1. Restorative Practices in Schools
Tier 1, Community Building, OSSU, December 07, 2018

2. Achievement Based Objectives
Reflected on restorative practice concepts
Practiced a relationship building circle
Discussed Supporting Frameworks for Restorative Practices
Worked in teams on Tier 1(Circle) practices

3. Opening Circle
Community Building quote and questions. Chat Pack opening

4. Key Elements of Circle Ceremony Opening/Closing Centerpiece
Used to indicate that this is a different space.
Centerpiece
A focal point to promote speaking and listening.
Identify Values/Guidelines
Defined by the group. Serve as a reminder of expectations.
Talking Piece
Regulates dialogue, allows for focus, and limits interruption.
Facilitation or Keeping
Assists the group in creating and maintaining the space.

5. Moving From Punitive to Restorative
You can’t institute Restorative Practices overnight! The most sustainable way to institutionalize whole-school restorative practices is to gradually increase restorative practices over time.

6. Restorative Practices Implementation
Frame Restorative Justice for You Site
Assemble the RJ Team
Celebrate Strengths and Assess Needs
Moving from Punitive to Restorative Practices
Include Others in Your Visions
Implement Tier 1 Strategies
Year 1

7. Restorative Practices Implementation
Support Teachers through Ongoing PD
Implement Tier 2 Strategies
Implement Tier 3 Strategies
Involve Students in Peer RJ processes
Evaluate, Reflect and Refine Your Efforts
Year 2
Year 3

8. Why Restorative Practices?
Restorative practices promote social engagement and connection by: (1) proactively building community and connection, (2) repairing relationships when things go wrong, (3) providing more intensive support when needed to help a young person develop a sense of belonging.

9. Principles
Engagement: Involves those impacted, including the community, in the process and resolution.
Responsibility: Encourages appropriate responsibility for addressing needs and repairing the harm (accountability)
Restoration: Acknowledges and repairs the harm caused by, and revealed by, wrongdoing.
Excerpted and adapted from:

10. Key Components Restorative Practices
Address and discuss the needs of the school community
Build healthy relationships between educators and students
Repair harm and restore positive relationships
Reduce, prevent, and improve harmful behavior
Resolve conflict. Hold individuals and groups accountable

11. 80% 20% Whole School Approach Tier 3: Re-Entry
Tier 2: Repair Relationships
Tier 1: Build & Strengthen Relationships

12. Tier 1: Build & Strengthen Relationship
Check-In
Check-out
Learning
Decisions
Issues
Values Circles
Celebration Circles
Expectation Circles
Develop Healthy Relationships
Develop Social-Emotional understanding
Promote and strengthen sense of belonging and ownership

13. Whole School Approach: 80/20 Rule
A good guideline is that about 20% of a school’s restorative practices respond to conflict while 80% are proactively creating shared cultures and building strong relationships.  This approach cultivates a climate where destructive responses to conflict are less likely to occur.
Reflection from Circle in a Square pg 6

14. Relationships Matter Circle
Up to 8 participants per circle
Grab a circle packet (outline, talking piece, center piece)
Find a quiet corner of the building
Return in 30 minutes

15. Relationships Matter Circle-Debrief
How was that process for you?
Where there commonalities around the characteristics or traits of role models?
What about strategies for building relationships in a classroom?

16. Supporting Frameworks for Restorative Practices
Social Discipline Window
Continuum of Restorative Practices
Restorative Justice Typology

17. “Human beings are happier, more cooperative, and productive, and more likely to make positive changes in their behavior when those in positions of authority do things with them, rather than to them or for them.”
Ted Wachtel, Founder International Institute for Restorative Practices (IIRP, 2014)

18. Social
Discipline
Window
Social Discpline video?

20. Activity: Social Discipline Window
With a partner, please share and discuss the following in relation to the Social Discipline Window:
–Think of a teacher you connected with in school. Which quadrant best describes that teacher? Why?
– Which quadrant best describes your practice as an educator? Please explain.
This Photo by Unknown Author is licensed under CC BY-SA

21. Restorative Practices Continuum
LRC Handout

22. Affective Statements
Brief comments about how others were impacted by the person’s behavior
Affective Questions
Asking wrongdoer questions like who was affected, how they were affected, etc.
Small Impromptu Conference
Brings together a few people to talk about the incident, its impact and what to do next
Large group or circle
Allows everyone to have some say in what should happen as a result of the wrongdoing
Formal Conference
Involves more planning and preparation and tends to be more structured and complete

23. Affective Statements Most informal side of continuum
Core to all of restorative practices
Provide students and teachers opportunity to express feelings, both positive & negative
Cultivate empathy and learn social and emotional skills
Example of sentence structure: “I feel/am ________(emotion)
_________when/that you_________(behavior)___________.”

