHY INTEGRATE RESTORATIVE PRACTICES INTO THE SPECIAL EDUCATION PROCESS?
• Team members (especially parents) have lots of feelings around the special education experience
• Helps teams move from “letter-of-the-law” to “spirit-of-the-law”
• Special Education is currently characterized by processes that are often impersonal, legalistic, and adversarial.
• Restorative practices offer an alternative set of processes that serve Special Education functions with greater trust, shared decision making, and mutual accountability, thereby improving educational investment and outcomes.
EXPLORING THE INTERSECTION OF SPECIAL ED AND RESTORATIVE PRACTICES
• Integration of restorative practices into the SPED process
• Developing and sharing
techniques for more accessible restorative practices
• Building self-advocacy
and promoting disability awareness
WHY EXPLORING THE INTERSECTION IS IMPORTANT FOR INCLUSION
• A restorative mindset encourages focus on the whole child rather than emphasizing limitations
• Promotes collaboration of all stakeholders (parents,
students, teachers, principles, etc.) in realizing the shared goal: the success of the student
• Through relationship-focused lens, undesirable student
behaviors are seen as a result of and an opportunity to address the lack of warm, caring, and respectful interactions
WHAT WE HAVE LEARNED…
BUILDING A RESTORATIVE MINDSET REQUIRES ATTENTION TO ALL THREE ASPECTS
RESTORATIVE MINDSET
People/Relationships
BEHAVIOR IS COMMUNICATION
DISRUPTIVE OR PROBLEMATIC BEHAVIOR BY A STUDENT MIGHT BE CAUSED BY:
• A manifestation of the disability • Result of frustration, anger, anxiety, depression as a result of not having educational
needs met • Or a combination of both
FLIPPING THE SWITCH
• Too often problematic behavior flips the switch to a focus on controlling or punishing behavior
• Addressing educational needs
becomes secondary
BUILDING THE BEHAVIORAL AND ACADEMIC COMPONENTS OF A SCHOOL REQUIRES EFFORT
• Including teachers in restorative practices has structural challenges
• Members of behavior teams and social workers often
don’t have a deep understanding of how disabilities impact students in the classroom and what can be done to support them
• Restorative practitioners need disability awareness
RESTORATIVE PRACTIONERS NEED TOOLS AND TECHNIQUES FOR MAKING PROCESSES ACCESSIBLE FOR ALL
RESTORATIVE PRACTICE PROCESS
PREPARATION RELATIOSHIPS
VISUAL SUPPORTS
PREPARATION ACCESS
VISUAL SUPPORTS LANGUAGE PRACTICE
Burnett, N., & Thorsborne, M. (2015). Restorative practice and special needs: a practical guide to working restoratively with young people. London: Jessica Kingsley Publishers.
REPAIR FRAMEWORK TO IMPLEMENT AN RP APPROACH FOR STUDENTS WITH VARIOUS NEEDS
R Is this the RIGHT approach? Establish the outcome needed to determine the approach.
E ESTABLISH needs for all involved. What’s the one social skill I want to teach as a consequence of this?
P PREPARATION for participation. What and who is needed to give this its best chance of working?
A Paying attention to how it AFFECTS those involved- before, during, and after. Also, what are the ACTIONS needed as a consequence of the RP?
I INTEGRITY- in terms of process, preparation, follow-up and philosophy of RP, Is the fidelity around the process intact?
R In the end it’s all about the RELATIONSHIPS- reflecting, repairing and reconnecting, and ensuring the relationship between the participants and the facilitator is one of trust. (Burnett and Thorsborne, 2015)
SCHOOL AND CLASS APPROACHES ADDITIONAL HELPFL HINTS FOR ACCESSIBLE RESTORATIVE PRACTICES
• Use of circle time to teach restorative thinking and
behaviors
• Take care not to deliberately humiliate
• “Centre of Calm” concept (Jacobson, 2015)
• Explicit teaching of facial expressions
• Learning socially acceptable responses
• Reenactment
• Developing a small number of visual tools or
communication
(Burnett and Thorsborne, 2015)
EXAMPLE: A PUBLIC CHARTER SCHOOL IS COMBINING SELF-DETERMIKNATION SKILLS WITH A STUDENT-
LED RESTORATIVE SUPPORT CIRCLE
Awareness • Strengths and
Weaknesses • Preferences
Advocacy • Communication
skills • Understanding
rights and processes
SELF-DETERMINATION SKILLS help a student effectively communicate needs
A RESTORATIVE SUPPORT CIRCLE helps build relationships and is a process for identifying specific ways the school community can help a student be successful
Partners in Restorative Initiatives
*** Jeff Dillon
Videos
Using Dialogue Circles to Support Classroom Management
CCEJ Restorative Justice in Schools Program
Questions and Answers for our
Panel
