1. Restore Relationships
Build Community
Repair Harm
Restorative Practices: Preventing Conflicts and Building Community Tier 1 Strategies
Today we will review:
---Restorative Practices that are used in our classrooms to prevent conflicts and build relationships and
---Restorative Practices that we use as interventions when conflicts arise.
---How trauma and self-regulation connects with Restorative Practices
---Also, we will address four of the most asked questions when using Restorative Practices and watch a short Healing Circle demonstration video.
At the end I will ask for feedback on how it’s going and how we can continue to improve our practices.

2. Goals for the Workshop
Understand and buy-in to principles of restorative discipline
Learn three tiers of restorative strategies
Think about how restorative practices can be used at your school

3. How Restorative Practices Fit with our School Discipline Plan
HB 1541: Student Discipline
recently signed legislation that addresses suspensions/expulsions, re- entry conferences, disproportionality, data reporting, training and education services
Policy 3240: Student Behavior, Rules of Conduct, Restorative Practices and Corrective Action (Adopted August 2016)
“The Board believes that a responsible, respectful and safe environment … is strengthened when … Effective restorative practices are used to prevent and respond to misbehaviors.”
This year we have a new Policy 3240 where restorative practices are suggested to be used to prevent and respond to misbehaviors. Read the policy for there is a very good overview of restorative practices. The policy also references the use of corrective action. Out of school suspension can and will be used, but research tells us the down side of this approach. Students fall behind, relationships are broken, and trust with families are affected. We also see disproportionality in the data of who is being suspended. This is a community concern.
Last spring HB1541 was signed into law and significantly redefined student discipline. This will change how discipline is done in the state of Washington. OSPI Data reports have shown the out of school suspension rate for SPS is twice as high as the state average. We all can do our part to improve and using Restorative Practices will help our efforts.

4. Defining a Restorative Approach
“… a process to involve, to the extent possible, those who have a stake in a specific conflict and to collectively identify and address harms, needs and obligations, in order to heal and put things as right as possible.” - Howard Zehr from The Little Book of Restorative Justice
This is a definition of Restorative Justice. The original concept of Restorative Justice comes from Native people of North America and New Zealand. “Restorative Justice” is the term used by the Justice system to make things as right as possible after a law has been broken.
Read definition. Today schools are taking a “Restorative Justice” approach, calling it “Restorative Practices” to create a safe school environment
Restorative Practices is the term SPS will be using for a 3 tiered approach to prevent or reduce conflicts, respond to conflicts in a positive manner, and resolve conflicts after they have occurred; or after discipline has been assigned.

5. Two Different Views of Misbehaviors
Historical View
Restorative View
Violations are of school rules
Discipline process establishes guilt
Accountability assigns consequence or punishment
Violations are of relationships and sense of community
Identifies needs and obligations of all
Accountability means understanding impact and repairing the harm
When comparing “then” to “now”, you can see a paradigm shift. The historical view is necessary, but not always effective in changing behavior. Read/compare the “Two Views”.
The Restorative approach puts major accountability on the individual who created the harm as well as the involvement of those who were harmed. This is a major change from exclusionary discipline that can put students behind and breaks the relationship.

6. Why Restorative Practices?
It defines our learning community with a sense of belonging and the importance of relationships.
Conflicts happen and are opportunities to strengthen relationships when the harm is repaired.
It teaches problem solving, cooperation and accountability when all voices are heard and valued.
We always need to keep the “Why” of Restorative Practices front and center.
Why use Restorative Practices?
1.) Builds community…gives all students a sense of belonging. Belonging is a basic need and important for learning to happen.
Belonging is built on supportive relationships.
2.) Conflicts happen each and every day. The question is how are we going to respond to the conflict? They can be seen as opportunities for understanding and ways to find agreement to improve relationships and repair the harm.
3.) Restorative Practices are applied life skills: problem solving, working together, and taking responsibility. In this process all voices are heard and Points of View (POV) are understood.

