san francisco unified school district restorative practices

San Francisco Unified San Francisco Unified School DistrictSchool District

Restorative PracticesRestorative Practices

““Schools are not buildings, curriculum Schools are not buildings, curriculum timetables and meetings. Schools are timetables and meetings. Schools are relationships and interactions among relationships and interactions among people.people.”” Johnson & Johnson, 1994Johnson & Johnson, 1994 11

SFUSD RP Training SFUSD RP Training References and ContributionsReferences 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 Restorative Practices DefinitionDefinition

Restorative Practices are based on principles Restorative Practices are based on principles and processes that emphasize the importance and processes that emphasize the importance of positive relationships as central to building of positive relationships as central to building community and restoring relationships when community and restoring relationships when harm has occurred. harm has occurred.

Relationship Based PrinciplesRelationship Based Principles

Building Relationships/ RestoringBuilding Relationships/ Restoring CommunityCommunity Relationships & Relationships &

CommunityCommunity3

Defining the NeedDefining the NeedBoard Resolution:Board Resolution: #96-23A1, October 13, 2009#96-23A1, October 13, 2009

In support of a Comprehensive School Climate, In support of a Comprehensive School Climate, Restorative Justice, and Alternatives to Restorative Justice, and Alternatives to

Suspension/ExpulsionsSuspension/Expulsions

Aim:Aim: 1. To reduce overall numbers of suspensions and 1. To reduce overall numbers of suspensions and expulsions within the district expulsions within the district

2. address the disproportionate numbers of 2. address the disproportionate numbers of African-African- American, Latino, and Pacific American, Latino, and Pacific Islander students who Islander students who are suspended. are suspended.

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Suspension DataSuspension Data2010-2011 school year 2010-2011 school year African American studentsAfrican American students comprise 10.8% of the comprise 10.8% of the student population, yet they made up 48% of the student population, yet they made up 48% of the suspensions.suspensions.

In 2008-2009: AA students made up 52% of In 2008-2009: AA students made up 52% of expulsion referrals, and 62% of those actually expulsion referrals, and 62% of those actually expelled.expelled.

Latino studentsLatino students comprise 23% of student comprise 23% of student population with a suspension rate of 29%.population with a suspension rate of 29%.

We are only beginning to collect out-of-class We are only beginning to collect out-of-class counseling office referral data at this time.counseling office referral data at this time.

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What is the What is the #1#1reason for out-of-class referrals reason for out-of-class referrals

and suspensions in SFUSD ?and suspensions in SFUSD ?

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What are the Causes?What are the Causes?

What are the What are the contributing factors contributing factors

to both district and national to both district and national disciplinarydisciplinary

disproportionality?disproportionality?7

The School-to-Prison PipelineThe School-to-Prison Pipeline►Who is in the Pipeline?Who is in the Pipeline?

1.1. Students of color Students of color 2.2. Students with disabilities Students with disabilities 3.3. Second Language LearnersSecond Language Learners

Students of color - are far more likely than their white peers to be Students of color - are far more likely than their white peers to be suspended, expelled, or arrested for the same kind of conduct in suspended, expelled, or arrested for the same kind of conduct in school school

Students with disabilities represent 8.6% of public school children yet Students with disabilities represent 8.6% of public school children yet make up 32% of youth in juvenile centers and are represented in jail make up 32% of youth in juvenile centers and are represented in jail at a rate of nearly four times that. at a rate of nearly four times that.

English learner students and families are particularly vulnerable in English learner students and families are particularly vulnerable in

this context due to language barriers and inadequate translation. this context due to language barriers and inadequate translation.

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Root Causes of Root Causes of DisproportionalityDisproportionality 1. Fundamental Attribution Bias 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.

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Root Causes of Root Causes of DisproportionalityDisproportionality

2. Implicit Stereotypes and Bias2. Implicit Stereotypes and BiasA 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 Root Causes of DisproportionalityDisproportionality

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 Prof University of WA

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What to Do About What to Do About Discipline Disproportionality Caused By: Discipline Disproportionality Caused By:

Zero-Tolerance Policies Zero-Tolerance Policies Fundamental Attribution Bias and Fundamental Attribution Bias and

Implicit Stereotypes?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!!

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RP is an Effective Alternative:RP is an Effective Alternative:

“Utilizing RJ principles, when applied to school discipline “Utilizing RJ principles, when applied to school discipline practices, can stem the school-to-prison pipeline. With the practices, can stem the school-to-prison pipeline. With the potential of teaching conflict resolution skills, fostering potential of teaching conflict resolution skills, fostering understanding and empathy, and building stronger understanding and empathy, and building stronger relationships in schools and communities, RJ has proven to relationships in schools and communities, RJ has proven to be an effective alternative to punitive and exclusionary be an effective alternative to punitive and exclusionary responses to problem student behavior.” responses to problem student behavior.”

