Transcript San Francisco Unified School District Restorative Practices

San Francisco Unified
School District
Restorative Practices
“Schools are not buildings, curriculum
timetables and meetings. Schools are
relationships and interactions among people.”
Johnson & Johnson, 1994
1
SFUSD RP Training References
and Contributions
The content for the SFUSD Restorative Practices
trainings stems from a combination of resources from
across the nation. Specifically, we want to recognize
the following leading restorative practitioners and
organizations for their contribution:
►
►
►
►
►
►
►
►
The International Institute for Restorative Practices
David Yusem: Oakland Unified School District
Amos Clifford
Howard Zehr
Rita Alfred
Lorraine Stutzman Amstutz and Judy Mullet
Cheryl Graves
Nancy Riestenberg
2
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 Relationships/
Community
Restoring
Relationships &
Community
3
Defining the Need
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.
4
Suspension Data
2010-2011 school year
African American students comprise 10.8% of the
student population, yet they made up 48% of the
suspensions.
In 2008-2009: AA students made up 52% of expulsion
referrals, and 62% of those actually expelled.
Latino students comprise 23% of student population
with a suspension rate of 29%.
We are only beginning to collect out-of-class counseling
office referral data at this time.
5
What is the #1
reason for out-of-class referrals and
suspensions in SFUSD ?
6
What are the Causes?
What are the
contributing factors
to both district and national
disciplinary
disproportionality?
7
The School-to-Prison Pipeline
► Who
is in the Pipeline?
1. Students of color
2. Students with disabilities
3. Second Language Learners
 Students of color - are far more likely than their white peers to be suspended,
expelled, or arrested for the same kind of conduct in school
 Students with disabilities represent 8.6% of public school children yet make up
32% of youth in juvenile centers and are represented in jail at a rate of nearly
four times that.
 English learner students and families are particularly vulnerable in this context
due to language barriers and inadequate translation.
8
Root Causes of Disproportionality
1. Fundamental Attribution Bias
► The
tendency to infer that another
person's mishap, mistake, or problem
is due to an internal, static trait,
disability or condition rather than
something related to the situational
context.
9
Root Causes of Disproportionality
2. Implicit Stereotypes and Bias
A stereotype is the association of a person with a
consistent set of traits regardless of whether they are
true or not. We develop stereotypes from experiences,
through the media, books, parents, etc.
“Implicit stereotypes operate outside of one's conscious
awareness but nevertheless impact one's judgment,
decision making, and actions. They are most often
triggered by a combination of racial and gender
characteristics of a person.”
Clayton Cook, Ph.D. Assistant Prof University of Washington
10
Root Causes of Disproportionality
The most pervasive set of implicit racial stereotypes
exist for African American males.
►“When an African American male student struggles
academically and/or behaviorally (i.e., has a
problem), an educator is not only likely to attribute it
to an internal trait but also embed this interpretation
within the entire network of implicit racial stereotype.
The combination of the FAB and implicit racial
stereotypes puts African American males at an
increased risk for erroneous decision making and
ineffective practices within our educational, judicial,
and mental health systems” Clayton Cook, Ph.D. Assistant
11
Prof University of WA
What to Do About
Discipline Disproportionality Caused By:
Zero-Tolerance Policies
Fundamental Attribution Bias and
Implicit Stereotypes?
►
Continue to shift away from Zero-Tolerance practices utilizing
RP conferences that get to the root causes of behaviors.
We need to recognize that:
►unconscious bias is everywhere!
►bias can have profound effect on our expectations and our
perception.
“The tricky part of implicit biases is that we don't think we have them because
they tend to operate outside of our conscious awareness.” Dr. Clay Cook
We need to have strong awareness and a reflective practice
to focus on building authentic and trusting relationships!!
12
RP is an Effective Alternative:
“Utilizing RJ principles, when applied to school discipline practices,
can stem the school-to-prison pipeline. With the potential of
teaching conflict resolution skills, fostering understanding and
empathy, and building stronger relationships in schools and
communities, RJ has proven to be an effective alternative to
punitive and exclusionary responses to problem student behavior.”
The Advancement Project
►
Have a Reflective Practice Using RP!