7. More about Teaching than Punishment
Asking questions, Making agreements, Sharing thoughts and feelings, Surrounding those with greatest needs.
Punishment isolates and excludes, breaks relationships, does not address behaviors, and pay back happens.
Telling is not teaching
Restorative Practices is about teaching expectations and pro social behaviors. This approach is done by restorative communications, problem solving, making agreements and resolving conflicts, “with” students ( not to them of for them).
Punishment often does not change behaviors, it can make the situation worse. The student isolated, excluded, relationship is made insecure, and saving face can result in pay back. Overall more tension and more stress added to the situation.
Telling the rules is different than making agreements. (discuss + and – of rules vs agrements)

8. Restorative Strategies for Schools
Affective Statements
Restorative Dialogue
Restorative Conferences
Repairing the Harm Circles
Community Building Circles
Mediation
Restorative Practice in Action San Francisco Unified School District Video
Restorative Strategies for Schools
Now we are going to see a 10 min video from the SFUSD. It shares a k-12 approach where restorative practices are used at all levels and many ways. You will hear staff, parents, and students talk about these strategies. Listen for common language and common themes.
After the video you can ask: “what were the common themes you heard”
trust, accountability, problem solving, common language, build community, relationships………  

9. Wonderings?
Turn to a partner and share your thoughts and wonders about Restorative Practices

10. Three Tiers Conflict Resolution Responding to Conflict
Formal Conferencing
Repairing Harm Circles
Responding to Conflict
Making Agreements
Mediations
Conflict Resolution Circles
This is how three tiers of Restorative Practices relate to three tiers of PBIS. You can see by taking this approach, we can reduce conflicts, respond to conflicts and use restorative practices after corrective action has been taken.
Let’s first review the practices that take place at each level.
Classroom Practices for Reducing Conflict and Building Relationships
Affective statements
Restorative Questions
Classroom Circles

11. Classroom Practices for Reducing Conflict and Building Relationships (Tier 1)
1. Affective Statements: to demonstrate and teach empathy; “I observe….I feel…. I need…. my request….”
2. Restorative Questions: for understanding and problem solving (the card)
3. Classroom Circles: to build community, offer support, and set expectations
These are the three tools that can be used in every classroom everyday to reduce conflict and build strong relationships within the learning community.
When there is misbehavior or a conflict in class, teachers can respond by making an “Affective Statement” or asking “Restorative Questions”.
Affective Language can help to develop a greater empathy with students.
The 4 step process is to send an “Affective Statement is:
“ I notice…..I feel…. I need….my request…..” This can be used for positive or negative behaviors.
2. Restorative questions (the cards) can often help students begin to reflect on their behaviors and give you more insight on what is going on behind the behavior.
Circles are a great way to build a positive climate of respect before conflicts happen.
3. Classroom Circles are a great way to build community, clarify expectation, check-in, set intentions for the day, problem solve a situation or give support when needed. It shows that we are all in this together.

12. Affective Statements Your thoughts and feelings are expressed
Demonstrates empathy and caring
Informs students how their actions affect others
I notice…..
I am feeling……
What I need is…..
Are you willing to …..
Affective language is used to model communication where feelings are expressed in a thoughtful way that does not blame or shame. It shows teachers are human and shows students how their actions affect others, which also helps students develop empathy.
Affective statements are a good way to start a restorative dialogue. Be invitational and welcoming to students when problem solving. It is a shared problem between teacher and student and both POV need to be understood.
This comes from the book by Marshall B. Rosenberg, Nonviolent Communications, 2000.

13. Making Affective Statements
Typical Response
Affective Statement
Stop teasing Shelley.
It makes me uncomfortable when I hear students being teased. Please stop.
Sit down and be quiet.
I get upset when there is talking and joking around when I trying to teach.
I don’t want to hear you arguing with him anymore. Just walk away.
I feel sad that you are not resolving your conflict in a positive way.
How many times do I have to tell you to put your cell phone away? Just give it to me.
It’s really disappointing to keep reminding you about our classroom expectations.
Here are more examples of Affective statements vs. Typical Responses. Affective statements gives adults an opportunity to share their feelings which helps to humanize and build the relationships.

