Restorative Outcomes PBIS and the Restorative Approach Developed

Restorative Outcomes PBIS and the Restorative Approach Developed and Presented By: Kristina C. Jackson, MA PBIS Coordinator kjackson@buffaloschools. org Kimberly De. George, MA PBIS Coordinator kdegeorge@buffaloschools. org For Buffalo Public Schools

Restorative Practices http: //www. pbs. org/newshour/bb/ new-approach-discipline-school/

Two Different Views Criminal Crime is a violation of the law/rules. Violations create guilt. Justice requires the authorities to determine blame (guilt) and impose punishment. Restorative Crime is a violation of people and relationships. Violations create obligations. Justice involves victims, offenders, and community members in an effort to put things right.

Two Different Focuses Criminal Offenders are getting what they deserve Restorative Victim needs and offender responsibility for repairing harm

What is Restorative Practice? An alternative to suspensions and other punitive approaches to misbehavior An approach that emphasizes teaching the student who misbehaved and offering that student a chance to “repair the harm” he or she caused A 3 -Tiered approach (universal to intensive) with a focus on behavior skill development and inclusiveness

Components of Restorative Practice Relational Practices ◦ Building relationships ◦ Developing social-emotional capacity ◦ Culture and climate Circles ◦ Coming together to talk ◦ Resolving conflict ◦ Repairing harm

Restorative Principles Voluntary participation Respect for everyone involved Inclusion and equal voice of all the people impacted A focus on the harms, needs, and causes that have arisen Consensus-based decision-making focused on how to repair the harm and prevent future harm Expanding the capacity of the community to create a just and fair response

Why do we need Restorative Practices? Nationwide increases in suspension and expulsion rates Zero-tolerance policies resulted in harsh penalties that schools once resolved less punitively. Skiba, Reynolds, Graham, Sheras, Conoley, anf Garcia-Vazquez, 2008

Why do we need Restorative Practices? No evidence that suspension or expulsion improves or deters misbehavior Much evidence for negative outcomes including poor grades, increased drop out rates, and greater risk of being referred to juvenile justice system Report from a National Conference on Civil Tolerance, Washington, DC, June 2000

Why do we need Restorative Practices? Disproportionality ◦ Youth of color are disproportionally suspended and expelled School to Prison Pipeline ◦ Youth of color who are suspended are also disproportionally being referred to the juvenile justice system and represented in juvenile halls, jails, and prisons Wald and Losen, 2003

PBIS and Restorative Practices Intensive Intense Intervention Re-building relationships Tier 3: Intensive individualized intervention through group or individual plans, assessment based, durable procedures Targeted Managing Difficulties Repairing Relationships Tier 2: Strategic group interventions – some students, high efficiency, rapid response Universal School-Wide Prevention Practices Re-affirming relationships through social and emotional skills Tier 1: Core instructional interventions all settings, all students, preventative, proactive PBIS and the Restorative Approach Adapted from Morrison 2004

Restorative Justice Emerged in the criminal justice sector in the 1970 s (Mc. Cold, 2006) adapted for use in schools as a proactive, problem-solving approach to the prevention and improvement of conflict. SW-PBIS and restorative justice (often referred to as restorative discipline, restorative practices, or restorative measures in school applications) are being implemented together.

PBIS & Restorative Practices Similarities Focus on improving, managing student behavior Support development of positive relationships Consistent building-level implementation School wide approaches Grounding in norms, values of the school

Restorative Practice Restore Relationships ______ Managing difficulties & disruptions Repair relationships ______________ Developing social/ emotional capacity Create relationships Whole School Approach --Brenda Morrison, 2007 ◦ Tier 3: Community Conferencing Resolution Circles ◦ Tier 2: Problem Solving Circles ◦ Tier 1: Relational Circles Relational Practices

Restorative Practices Tier 1 Develop healthy relationships Identify common values and guidelines Develop social-emotional understanding and skills Promote and strengthen sense of belonging and ownership

Relational Circles • A key practice to promote Relational Literacy. • A process of Authentic Dialogue: The practice of speaking one’s personal truth and listening well to others for deeper understanding. • An opportunity to build trust and respect between all members of a school community.

Uses for Circles Community Building Check-in: one thing you are looking forward to today/this week Check out: something you are going to do after school/tonight/this weekend Previewing: one thing you want to learn about (topic/unit) Quick survey: opinion/questions Addressing issues in class in a non-confrontational way Having fun together Democratic decision-making Problem-solving

Climate & Connectedness has a direct positive effect on academic achievement. As school climate improves, relational aggression (bullying, harassment, fighting) decreases. Highly connected students are less likely to be perpetrators or victims of aggression. From: Wilson, Dorian, The Interface of School Climate and School Connectedness and Relationships with Aggression and Victimization, Journal of School Health, Vol. 74, No. 7, Sept. 2004

A Structured Dialogue: One person speaks at a time (may choose to pass). Use a talking piece to focus everyone’s attention on the person who is speaking, to give everyone an equal chance to participate, and to encourage careful listening, patience, and thoughtful responses. A facilitator guides the conversation. We use Agreements (ground rules) to create a safe space for sharing. A New-Old Approach to Peacemaking – Kay Pranis