 Teachers and staff are the first line of defense against the
overuse of suspensions by:
► Cultivating meaningful relationships
► Practicing the RP principles
► Promoting high responsibility and high accountability
► Using behavioral situations as teachable moments
► Utilizing the Social Discipline Window, doing “WITH” not
“To”
13
Circle Components
►
►
►
►
►
►
►
Role of Circle Keeper
Circle set up
Purpose of Circle
Selecting circle prompts
Introduction of Circle
Circle rounds
Closing of Circle
14
Small Group Circle Keeping
The circle keeper will:
1.
2.
3.
4.
5.
6.
Circle keeper silently reviews the RP Question and Circle
Card and selects one circle prompt to propose to the
group.
Introduce the purpose of the circle to the group
Review the circle guidelines and ensure everyone agrees
to follow them
Present the circle prompt
Ask for a volunteer to begin, hand them the talking piece,
and ask which direction they would like for the circle to
move in prior to responding to the prompt.
To close the circle ask for feedback from the group about
how they did following the guidelines (can be a thumbs
15
up/thumbs down activity)
Values and Principles of Restorative
Practices and Discipline
► Relationships are central to
► Addresses misbehavior and
building community
harm in a way that
strengthens relationships
► Focuses on harm done rather than only on rulebreaking
► Gives voice to the person harmed
 Engages in collaborative problem-solving
 Empowers change and growth
► Enhances responsibility
Amstutz, L. & Mullet,.J. The Little Book of Restorative Discipline for Schools. (2005)
16
Paradigm Shift
Traditional
Restorative
School and rules violated
People and relationships violated
Justice focuses on establishing guilt
Justice identifies needs and
obligations
Accountability = punishment
Accountability = understanding
impact, repairing harm
Justice directed at offender, victim
Offender, victim and school all
ignored
have direct roles in justice process
Focus is on punishment when rules
Offender is responsible for harmful
behavior, repairing harm and
are broken and harm has occurred.
No opportunity for remorse or
amends
working toward positive outcomes
Opportunity given for amends
and expression of remorse
17
Restorative Language
► What
is the relationship like?
► Who was impacted or affected by what
happened?
► What was the resulting harm?
► What needs do those involved have?
► What needs to happen to repair the
harm?
18
Social Discipline Window
Wachtel & Costello (2009), The Restorative
Practices Handbook, pg 50
19
Social Discipline Window
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
20
Fair Process
Three core components of Fair Process:
►
1 - Engagement: Involving individuals in decisions
►
2 - Explanation: Everyone involved and affected
►
3 - Expectation Clarity: Once decisions are made,
that affect them by asking for their input and allowing
them to refute the merit of one another’s ideas.
should understand why final decisions are made as
they are. Creates powerful feedback loop that
enhances learning.
new rules are clearly stated, so that everyone
understands the new boundaries and consequences of
failure.
21
Continuum of Practices
Informal
Affective
Restorative
Pro-active
Responsive
Statements
Questions
Community-Building Repairing Harm
(Impromptu dialogue)
Circles
Circles
Formal
Restorative
Meetings/
Conferences
22
Formal Restorative
Conferencing,
Re-entry
Affective Statements,
Restorative Dialogue,
Responsive Circles
(Problem Solving
Circles), Peer Mediation
Relational Practices
School/Classroom
Policies, curriculum,
social skills, affective
statements, community
building circles
Targeted 1-5% of population
Interventions
RESTORING
COMMUNITY
Selected
Interventions
MANAGING
DIFFICULTIES &
DISRUPTIONS
Universal/Prevention Focus
DEVELOPING SOCIAL/EMOTIONAL
CAPACITY: BUILDING
RELATIONSHIPS AND COMMUNITY
Accountability
Responsibility for self & others
Working Together: Inclusion
Community Building
Adapted from Blood, 2004
23
Affective Statements
► the
starting point for all restorative processes
 active non-judgmental listening
 authentic expression of feelings and impact
* building strengthened relationships by
genuinely presenting oneself as someone who
cares and has feelings.
Ex. typical response: “Phillip, stop talking!”
►
affective statement: “Phillip, I find it very
frustrating to hear a student talking while I'm
trying to give directions to the class.”
24
Restorative Discussion and
Questions
►
A restorative approach to help those harmed by other's
actions, as well as responding to challenging behavior
consists in asking key questions:
Restorative Questions:
► What happened, and what were you thinking at the time?
► What have you thought about since?
