1. Restorative Justice: Our Journey Alicia Nosworthy, Principal Walker High School, Puyallup SD nosworam@puyallup.k12.wa.us

2. We ARE “somewhere else”!

3. Creating Hope, Inspiring Potential, Inspiring Potential, Changing Lives! Changing Lives!

6. A.C.E.S. Training A.C.E.S. Training

7. Rjfacilitator.com

8. Restorative Justice is a relational approach to conflict. It approaches conflict/harm as a way of engaging in “relationship building.” Circles and the “circle process” is a way to build relationships prior to conflict/harm. Restorative Justice uses Empathy, Accountability, and the “Act of Apology” in order to rebuild the damaged relationships. Relationships are those connections between the “author” and the “victim,” community, and the “author” themselves. Restorative Justice is a relational approach to conflict. It approaches conflict/harm as a way of engaging in “relationship building.” Circles and the “circle process” is a way to build relationships prior to conflict/harm. Restorative Justice uses Empathy, Accountability, and the “Act of Apology” in order to rebuild the damaged relationships. Relationships are those connections between the “author” and the “victim,” community, and the “author” themselves.

9. The Power of Empathy The Power of Empathy The Power of Empathy The Power of Empathy – Brene Brown – https://www.youtube.com/watch?v=1 Evwgu369Jw Empathy: the Most Important Back-to-School Supply Empathy: the Most Important Back-to-School Supply – http://www.edutopia.org/blog/empat hy-back-to-school-supply-homa- tavangar

10. Master Schedule Master Schedule – Restorative Justice Community Circles Community Circles – RTI Pyramid Success Skills Success Skills Tutorials Tutorials

12. Developing empathy Developing empathy Creating a climate of caring Creating a climate of caring Building trust Building trust Building relationships Building relationships Promoting accountability and responsibility Promoting accountability and responsibility Collaboration Collaboration Problem solving and conflict resolution Problem solving and conflict resolution

13. “It has been good learning from everybody. You don’t feel so alone, and you know people better, and it makes the atmosphere cleaner and more welcoming.” “It has been good learning from everybody. You don’t feel so alone, and you know people better, and it makes the atmosphere cleaner and more welcoming.” “We get to talk about ways to improve the school. Just getting a voice helps out big time.” “We get to talk about ways to improve the school. Just getting a voice helps out big time.” “It makes me more open to ask questions and try harder.” “It makes me more open to ask questions and try harder.” “I get to hear what is coming up, so it prepares me for things.” “I get to hear what is coming up, so it prepares me for things.” “We get to talk about the classes we struggle in.” “We get to talk about the classes we struggle in.”

14. “It makes me feel like I am being listened to when I speak.” “It makes me feel like I am being listened to when I speak.” “It makes me feel like I can change things in the school.” “It makes me feel like I can change things in the school.” “It makes me feel a little more comfortable with my classmates and teachers.” “It makes me feel a little more comfortable with my classmates and teachers.” “It makes me feel good. I can understand my classmates, and they understand me.” “It makes me feel good. I can understand my classmates, and they understand me.” “I enjoy being able to share my feelings. Mr. Smith makes it comfortable, so I always feel okay opening up.” “I enjoy being able to share my feelings. Mr. Smith makes it comfortable, so I always feel okay opening up.”

15. “There is still work to be done to get all students to buy in to it, but overall, the culture at Walker is very positive this year.” “There is still work to be done to get all students to buy in to it, but overall, the culture at Walker is very positive this year.” “I’ve noticed the students in my CC group are more willing to share their opinions and answer academic questions in my class a lot more. Shy students seem to have made friends.” “I’ve noticed the students in my CC group are more willing to share their opinions and answer academic questions in my class a lot more. Shy students seem to have made friends.” “I get to touch base with students and get a good reading on issues they are facing in their lives.” “I get to touch base with students and get a good reading on issues they are facing in their lives.”

16. “Students see me as human and a real mentor. The extra time in the small group is valuable in this way.” “Students see me as human and a real mentor. The extra time in the small group is valuable in this way.” “We are a small family. I feel very close to these kids.” “We are a small family. I feel very close to these kids.” “Students have already agreed to, and learned, class and team norms in academic classes.” “Students have already agreed to, and learned, class and team norms in academic classes.”

17. “More group discussions and a chance for kids to share their opinions.” “More group discussions and a chance for kids to share their opinions.” “I am learning to better understand students and their lives.” “I am learning to better understand students and their lives.” “I like this, and I think the practice of listening and learning from students is crucial.” “I like this, and I think the practice of listening and learning from students is crucial.” “They keep getting better each week. Cool way to get to know students and start off the week with a chance to reconnect after the weekend.” “They keep getting better each week. Cool way to get to know students and start off the week with a chance to reconnect after the weekend.”

18. Developing empathy and creating a caring climate Developing empathy and creating a caring climate Building relationships Building relationships Understanding impact of harm Understanding impact of harm Responding to needs of the harmer, harmed and community Responding to needs of the harmer, harmed and community Encouraging accountability and responsibility through personal reflection Encouraging accountability and responsibility through personal reflection Collaborating and restoring balance Collaborating and restoring balance Reintegrating the harmer into the community as a valuable member Reintegrating the harmer into the community as a valuable member

19. Setting the Stage Setting the Stage Circle Keeper Circle Keeper The Script The Script Grounding Grounding Lesson Plan Lesson Plan

26. Taking Ownership Taking Ownership Student Statement Student Statement Conference Agreement Conference Agreement Restorative Justice Agreement Restorative Justice Agreement

30. Build social skills and empathy for others Build social skills and empathy for others Learn to resolve conflict Learn to resolve conflict Enhance the emotional development of youth Enhance the emotional development of youth Promote inclusion, respect and positive relationships Promote inclusion, respect and positive relationships Enhance safety Enhance safety Reduce youth push-out and drop-out Reduce youth push-out and drop-out