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

Agenda 8:45-10:00 Introduction and Community Building Objectives RP Definition Social Discipline Window 10:00-10:15 Break 10:15-12:30 Trauma Informed Practices Cultural Responsiveness Data Activity 12:30-1:15 Lunch 1:15-2:30 RP Principles and Our Schools Fair Process Circle Keeping 2:30-2:45 Break 2:45-4:00 Historical Context RP integration with School-wide PBIS Closing Circle

Objectives The goal of this training is to: Explore ways restorative principles and processes apply in your work Learn about the various data tools used to measure the fidelity of RP and RTI Understand your role in whole school implementation of RP and RTI

Values and Agreements What value would you like to bring to our time together? What agreements do we want to set for ourselves and one another?

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 ● Dr. Joye Dorado and the UCSF HEARTS program

Community Builder: Please turn to your shoulder partner. Prompt: Take 1 minute each to share about your favorite caring adult. What were the characteristics of this person that you valued? How did this person respond to you when you did not meet expectations?

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 Restoring Relationships/ Community Relationships & Community

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.

Morning Break 10 minutes

Rita Pearson

STRONG RELATIONSHIPS: A FUNDAMENTAL CORNERSTONE TO SCHOOL SUCCESS One of the strongest predictors of academic success is the students’ perception of “Does the teacher like me?” (Stutzman Amstutz & Mullet, 2005, citing Nelson, Lott, & Glenn) Emotionally warm, sensitive teachers had students w/greater growth in math and reading ability (Pianta et al. 2008) Positive teacher-student relationship particularly important for students with self- regulation difficulties on tasks requiring fine motor skills, accuracy, and attention- related skills (Liew et al., 2010)

TRAUMA AND THE BRAIN Survival Mode: Fight/Flight/Freeze Frontal lobe (prefrontal cortex) goes offline Limbic system / mid and lower brain functions take over J. Dorado (2014), UCSF HEARTS, Child & Adolescent Services, UCSF/SFGH

TRAUMA EFFECT: Overactive Alarm System J. Dorado (2014), UCSF HEARTS, Child & Adolescent Services, UCSF/SFGH

Trauma Informed Practices

How trauma and behavior relate to RP: Focusing on function of behavior helps us see the “whole student” rather than focusing on the “problem”, or “what’s wrong with them” Builds empathy between people Empathy strengthens relationships Strong relationships increase our ability to help our students manage their reactions Strong relationships are a support for students and teachers to reflect on their actions

Jerry Kang Video

Implicit Stereotypes and Bias A stereotype is the association of a person with a consistent set of traits regardless or whether they are true or not. We develop stereotypes from experiences, through the media, books, parents, etc. "Implicit stereotype operate outside of one's conscious awareness but nevertheless impact one's judgement, 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

We need to recognize that: ●Stress exposes vulnerable decision points ●implicit bias is everywhere! ●bias can have a profound effect on our expectations and our perception. "The tricky part of implicit biases is that we don't think that we have them because they tend to operate outside of our conscious awareness." Dr. Clay Cook We need to have a strong awareness and a reflective practice to focus on building authentic and trusting relationships!!

Data Jigsaw Activity Break up into groups of 4 Each group will analyze the data represented in the graph and group read the article Discuss the following questions: What is this data telling us? Why is this important to our work? What else does it bring up for us?

Lunch Break 12:30-1:15

Icebreaker Form groups of 3 One thing you might not know about me just from looking at me is...

Restorative Principles and Your School 1) Please silently review the Restorative Principles and highlight what stands out for you 2) When the timer goes off, form a small group 3) Above your group’s principle: What we currently do at our school site 4) Below your group’s principle: What we would like to do 5) Whole group share

Glenview Dialogue Circles

Community Building (Proactive) Proactive Circle: Opportunities to share feelings, ideas, and experiences Builds trust and understanding Establish positive connections and set group agreements/norms Can be used to check academic understanding Used to set up behavioral expectations Helps with academic goal setting

Circle Preparation: ○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: ○„ Introducing the Circle ○„ Reviewing Circle Guidelines ○„ Circle Opening ○„ Circle rounds: Introducing prompts ○„ Closing of Circle Circle Components:

Met West Video

Circle Planning Guide Complete independently, Share in partners, Popcorn out

Afternoon Break 2:30-2:40

RP and PBIS Integration Blue Tape Activity Place Restorative Practices and Positive Behavior Interventions & Supports practices

Targeted/ Intensive ( High-risk students) Individual Interventions (3-5%) Universal (All Students) School/classwide, Culturally Relevant Systems of Support (75-90% of students) Tier 3 Menu: FBA-based Behavior Intervention Plan Replacement Behavior Training Cognitive behavior skills training Tier 2 Menu: Behavioral contracting Self monitoring School-home note Mentor-based program Differential reinforcement PPR Tier I Menu: Positive relationships School-wide PBIS SEL curriculum (Second Step) Good behavior game (PAX) Proactive classroom management Physiology to learn Progressive method of responding to prob. beh. Menu of Evidence-based Supports Tier 1 RP Practices: Affective Language Fair Process Restorative Dialogue (Impromptu conference) Community building circles Responsive classroom and school- wide circles Tier 2 RP Practices: Affective Language Restorative Dialogue and Conferences Responsive Classroom and School- wide Circles (problem-solving and repairing harm) Peer Conferencing Tier 3 RP Practices: Formal and Re-entry Conference Responsive Circle Selected (At-risk Students) Small Group or Individual Strategies (10-25% of students)

Closing What resonated with you today and what is one thing you can commit to moving forward?