A Restorative Approach to improving our school climate Doreen Lohnes, Assistant Superintendent, Support Services Heidi Cisneros, Executive Director, Pupil Support Services Dr. Sonia Llamas, Director, School Climate Orlando Navarro, Program Specialist, Student Assistance Programs and School Climate

What is a Multi-Tiered System of Support? Academics Behavior Individualized Groups School-Wide Student is provided intense instructional support for students with the greatest needs Student centered planning is utilized to develop customized interventions School provides targeted behavioral skill interventions School provides instructional support, usually in small groups MTSS is a multi-step process of providing instruction and support to promote the academic and behavioral success. All students are taught positive behavioral expectations All teachers use consistent approach to discipline All students receive high quality education.

California Education Code 48900.5 48900.5. (a) Suspension, including supervised suspension as described in Section 48911.1, shall be imposed only when other means of correction fail to bring about proper conduct. A school district may document the other means of correction used and place that documentation in the pupil's record, which may be accessed pursuant to Section 49069. However, a pupil, including an individual with exceptional needs, as defined in Section 56026, may be suspended, subject to Section 1415 of Title 20 of the United States Code, for any of the reasons enumerated in Section 48900 upon a first offense, if the principal or superintendent of schools determines that the pupil violated subdivision (a), (b), (c), (d), or (e) of Section 48900 or that the pupil's presence causes a danger to persons. (b) Other means of correction include, but are not limited to, the following: (1) A conference between school personnel, the pupil's parent or guardian, and the pupil. (2) Referrals to the school counselor, psychologist, social worker, child welfare attendance personnel, or other school support service personnel for case management and counseling. (3) Study teams, guidance teams, resource panel teams, or other intervention-related teams that assess the behavior, and develop and implement individualized plans to address the behavior in partnership with the pupil and his or her parents. (4) Referral for a comprehensive psychosocial or psycho educational assessment, including for purposes of creating an individualized education program, or a plan adopted pursuant to Section 504 of the federal Rehabilitation Act of 1973 (29 U.S.C. Sec. 794(a)). (5) Enrollment in a program for teaching pro-social behavior or anger management. (6) Participation in a restorative justice program. (7) A positive behavior support approach with tiered interventions that occur during the school day on campus. (8) After-school programs that address specific behavioral issues or expose pupils to positive activities and behaviors, including, but not limited to, those operated in collaboration with local parent and community groups. (9) Any of the alternatives described in Section 48900.6.

California Education Code 48900.5 48900.5. (a) Suspension, including supervised suspension as described in Section 48911.1, shall be imposed only when other means of correction fail to bring about proper conduct. A school district may document the other means of correction used and place that documentation in the pupil's record, which may be accessed pursuant to Section 49069. However, a pupil, including an individual with exceptional needs, as defined in Section 56026, may be suspended, subject to Section 1415 of Title 20 of the United States Code, for any of the reasons enumerated in Section 48900 upon a first offense, if the principal or superintendent of schools determines that the pupil violated subdivision (a), (b), (c), (d), or (e) of Section 48900 or that the pupil's presence causes a danger to persons. (b) Other means of correction include, but are not limited to, the following: (1) A conference between school personnel, the pupil's parent or guardian, and the pupil. (2) Referrals to the school counselor, psychologist, social worker, child welfare attendance personnel, or other school support service personnel for case management and counseling. (3) Study teams, guidance teams, resource panel teams, or other intervention-related teams that assess the behavior, and develop and implement individualized plans to address the behavior in partnership with the pupil and his or her parents. (4) Referral for a comprehensive psychosocial or psycho educational assessment, including for purposes of creating an individualized education program, or a plan adopted pursuant to Section 504 of the federal Rehabilitation Act of 1973 (29 U.S.C. Sec. 794(a)). (5) Enrollment in a program for teaching pro-social behavior or anger management. (6) Participation in a restorative justice program. (7) A positive behavior support approach with tiered interventions that occur during the school day on campus. (8) After-school programs that address specific behavioral issues or expose pupils to positive activities and behaviors, including, but not limited to, those operated in collaboration with local parent and community groups. (9) Any of the alternatives described in Section 48900.6. (6) Participation in a restorative justice program. (7) A positive behavior support approach with tiered interventions that occur during the school day on campus.

What are Restorative Practices (RP)? “Restorative Practices are a framework for building community and for responding to challenging behavior through authentic dialogue, coming to understanding, and making things right.” When conflict occurs… Victims and wrongdoers work together to repair the harm caused RP encourages dialogue between the victim and offender and emphasizes values of empathy, respect, honesty, acceptance, responsibility and accountability Why RP? Effectively addresses behavior and school issues Helps promote a supportive environment Improves safety on campus Improves attendance Decreases school violence Offers positive alternatives to suspension and expulsion

Two Facets to Restorative Practices Restorative Practices focuses on: Tier 1: Building Relationships and social-emotional skills (Community Building) Tier 2: Non-punitive responding to harm/conflict (Responsive Circles) Tier 3: Individual support (Restorative Conferencing) Restorative Practices: Responding to discipline: using a solutions approach, not consequence approach Pro-active restorative strategies include: Staff greets students at the door Adults use affective language and statements Communicate with parents to share successes Adults maintain respect for the individual and not the behavior Adults become “silent mentors” (2 x 10 strategy) Facilitate classroom circles to discuss school work, concerns, current events, etc.