The Advancement ProjectThe Advancement Project► Have a Reflective Practice Using RP!Have a Reflective Practice Using RP!

Teachers and staff are the first line of defense against Teachers and staff are the first line of defense against the overuse of suspensions by:the overuse of suspensions by:►Cultivating meaningful relationshipsCultivating meaningful relationships►Practicing the RP principlesPracticing the RP principles►Promoting high responsibility and high accountabilityPromoting high responsibility and high accountability►Using behavioral situations as teachable momentsUsing behavioral situations as teachable moments►Utilizing the Social Discipline Window, doing “WITH” Utilizing the Social Discipline Window, doing “WITH”

not “To”not “To” 13

Circle ComponentsCircle Components► Role of Circle KeeperRole of Circle Keeper► Circle set upCircle set up► Purpose of CirclePurpose of Circle► Selecting circle promptsSelecting circle prompts► Introduction of CircleIntroduction of Circle► Circle roundsCircle rounds► Closing of CircleClosing of Circle

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Small Group Circle KeepingSmall Group Circle KeepingThe circle keeper will:1.Circle keeper silently reviews the RP Question and Circle Card and selects one circle prompt to propose to the group.2.Introduce the purpose of the circle to the group3.Review the circle guidelines and ensure everyone agrees to follow them4.Present the circle prompt5.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. 6.To close the circle ask for feedback from the group about how they did following the guidelines (can be a thumbs up/thumbs down activity) 15

Values and Principles of Values and Principles of Restorative Practices and Restorative Practices and

DisciplineDiscipline► Relationships are central to building Relationships are central to building

communitycommunity► Addresses misbehavior and harm in a way Addresses misbehavior and harm in a way

that strengthens relationshipsthat strengthens relationships► Focuses on harm done rather than only on Focuses on harm done rather than only on

rule-breakingrule-breaking► Gives voice to the person harmedGives voice to the person harmed Engages in collaborative problem-solving Engages in collaborative problem-solving Empowers change and growthEmpowers change and growth► Enhances responsibilityEnhances responsibility

Amstutz, L. & Mullet,.J. The Little Book of Restorative Discipline for Schools. (2005)Amstutz, L. & Mullet,.J. The Little Book of Restorative Discipline for Schools. (2005)16

Paradigm ShiftParadigm ShiftTraditionalTraditional RestorativeRestorativeSchool and rulesSchool and rules violated violated People and relationshipsPeople and relationships

violated violated Justice focuses on Justice focuses on establishing establishing guiltguilt

Justice identifies Justice identifies needs and needs and obligationsobligations

Accountability = punishment Accountability = punishment Accountability = understanding Accountability = understanding impact, repairing harmimpact, repairing harm

Justice directed at offender, Justice directed at offender, victim ignoredvictim ignored

Offender, victim and school all Offender, victim and school all have direct roles in justice have direct roles in justice processprocess

Focus is on punishment when Focus is on punishment when rules are broken and harm has rules are broken and harm has occurred.occurred.

Offender is responsible for Offender is responsible for harmful behavior, repairing harmful behavior, repairing harm and working toward harm and working toward positive outcomespositive outcomes

No opportunity for remorse or No opportunity for remorse or amends amends

Opportunity given for Opportunity given for amends and expression of amends and expression of remorseremorse

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Restorative LanguageRestorative Language

►What is the What is the relationshiprelationship like? like?►Who was Who was impactedimpacted or or affectedaffected by by

what happened?what happened?►What was the resulting What was the resulting harmharm??►What What needsneeds do those involved have? do those involved have?►What needs to happen to What needs to happen to repair the repair the

harmharm??18

Social Discipline WindowSocial Discipline Window

Wachtel & Costello (2009), The Restorative Practices Handbook, pg 50

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Social Discipline WindowSocial Discipline WindowThe 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

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Fair ProcessFair ProcessThree core components of Fair Process:Three core components of Fair Process:► 1 - 1 - Engagement:Engagement: Involving individuals in Involving individuals in

decisions that affect them by asking for their decisions that affect them by asking for their input and allowing them to refute the merit of one input and allowing them to refute the merit of one anotheranother’’s ideas.s ideas.

► 2 - 2 - Explanation:Explanation: Everyone involved and affected Everyone involved and affected should understand why final decisions are made should understand why final decisions are made as they are. Creates powerful feedback loop that as they are. Creates powerful feedback loop that enhances learning.enhances learning.