24. Affective Statements: Pairs Practice
Find a partner. With your partner, discuss how you might reframe 2-3 of the following common statements as Affective Statements:
Sit down and do your work.
Your homework is late.
You’re never on time.
Great job on your test.
Don’t chew gum in class.
Stop talking.
Good job.
Stay on Task.
You need to get along better with others.
Quiet down.
Stop throwing things.
That’s not the way to do it.
Be respectful.

25. The Challenge to Affective Statements
Include Joe Brummer Handouts

26. Affective Questions To Help Those Affected
When Challenging Behavior Occurs
What happened?
What were you thinking of at the time?
What have you thought about since?
Who has been affected by what you have done?
In what way have they been affected?
What do you think you need to do to make things right?
To Help Those Affected
What did you think when you realized what had happened?
What impact has this incident had on you and others?
What has been the hardest thing for you?
What do you think needs to happen to make things right?

27. Pairs Practice: Affective Questions #1
Individually, think of a situation in which you were impacted by another’s behavior.
Find a partner and practice using Restorative Qs #2 (To Help Those Affected) in response to the harm scenario.
Each person will have an opportunity to answer the questions related to their scenario
Debrief:
What is your reaction to using and experiencing these questions?
What shifts did you observe?

28. Restorative Justice Typology

29. Restorative Justice Guiding Questions
Who has been harmed?​
What are their needs?​
Whose obligations are they?​
What are the causes?​
Who has a stake in this?​
What is the appropriate process?

30. Restorative Justice Principles
Engagement: Involves those impacted, including the community, in the process and resolution.
Responsibility: Encourages appropriate responsibility for addressing needs and repairing the harm (accountability)
Restoration: Acknowledges and repairs the harm caused by, and revealed by, wrongdoing.

31. Levels of Application In Criminal Justice Applications:
When 1 Party is involved =Party Restorative
When 2 Parties are Involved = Mostly Restorative
When 3 Parties are Involved = Fully Restorative
Adapted from IIRP

32. Whole School Approach Develop healthy relationships
Identify the harm
Identify the needs
Develop a plan to address the needs and repair harm
Develop healthy relationships
Develop social and emotional understanding
Promote and strengthen sense of belonging and ownership
Whole School
Approach
Tier 3: Re-Entry
Reintegration
Tier 2: Repair Relationships
Tier 1: Build & Strengthen Relationships

34. 0% RJ
100% RETRIBUTIVE
Time outs, phone
calls home and
suspension are
primary disciplinary
tactics.
20% RJ
80% RETRIBUTIVE
• A few teachers use
community building
circles in classrooms.
• RJ Coordinator
addresses some
behavior issues.
50% RJ
50% RETRIBUTIVE
• Regular community
building.
• Teachers use circles
to address harm and
restore relationships
as issues occur.
80% RJ
20% RETRIBUTIVE
• Retributive practices
are reserved for
severe, infrequent
instances of harm.
• Circles are always
used to address
harm and healing
with families and
community.

35. Community Building Circles and Planning Time
Need Annie’s FAQ, Template, Sample Circles

36. Community Building Circles and Planning Time
In small groups, review the Circle FAQs, the Circle Template, and sample Circle formats.
As a small group design a Tier 1 Circle that you can use. Pay attention to all the pieces of the set-up process.
Practice, Revise, Adapt.
Report Back.
Need Annie’s FAQ, Template, Sample Circles

37. Upcoming meeting days February 1 OSSU (Hazen) 12-3
March 22 OSSU (Hazen) 12-3

38. SNHU Days Module 1 - Intro to Restorative Practices in Schools: August
Module 2 - How to implement RP in Schools/Strength assessments: Oct 18, 2018
Module 3 - Service Learning – Strength/Needs Assessment Online Portion
Module 4 - Tier 1 Practices/community building: December 7, 2018
Module 5 – When Circles Go Wrong: Problem Solving Online Content
Module 6 – Service Learning – Tier 1 in the classroom Online Content
Module 7 – Tier 2 Practices: February 1, 2019
Module 8 – Service Learning- Tier 2 in Action Online Content
Module 9 – Tier 3 Practices: March 22, 2019
Module 10 – Service Learning – Tier 3 in Action Online Content
Module 11- Evaluate, Reflect, and Refine Online Content