Affective Statements Affective Statements are expressions of personal feelings, both positive and negative. The sharing of emotions or “getting real” is what makes it possible to improve relationships in a school community. Use “I” statements that express your feelings. Example: “I feel frustrated when people are talking when I am trying to teach. It makes me feel like the time I spent preparing this lesson was wasted and is not appreciated.” Affective statements are not intended to shame or vent personal stressors, but to develop empathy, establish boundaries and provide authentic observation

Restorative Practices Continuum Informal Formal Affective Statements Restorative Questions Pro-active Circles Responsive Circles Restorative Conferences Less Time Less Planning Less Impact More Time More Planning More Impact

3 Basic Restorative Questions Traditional Discipline Asks: What rule was broken? Who broke it? What punishment does the offender deserve? Restorative Justice asks: Who was harmed? What are the needs and responsibilities of those affected? How can all affected parties work together to address needs and repair harm?

Multi-Tiered Systems of Support (MTSS) Restorative Practices PBIS Intensive Interventions Targeted Interventions School-wide Prevention Tier 3 Practices Individualized services for students Positive behavior plan On-going support Tier 3 Practices Restorative Conferencing Tier 2 Practices Targeted support Skill building groups Check-in/check-out (CICO) Tier 2 Practices Affective Statements Restorative Dialogue Responsive Circles Tier 1 Practices Affective language Restorative dialogue Community circles Tier 1 Practices School-wide norms Expectations positively reinforced

RP Circles Community Circles (Tier 1) Responsive Circles (Tier 2) Builds community amongst peers by discussing topics where students are encouraged to share their opinions. Responsive Circles (Tier 2) Used in response to conflict/harm Restorative Conferencing (Tier 3) Used to address immediate concerns/offenses Joven Noble (Curriculum) (Tier 1) Culturally centered, character development program for young males

Community Circles (Tier 1) Used in the classrooms and clubs to address school and classroom concerns, projects, current events Ex. Addressing school-wide tardiness, school-wide bullying, social media, group projects, recent events of importance, etc. The focal point of Community Circles Creates a space for building community as students with diverse values and experiences to discuss topics amongst peers. The circle seeks to create a better understanding of the topic by engaging in a constructive dialogue. Structure: Mandatory: Circle Keeper (teacher), students, Optional : Counselor, administrator, support staff, teachers aide Tier 1: Community Building Circle In Community Circles, keep the dialogue at a non-intensive level. However, If a student decides to share something deep and the circle becomes emotional, re-direct the conversation and speak to the student after the circle.

Restorative Circles (Tier 2) Used to address conflict and discipline incidents involving students and/or staff. Ex. Classroom disruption, bullying, fighting, school violence, cyber bullying, etc.   The focal point for Restorative Circles All students involved in conflict and discipline incidents are given the opportunity to take responsibility for their actions and their voices to be heard. All parties work together in circle to repair the harm caused and make things right The participants in a Restorative Circle Mandatory: Circle keeper, students, counselor Optional: Parents, administrator, teachers, support staff. Depends on the conflict/incident

Restorative Conference (Tier 3) Restorative Conferences Used for addressing serious offenses/criminal activity Used for students who are returning from suspensions or new students with a record Used to address immediate concerns of students who have not responded to Tier 1-2 interventions Ex. Drug use, poor attendance, tagging, fighting, violence, etc. The focal point of a Restorative Conference Student is given the opportunity to share and listen to everyone in the circle with respect and empathy. Student is held accountable for offense. A plan is generated in circle where each adult takes on a task to assist the student in adjusting to becoming a better overall student. The participants in a Restorative Conference Mandatory: Circle Keeper, student, parents, administrator, teachers, counselor, support staff, community members, friend Re-Entry Circle

Joven Noble (Tier 1) Joven Noble (10 week curriculum) Focuses on youth development, support and leadership. Joven Noble addresses Character development Promotion of healthy relationships Prevention of community violence Goal setting. The focal point of Joven Noble Students are given the opportunity to learn about their morals, development, prevention of violence and goal setting through a communicative curriculum. The participants in Joven Noble Circle keeper, students, co-circle keeper (optional) Joven Noble is most effective when there are no more than 12 students per circle keeper

more likely to make positive changes in their behavior Students are happier, more productive and more likely to make positive changes in their behavior when those in the positions of authority do things WITH them, rather than TO them or FOR them. Ted Wachtel Founder of the International Institute for Restorative Practices

For more questions please contact: Orlando Navarro 714-433-3481 orlando.navarro@sausd.us