SFUSD RESTORATIVE PRACTICES Student, Family, Community Support Department Pupil Services:

WORKSHOP AGENDA  Staff Community Building  Defining the need for Restorative Practices  RP Definition  Foundation of RP  Principles and Values  Fundamental Hypothesis  RP Paradigm  RP Strategies  Building and Sustaining Trusting Relationships  Responding to Harm  Closing Goals and Objectives: 1.Provide an overview of the foundation and strategies of Restorative Practices. 2.Apply RP principles and strategies into teaching practice.

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 Aim: 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.

SFUSD DISPROPORTIONALITY school year African American students comprise 10.8% of the student population, yet they made up 54% of the suspensions.  Elementary School: 62% of the suspensions.  Middle School: 52% of suspensions.  High School: 46% of suspensions Latino students comprise 23% of student population with a suspension rate of 23%.  Elementary School: 17% of the suspensions.  Middle School: 24% of suspensions.  High School: 28% of suspensions Together, African American and Latino students represent 77% of ALL SFUSD suspensions in the entire school year. (total:1,503 suspensions) We are only beginning to collect out-of-class counseling office referral data at this time.

LOST INSTRUCTION: SFUSD DISPROPORTIONALITY  ELEMENTARY SCHOOL K-5: African American students, on average, received 5 DAYS LESS INSTRUCTION than their peers.  MIDDLE SCHOOL: African American students received 10 DAYS LESS INSTRUCTION than their peers.  HIGH SCHOOL: African American students receive 19 DAYS LESS INSTRUCTION than their peers. On average, an SFUSD high school student misses 12 days of instruction each year. That means that, on average, African American students lose 31 days of instruction each year of high school!

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

RELATIONSHIP BASED PRINCIPLES AND VALUES: THE RP LENS  Equity of voice: meaningful participation  High expectations and support = doing things “WITH” not “TO” or “FOR”  Emphasis on building and sustaining trusting relationships  Inclusive decision making  All members of the community are valued  Authentic listening and sharing  Non-punitive response to wrong-doing: High accountability and High responsibility

RESTORATIVE PARADIGM “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 “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 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

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

PART 2: BUILDING/SUSTAINING COMMUNITY Relationship Based Principles Building/ Sustaining Restoring Relationships/ Community Relationships & Community

PART 2: BUILDING/SUSTAINING COMMUNITY  Inclusive Decision Making: Fair Process  Affective Language  Circles: Community Building/Sustaining Relationship Building Check-in / Check-out Curriculum

INCLUSIVE DECISION MAKING PRACTICES: FAIR PROCESS Three core components of Fair Process:  1 - Engagement: Involving individuals in decisions that affect them by asking for their input and allowing them to refute the merit of one another’s ideas.  2 - Explanation: Everyone involved and affected understands why final decisions are made as they are.  3 - Expectation Clarity: Once decisions are made, new expectations are clearly stated so that everyone understands their role and what is expected of them.

AFFECTIVE LANGUAGE  the starting point for all restorative processes  active non-judgmental listening  authentic expression of feelings and impact in relation to an action (positive or negative) * building strengthened relationships by genuinely presenting oneself as someone who cares and has feelings.

CIRCLE COMPONENTS  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

PART 3: RESTORING RELATIONSHIPS AND COMMUNITY Relationship Based Principles Building/ Sustaining Restoring Relationships/ Community Relationships & Community

PART 3: RESTORING RELATIONSHIPS AND COMMUNITY 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?  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

THE BIG PICTURE OF RP Part 1: Restorative Framework for Practice RP Principles / Values Fundamental Hypothesis: Doing “WITH” Understanding Disproportionality / Cultural Humility Part 2: Building/Sustaining Community Inclusive Decision Making Affective Language Circles: Community Building/Sustaining Part 3: Restoring Relationships and Community (Restorative Questions) Impromptu Restorative Conferencing Restorative Meetings Circles: Responding to harm Alternatives to Suspension/ Re-Integration Formal Restorative Conferencing Re-entry conferences

THANK YOU! Please visit the SFUSD Restorative Practices Website for more information:  Kerri Berkowitz: Ext 13046