Transcript 2013-2014 Restorative Practices implementation

2013-2014 SFUSD
RESTORATIVE
PRACTICES
Student, Family, Community
Support Department
Pupil Services: 241-3030
WORKSHOP AGENDA
 Staff Community Building
 Defining the need for Restorative Practices
 RP Definition
 Foundation of RP
 Principles and Values
 Fundamental Hypothesis
 RP Paradigm
 RP Strategies
 Building and Sustaining Trusting Relationships
 Responding to Harm
 Closing
Goals and
Objectives:
1. Provide an overview of
the foundation and
strategies of Restorative
Practices.
2. Apply RP principles and
strategies into teaching
practice.
RESTORATIVE PRACTICES:
SFUSD BOARD APPROVED RESOLUTION
Board Resolution: #96-23A1, October 13, 2009
In support of a Comprehensive School Climate, Restorative Justice,
and Alternatives to Suspension/Expulsions
Aim: 1. To reduce overall numbers of suspensions and
expulsions within the district
2. Address the disproportionate numbers of AfricanAmerican, Latino, and Pacific Islander students who
are suspended.
SFUSD DISPROPORTIONALITY
2012-2013 school year
African American students comprise 10.8% of the student population, yet they
made up 54% of the suspensions.
 Elementary School: 62% of the suspensions.
 Middle School: 52% of suspensions.
 High School: 46% of suspensions
Latino students comprise 23% of student population with a suspension rate of
23%.
 Elementary School: 17% of the suspensions.
 Middle School: 24% of suspensions.
 High School: 28% of suspensions
Together, African American and Latino students represent 77% of ALL SFUSD
suspensions in the entire school year. (total:1,503 suspensions)
We are only beginning to collect out-of-class counseling office referral data at this time.
2012-2013 LOST INSTRUCTION:
SFUSD DISPROPORTIONALITY
 ELEMENTARY SCHOOL K-5:
African American students, on average, received 5 DAYS LESS INSTRUCTION than
their peers.
 MIDDLE SCHOOL:
African American students received 10 DAYS LESS INSTRUCTION than their peers.
 HIGH SCHOOL:
African American students receive 19 DAYS LESS INSTRUCTION than their peers.
On average, an SFUSD high school student misses 12 days of instruction each
year.
That means that, on average, African American students lose 31
days of instruction each year of high school!
RESTORATIVE PRACTICES DEFINITION
Restorative Practices are based on principles and
processes that emphasize the importance of
positive relationships as central to building
community and restoring relationships when
harm has occurred.
Relationship Based Principles
Building/ Sustaining
Relationships/ Community
Restoring
Relationships &
Community
RELATIONSHIP BASED PRINCIPLES AND
VALUES: THE RP LENS
 Equity of voice: meaningful participation
 High expectations and support = doing things “WITH” not





“TO” or “FOR”
Emphasis on building and sustaining trusting relationships
Inclusive decision making
All members of the community are valued
Authentic listening and sharing
Non-punitive response to wrong-doing:
High accountability and High responsibility
RESTORATIVE PARADIGM
“What’s fundamental about restorative justice (practices) is a
shift away from thinking about laws being broken, who broke
the law, and how we punish the people who broke the laws.
There’s a shift to: there was harm caused, or there’s
disagreement or dispute, there’s conflict, and how do we
repair the harm, address the conflict, meet the needs, so that
relationships and community can be repaired and restored. It’s
a different orientation. It is a shift.”
Cheryl Graves- Community Justice for Youth Institute
The underlying premise of Restorative
Practices rests with the belief that people
will make positive changes when those in
positions of authority do things with
them rather than to them or for them.
Wachtel & Costello (2009), The Restorative Practices Handbook, pg 50
SOCIAL DISCIPLINE WINDOW
Wachtel & Costello (2009), The Restorative Practices
Handbook, pg 50
PART 2: BUILDING/SUSTAINING
COMMUNITY
Relationship Based Principles
Building/ Sustaining
Relationships/ Community
Restoring
Relationships &
Community
PART 2: BUILDING/SUSTAINING
COMMUNITY
 Inclusive Decision Making: Fair Process
 Affective Language
 Circles: Community Building/Sustaining
•
Relationship Building
•
Check-in / Check-out
•
Curriculum
INCLUSIVE DECISION MAKING PRACTICES:
FAIR PROCESS
Three core components of Fair Process:
 1 - Engagement: Involving individuals in decisions that affect them by
asking for their input and allowing them to refute the merit of one
another’s ideas.
Explanation: Everyone involved and affected understands why final
decisions are made as they are.
 2-
Expectation Clarity: Once decisions are made, new expectations
are clearly stated so that everyone understands their role and what is
expected of them.
 3-
AFFECTIVE LANGUAGE
the starting point for all restorative processes
 active non-judgmental listening
 authentic expression of feelings and impact in relation to
an action (positive or negative)
* building strengthened relationships by genuinely
presenting oneself as someone who cares and has
feelings.
CIRCLE COMPONENTS
 Circle Preparation:
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Understanding role of Circle Keeper
Circle set up
Identifying clear purpose of Circle
Thoughtfully selecting circle prompts (considering high and low risk questions)
Selecting talking piece
 Circle Keeping:




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Introducing the Circle
Reviewing Circle Guidelines
Circle Opening
Circle rounds: Introducing prompts
Closing of Circle
PART 3: RESTORING RELATIONSHIPS AND
COMMUNITY
Relationship Based Principles
Building/ Sustaining
Relationships/ Community
Restoring
Relationships &
Community
PART 3: RESTORING
RELATIONSHIPS AND
COMMUNITY
Restorative Questions:
1.
2.
3.
4.
5.
What happened, and what were you thinking at the time?
What have you thought about since?
Who has been affected by what happened and how?
What about this has been hardest for you?
What do you think needs to happen to make things as right as possible?
 Restorative Dialogue using the RP Questions
Impromptu Conferencing
Restorative Meetings
(Classroom and School Wide)
 Circles: Responding to harm
(Classroom and School Wide)
 Alternatives to Suspension/ Re-Integration
Formal Restorative Conferencing
Re-entry conferences
THE BIG PICTURE OF RP
Part 1: Restorative Framework for Practice
• RP Principles / Values
• Fundamental Hypothesis: Doing “WITH”
• Understanding Disproportionality / Cultural Humility
Part 2: Building/Sustaining Community
• Inclusive Decision Making
• Affective Language
• Circles: Community Building/Sustaining
Part 3: Restoring Relationships and Community
• Impromptu Restorative Conferencing
• Restorative Meetings
• Circles: Responding to harm
Alternatives to Suspension/ Re-Integration
• Formal Restorative Conferencing
• Re-entry conferences
(Restorative Questions)
THANK YOU!
Please visit the SFUSD Restorative Practices Website
for more information:
http://www.healthiersf.org/RestorativePractices/
 Kerri Berkowitz: [email protected]
241-3030 Ext 13046