► 3 3 - - ExpectationExpectation ClarityClarity:: Once decisions are Once decisions are made, new rules are clearly stated, so that made, new rules are clearly stated, so that everyone understands the new boundaries and everyone understands the new boundaries and consequences of failure.consequences of failure. 21

Continuum of PracticesContinuum of PracticesInformal Informal

FormalFormal

Affective Restorative Pro-active Responsive RestorativeAffective Restorative Pro-active Responsive RestorativeStatements Questions Community-Building Repairing Harm Meetings/Statements Questions Community-Building Repairing Harm Meetings/ (Impromptu dialogue) Circles Circles Conferences(Impromptu dialogue) Circles Circles Conferences

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Targeted Interventions

RESTORING COMMUNITY

Selected Interventions

MANAGING DIFFICULTIES &

DISRUPTIONS

Relational Practices School/Classroom

Policies, curriculum, social skills, affective statements, community building circles

Formal Restorative Conferencing,

Re-entry

Affective Statements, Restorative Dialogue,

Responsive Circles (Problem Solving

Circles), Peer Mediation

1-5% of population

Universal/Prevention Focus

DEVELOPING SOCIAL/EMOTIONAL CAPACITY: BUILDING

RELATIONSHIPS AND COMMUNITYAccountabilityResponsibility for self & othersWorking Together: InclusionCommunity Building

Adapted from Blood, 2004

Affective StatementsAffective Statements► the starting point for all restorative processes the starting point for all restorative processes

active non-judgmental listening active non-judgmental listening authentic expression of feelings and impactauthentic expression of feelings and impact

* building strengthened relationships by * building strengthened relationships by genuinely presenting oneself as someone genuinely presenting oneself as someone who cares and has feelings.who cares and has feelings.

Ex. Ex. typical responsetypical response: : ““Phillip, stop talking!Phillip, stop talking!”” ► affective statementaffective statement: : ““Phillip, I find it very Phillip, I find it very

frustrating to hear a student talking while I'm frustrating to hear a student talking while I'm trying to give directions to the class.trying to give directions to the class.”” 24

Restorative Discussion and Restorative Discussion and QuestionsQuestions

► A restorative approach to help those harmed by A restorative approach to help those harmed by other's actions, as well as responding to challenging other's actions, as well as responding to challenging behavior consists in asking key questions:behavior consists in asking key questions:

Restorative Questions:Restorative Questions:► What happened, and what were you thinking at the What happened, and what were you thinking at the

time?time?► What have you thought about since?What have you thought about since?► Who has been affected by what you have done? In Who has been affected by what you have done? In

what way?what way?► What about this has been hardest for you?What about this has been hardest for you?► What do you think you need to do to make things What do you think you need to do to make things

as right as possible?as right as possible? 25

CirclesCircles1.1. Proactive:Proactive: Community/ Team buildingCommunity/ Team building2.2. Responsive:Responsive: Problem solving/repairing harmProblem solving/repairing harm

When to Use Circles (examples)When to Use Circles (examples)::► community building problem-solving reflectingcommunity building problem-solving reflecting► introducing new studentsintroducing new students► Conflict resolutionConflict resolution► BrainstormingBrainstorming► farewell to students leavingfarewell to students leaving► Healing/ diffusing tensionHealing/ diffusing tension► family issues family issues ► community violence debriefingcommunity violence debriefing

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Responsive Circle Planning Responsive Circle Planning Classroom issue: student use of Classroom issue: student use of

profanityprofanityPurposePurpose Circle PromptCircle PromptFor students to learn the For students to learn the impact that profanity has on impact that profanity has on the classroom community.the classroom community.

How do you feel when you hear How do you feel when you hear words in the classroom that words in the classroom that you feel uncomfortable with? you feel uncomfortable with?

To identify the language To identify the language students and teachers are students and teachers are uncomfortable hearing in uncomfortable hearing in the classroom.the classroom.

Written or verbal prompt-Written or verbal prompt- What words What words do you hear in the class that you do you hear in the class that you feel uncomfortable with?feel uncomfortable with?(read out loud in the circle)(read out loud in the circle)

Reinforce guidelines about Reinforce guidelines about student behavior in relation student behavior in relation to using respectful to using respectful language.language.

1. How are we doing following the 1. How are we doing following the classroom guideline of using classroom guideline of using respectful language?respectful language?2. What is one thing you can 2. What is one thing you can commit to doing to ensure the use commit to doing to ensure the use of respectful language in the of respectful language in the classroom.classroom.

