SFUSD RESTORATIVE PRACTICES “Schools are not buildings, curriculum timetables and meetings. Schools are relationships and interactions among people.” Johnson & Johnson, 1994 Student, Family, Community Support Department Pupil Services:

A G E N D A 2 8:45-10:45Opening Circle Community Builder Norms-See, Hear, Feel, Do RP References, Historical Outlook Paradigm Shift 10:45-11:00Break 11:00-12:30Consequence System Affective Language Harms/Needs Activity 12:30-1:15Lunch 1:15-2:30Continuum of practices Re-entry Video 2:30-2:45Break 2:45-4:00Scenarios Closing Circle

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 / RJOY Amos Clifford Howard Zehr Rita Alfred Lorraine Stutzman Amstutz and Judy Mullet Cheryl Graves Nancy Riestenberg 3

Community Builder Milling to Music 4

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 Aims: 1. To reduce overall numbers of suspensions and expulsions within the district 2. Address the disproportionate numbers of African- American, Latino, and Pacific Islander students who are suspended. Board Resolution: #1312 ‐ 10A4, February 24, 2014 Establishment of a Safe and Supportive Schools Policy in the San Francisco Unified School District 5

6 “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 Paradigm Shift

Traditional ApproachRestorative Approach 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 person who caused harm, person who experienced harm ignored Person who caused harm, person who experienced harm and school all have direct roles in justice process Rules and intent outweigh whether outcome is positive/negative Person who caused harm is responsible for harmful behavior, repairing harm and working toward positive outcomes No opportunity for remorse or amends Opportunity given for amends and expression of remorse Paradigm Shift 7

8 Traditional Approach: Suspensions Expulsions Loss of privileges Benching Instructional minutes lost Detention Time-out corner/room Zero Tolerance Restorative Approach: Restorative Continuum Impromptu conversations Restorative meeting Formal conference Natural consequences that don’t inadvertently reward behavior Re-teach social/emotional skills Repair harm

Morning Break 9

10 HOW CONSEQUENCES CHANGE Integrating RP into your school’s Discipline Flow Chart

Harms Needs Activity Harms/NeeH 11

RESTORATIVE QUESTIONS: 1. What happened, and what were you thinking at the time? 2. What have you thought about since? 3. Who has been affected by what happened and how? 4. What about this has been hardest for you? 5. What do you think needs to happen to make things as right as possible? 12

Lunch Break 13

14 Proactive Responsive Affective statements, community building circles, impromptu conferences, restorative circle/conference

RESTORING RELATIONSHIPS AND COMMUNITY : TIER 2 & 3 ● 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 15

Re-entry Video 16

BENEFITS OF FORMAL RESTORATIVE CONFERENCING ● Gives person harmed a chance to express their feelings directly to those who caused harm, supported by family and friends ● Lets those who cause harm hear directly from the people they’ve affected ● Empowers those who cause harm to take responsibility for their actions ● Holds those who cause harm accountable ● Collaborative: provides opportunities for all involved to decide what needs to happen to repair harm ● Provides an opportunity of healing for those harmed, those who caused harm and all communities of care involved. ● Works toward reintegrating those who experienced and caused harm back into their community ● Break cycles of misbehavior and disruption 17

CONFERENCING PROCESS 1. Identification, recruitment, and preparation of supporters and other involved parties 2. Pre-conference: meet separately with all parties involved 3. Conference 4. Follow-up 18

19 RP SCENARIOS

FORMAL CONFERENCE SEATING ARRANGEMENTS FACILIT ATOR Person who caused harm SUPPOR TER SCHOOL ADMINIST RATOR OR LAW ENFORCE MENT POLICE HUMAN SERVICE S &/OR PROBATI ON Person who was harmed SUPPOR TER Person who was harmed MEMBER OF COMMU NITY Person who caused harm 20

RESTORATIVE CONVERSATIONS Restorative Conversations explore: ❖ The quality of relationships ❖ Those affected by the conflict or wrongdoing ❖ Potential resulting harms ❖ The needs of those involved ❖ Problem solving solutions to repair the harm and restore the relationship or community Restorative Conversations can occur: ❖ Impromptu (1:1 staff and student(s)) ❖ Classroom structure dialogue (responsive circle) ❖ With a facilitator and two or more persons 21

THANK YOU! Please visit the SFUSD Restorative Practices Website for more information: 22

Closing Circle 23