► Who has been affected by what you have done? In what
way?
► What about this has been hardest for you?
► What do you think you need to do to make things as right
as possible?
25
Circles
1.
2.
Proactive: Community/ Team building
Responsive: Problem solving/repairing harm
When to Use Circles (examples):
community building problem-solving reflecting
introducing new students
► Conflict resolution
► Brainstorming
► farewell to students leaving
► Healing/ diffusing tension
► family issues
► community violence debriefing
►
►
26
Responsive Circle Planning
Classroom issue: student use of profanity
Purpose
Circle Prompt
For students to learn the impact How do you feel when you hear words
that profanity has on the
in the classroom that you feel
classroom community.
uncomfortable with?
To identify the language
students and teachers are
uncomfortable hearing in the
classroom.
Written or verbal prompt- What words do
Reinforce guidelines about
student behavior in relation to
using respectful language.
1. How are we doing following the
classroom guideline of using respectful
language?
2. What is one thing you can commit to
doing to ensure the use of respectful
27
language in the classroom.
you hear in the class that you feel
uncomfortable with?
(read out loud in the circle)
Benefits of Group
Conferencing
Give victims a chance to express their feelings directly to
offenders, supported by family and friends
► Let offenders hear directly from the people they’ve
affected
► Empower offenders to take responsibility for their actions
► Hold offenders accountable
► Collaborative: provides opportunities for all involved to
decide what needs to happen to repair harm
► Provides an opportunity for healing for victims, offenders
and their communities of care
► Works toward reintegrating offenders back into their
community
► Break cycles of misbehavior and disruption
►
28
When is Conferencing Appropriate?
What are some examples of issues you may
be able to address at your school site by
using a restorative conference?
29
When is conferencing appropriate?
► Interpersonal
conflicts
► Tardiness/Truancy
► Theft
► Vandalism
► Bullying/Harassment
► Drug/Alcohol use
► Fighting/Assault
► Arson
30
Conferencing Process
1) Pre-conference: meet separately with all
parties involved
2) Identification, recruitment, and
preparation of supporters and other
involved parties
3) Conference
4) Follow-up
31
Seating Arrangements
FACILITATOR
Victim
SUPPORTER
Person who
harmed
Person who
Was harmed
Offender
SUPPORTER
SCHOOL
SCHOOL
ADMINISTRATOR
OR LAW
ENFORCEMENT
MEMBER OF
COMMUNITY
HUMAN
SERVICES &/OR
PROBATION
POLICE
32
Stages of Conferencing
Conferencing follows a specific order of stages, carefully
constructed to support a safe flow of dialogue and
ensure all parties are given a space to share their
thoughts and feelings.
The following stages incorporate the conference:
► Preamble (welcome and introduction)
► Offender speaks
► Victim speaks
► Victim supporters speak
► Offender supporters speak
► Offender responds
► Reaching an agreement
► Closing the conference
33
Thank you!
Feel free to contact the restorative practices
team with any further questions
[email protected]
[email protected]
[email protected]
(415) 241-3030
Pupil Services and Counseling Depts.
34
Restorative Practices Trivia
► Question
#1:
Restorative Practices are based on
____________?
Name 2 of them.
35
Restorative Practices Trivia
► Question
2:
Describe the restorative paradigm shift in your
own words.
How is it different to a traditional model of
discipline?
36
Restorative Practices Trivia
► Question
3:
What is the fundamental hypothesis of
Restorative Practices?
37
Restorative Practices Trivia
► Question
4:
What are the 2 elements required to be in the
“with” box? (social discipline window)
38
Restorative Practices Trivia
► Question
5:
In what way does Fair Process support the
fundamental hypothesis of restorative
practices?
39
Restorative Practices Trivia
► Question
6:
Name the restorative practices on the
continuum in order from informal to formal.
40
Restorative Practices Trivia
► Question
7
Define the two components that are required
when using an affective statement.
41
Restorative Practices Trivia
► Question
8:
What are the common restorative questions?
Name a situation where the questions can be
useful.
42
Restorative Practices Trivia
► Question
9
Bullying is happening in your class.
What type of circle is appropriate to facilitate
and name a possible circle prompt?
43
Restorative Practices Trivia
► FINAL
QUESTION!!!
Define Restorative Practices in your own
words.
44