17. Practice “Affective Statements” or “Restorative Questions” with a partner
1. A student is bothering others by moving around the room and making distracting noises.
2. A student keeps talking out of turn and making comments about others in the class
3. A student has their head down on the desk and may be sleeping.

18. Circles: Check-in, Community Building, Classroom Meetings
“In the Circle, we are all equal No one is in front. No one is behind No one is above. No one is below We are all related – the Circle creates unity.”
Oglala Lakota quote
Circles are very powerful structures to address and build a strong community.
Sitting in a circle can bring a different energy to a group. Encourage circles at staff meetings, in classrooms, during advisory, and at conferences. When people circle up, there is a feeling of unity and promotes working together.
Handout: Check-in Circles

19. Check-in Circles Purpose: Make a connection
Structure: 15 min; in a circle
Role of Facilitator: create a safe, supportive, and structured circle
Guidelines: Four agreements
Agenda:
Prompt # Prompt #2
Summary and Close
Review handout: ”Check-in Circles: Building Community One Circle at a Time”
Have teacher think about when a check in could be very helpful:
-Beginning of the week check
-Feelings about state testing check
-Classroom expectations/rules are not being followed check
-Next grading period resolutions check
-Others

20. What if a student does not want to repair the harm? Empathy
Developing Empathy; Using affective language will help students learn empathy.
It’s a new ask; Often students may not have been given the opportunity to make things right.
Making things right is different than punishment that assigns guilt or shame. It takes time to work “with”.
Empathy occurs when judgement or indifferences is replaced with understanding and caring.
Empathy is a quality that is necessary for Restorative Practices to work. It is not easy for youth to identify the feelings of others. Empathy can be taught and nurtured by sharing your feelings and asking the questions like:
“How do you think others feel about your actions?”
“How do you think the conflict impacted others?”
“How would you feel if it had happened to you?”
Working with students to come up with ways to make things right can take time, but it usually leads to a more satisfying outcome for all, and helps the learning community. Spending time up front, before the conflict has escalated, will hopefully save time in the long run.

21. Is saying “I’m sorry” enough? Accountability
Is the apology heart-felt? Did the student understand and recognize the feelings expressed?
What else needs to be done to repair the harm that meets the needs of everyone?
Is there an understanding of what is the root cause of the conflict?
Forcing an apology is not restorative. If there is a true understanding of the harm created and the feelings that others experienced, you can see if there is remorse for the behaviors. An apology at that point, can be given and received, and will have meaning.
There are many ways to apologize. It’s more about taking responsibility for the actions and the impact. After an apology is offered, its often good to ask:
“what else can you do to make things right?” or
“how will you handle things differently next time?”

22. Connecting the Dots PBIS Social -Emotional Learning
Trauma Sensitive Learning Environments
Understanding Impact of ACEs
Restorative Practices
Culturally Responsive Classrooms
(Optional Slide)
There are many training opportunities offered in our district.
PBIS, SEL, RP, ACE’s, and Culture are all very connected and overlap in philosophy, knowledge, and skills. They are more the same than different.
We will continue to connect the dots as we get smarter together.

23. Keep in Mind
People change out of support, not threats, punishment or coercion; the more support-the greater the change.
Your relationship is the best tool in your tool box.
Keeping an open mind and an open heart will help to make restorative practices work.
Open Mind = an interest in all points of view, all positions
Open Heart = compassion, curiosity, suspends judgement
Finally, this is hard work. Conventional discipline that assigns a punishment or consequence, often doesn’t change behaviors because it is an external approach.
We want students to do the right thing when no one is watching.
Keeping an open mind and open heart to this process is our best way of being.
Be kind to yourself, especially when the approach is new or different.
Often discipline practices exclude and separate students with misbehaviors, where restorative practices puts more people around the student to support change.

24. How’s It Going with Restorative Practices? Your feedback is appreciated
1. Share your biggest learning so far with Restorative Practices
2. Where do you find Restorative Practices most helpful; what is working for you?
3. What other supports or training do you need to better utilize Restorative Practices?
Here is a short survey so we can see how Restorative Practices are going.
After you fill it out, get with a group of two or three and share your thoughts.
After a few minutes let’s have a large group share out.