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Benefits of Group Benefits of Group ConferencingConferencing

► Give victims a chance to express their feelings directly Give victims a chance to express their feelings directly to offenders, supported by family and friendsto offenders, supported by family and friends

► Let offenders hear directly from the people theyLet offenders hear directly from the people they’’ve ve affectedaffected

► Empower offenders to take responsibility for their Empower offenders to take responsibility for their actionsactions

► Hold offenders accountable Hold offenders accountable ► Collaborative: provides opportunities for all involved to Collaborative: provides opportunities for all involved to

decide what needs to happen to repair harmdecide what needs to happen to repair harm► Provides an opportunity for healing for victims, Provides an opportunity for healing for victims,

offenders and their communities of careoffenders and their communities of care► Works toward reintegrating offenders back into their Works toward reintegrating offenders back into their

communitycommunity ► Break cycles of misbehavior and disruptionBreak cycles of misbehavior and disruption 28

When is Conferencing When is Conferencing Appropriate?Appropriate?

What are some examples of issues you What are some examples of issues you may be able to address at your school may be able to address at your school site by using a restorative conference?site by using a restorative conference?

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When is conferencing When is conferencing appropriate?appropriate?

► Interpersonal conflictsInterpersonal conflicts►Tardiness/TruancyTardiness/Truancy►TheftTheft►VandalismVandalism►Bullying/Harassment Bullying/Harassment ►Drug/Alcohol useDrug/Alcohol use►Fighting/AssaultFighting/Assault►ArsonArson

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Conferencing ProcessConferencing Process1) 1) Pre-conference: meet separately with Pre-conference: meet separately with

all parties involvedall parties involved2) Identification, recruitment, and 2) Identification, recruitment, and

preparation of supporters and other preparation of supporters and other involved partiesinvolved parties

3) 3) ConferenceConference4) Follow-up 4) Follow-up

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Seating ArrangementsSeating Arrangements

FACILITATOR

OffenderSUPPORTER

SCHOOLSCHOOL

ADMINISTRATOROR LAW

ENFORCEMENTPOLICEHUMAN

SERVICES &/ORPROBATION

VictimSUPPORTER

Person who Was harmed

MEMBER OF COMMUNITY

Person who harmed

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Stages of ConferencingStages of Conferencing Conferencing follows a specific order of stages, Conferencing follows a specific order of stages,

carefully constructed to support a safe flow of carefully constructed to support a safe flow of dialogue and ensure all parties are given a space dialogue and ensure all parties are given a space to share their thoughts and feelings.to share their thoughts and feelings.

The following stages incorporate the conference:The following stages incorporate the conference:► Preamble (welcome and introduction)Preamble (welcome and introduction)► Offender speaksOffender speaks► Victim speaksVictim speaks► Victim supporters speakVictim supporters speak► Offender supporters speakOffender supporters speak► Offender respondsOffender responds► Reaching an agreementReaching an agreement► Closing the conferenceClosing the conference

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Thank you!Thank you!Feel free to contact the restorative Feel free to contact the restorative

practices team with any further practices team with any further questionsquestions

[email protected]@[email protected]@sfusd.edu

(415) 241-3030(415) 241-3030Pupil Services and Counseling Depts.Pupil Services and Counseling Depts. 34

mailto:[email protected]

mailto:[email protected]

Restorative Practices TriviaRestorative Practices Trivia►Question #1:Question #1:

Restorative Practices are based on Restorative Practices are based on ____________?____________?

Name 2 of them.Name 2 of them.

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Restorative Practices TriviaRestorative Practices Trivia►Question 2:Question 2:

Describe the restorative paradigm shift Describe the restorative paradigm shift in your own words.in your own words.

How is it different to a traditional model How is it different to a traditional model of discipline?of discipline?

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What is the fundamental hypothesis of What is the fundamental hypothesis of Restorative Practices?Restorative Practices?

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What are the 2 elements required to be What are the 2 elements required to be in the in the ““withwith”” box? (social discipline box? (social discipline window)window)

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In what way does Fair Process support In what way does Fair Process support the fundamental hypothesis of the fundamental hypothesis of restorative practices?restorative practices?

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Name the restorative practices on the Name the restorative practices on the continuum in order from informal to continuum in order from informal to formal.formal.

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Restorative Practices TriviaRestorative Practices Trivia►Question 7Question 7

Define the two components that are Define the two components that are required when using an affective required when using an affective statement.statement.

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What are the common restorative What are the common restorative questions?questions?

Name a situation where the questions Name a situation where the questions can be useful.can be useful.

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Restorative Practices TriviaRestorative Practices Trivia►Question 9Question 9

Bullying is happening in your class. Bullying is happening in your class. What type of circle is appropriate to What type of circle is appropriate to

facilitate and name a possible circle facilitate and name a possible circle prompt?prompt?

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Restorative Practices TriviaRestorative Practices Trivia►FINAL QUESTION!!!FINAL QUESTION!!!

Define Restorative Practices in your own Define Restorative Practices in your own words.words.

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san francisco unified school district restorative practices

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