NO SCABS Sarcasm Criticism Attacking Blaming Shaming

PBIS and Restorative Practices Intensive Intense Intervention Re-building relationships Tier 3: Intensive individualized intervention through group or individual plans, assessment based, durable procedures Targeted Managing Difficulties Repairing Relationships Tier 2: Strategic group interventions – some students, high efficiency, rapid response Universal School-Wide Prevention Practices Re-affirming relationships through social and emotional skills Tier 1: Core instructional interventions all settings, all students, preventative, proactive PBIS and the Restorative Approach Adapted from Morrison 2004

Tier 2 (Managing Difficulties) Tier 3 (Intensive Intervention) Problem Resolution Solving Circles ◦ Prevent harm ◦ Resolve differences ◦ Build social-emotional capacity Circles ◦ Meeting formally with those involved to: Repair harm Focus on accountability Rebuild relationships Restorative Practice: Tier 2/3

Tier 2 (Managing Difficulties) • A conflict or problem arises between two or more individuals (student -student or adult-student) Examples An argument occurs between two students A student is being disruptive in class A third party reports that two students are planning to fight Tier 3 (Intensive Intervention) A situation has occurred that might result in suspension. Parties agree to resolve the situation by Resolution Circle in lieu of suspension. Focus on prevention, teaching, repairing harm. Why/When?

Tier 2 (Managing Difficulties) All parties involved (those in conflict, witnesses, others who may have been affected) Circle Keeper Student volunteers Tier 3 (Intensive Intervention) All parties involved (those in conflict, witnesses, others who may have been affected) Circle Keeper Student volunteers Parents*/Support persons Administrator* Community Partners* Who Participates?

Tier 2 (Managing Difficulties) Standing times/days? On the spot? Consider a preconference All parties must agree to process About 20 minutes or less Tier 3 (Intensive Intervention) Standing times/days? On the spot? Consider a preconference All parties must agree to process As long as necessary How?

Restorative Questions Can you explain what happened next? How did it happen? What was the harm? Who do you think was affected? How were you affected? How were they affected? How do you feel about what happened? What needs to happen to make things right? What were you looking for when you chose to act? What would you like to offer and to whom?

Resolution/Problem Solving Circle Steps Circle Keeper reviews guidelines (SCABS) -one person at a time, electronics, confidentiality Offender(s) shares first (What happened? ) Anyone who wants to add Victim(s) share next (How were you affected? ) Anyone who wants to add

Repair Harm Come to an agreement (what, by whom, when) Follow through Consider a follow-up problem solving circle as needed

Tier 2 (Managing Difficulties) Come to an agreement (what, by whom, when) Follow through Consider a follow-up problem solving circle as needed Tier 3 (Intensive Intervention) Brainstorming for repairing harm Consensus Agreement created Follow -Up Repair Harm/Create Agreement

Agreements To ensure that agreements are upheld, make them SMART and check in ◦ Specific : what, where, when, and how ◦ Measureable: everyone should know when complete ◦ Attainable: all items are realistic and possible ◦ Relevant to the harm and/or root cause ◦ Time-bound: a date when each item will be completed

Apologies…. If an apology is given or requested, the person making the apology: ◦ Identifies the behavior for which they are apologizing ◦ Identifies why it was wrong and how it affected others ◦ Asks the persons harmed how the harm can be repaired and offers ways to repair it ◦ Makes a commitment to change the behavior so that it does not happen again

In some communities…. Community Conferences ◦ In lieu of court proceedings ◦ Held in the community by trained facilitators (not mediators) ◦ Courts sometimes involved in upholding agreements In Buffalo… Some movement from community organizations to institute community conferences in Buffalo

Goals of restorative practices in schools, articulated by Gonsoulin, Schiff, and Hatheway (2013) are to: 1. Create a restorative and inclusive school climate rather than a punitive one; 2. Decrease suspensions, expulsions, and disciplinary referrals by holding youth accountable for their actions through repairing harm and making amends; 3. Include persons who have harmed, been harmed, and their surrounding community in restorative responses to school misconduct; 4. Reengage youth at risk of academic failure and juvenile justice system entry through dialogue-driven, restorative responses to school misbehavior.

Restorative Practices Enable us to integrate and normalize this approach within a school culture by focusing on building, maintaining and, when necessary, repairing relationships among all members of a school community.

Tier 1 VIDEO www. peacecircles. com/peace- circles/peacekeeper-circles

Tier 2 – Problem Solving Circle http: //www. youtube. com/watch? v=Nmp. Gg 8 Dy-K 4

Tier 3: Restorative Circle http: //www. youtube. com/watch? v=Ztdo. Wo 1 D 3 s. Y

Resources http: //www. icjia. state. il. us/public/pdf/BARJ/SCHOOL%2 0 BARJ%20 GUIDEBOOOK. pdf http: //www. ojen. ca/sites/ojen. ca/files/sites/default/files/r esources/Peace%20 Circles%20 in%20 Schools%20%20 (SLI%202008). pd Restorative Justice: A Working Guide for Our Schools, Alameda County Health Care Services Agency School Health Services Coalition School-Based Restorative Justice As An Alternative To Zero-Tolerance Policies: Lessons from West Oakland, Thelton E. Henderson Center for Social Justice, University of California, Berkeley, School of Law (Baolt Hall) Parent-to-Parent Guide, Restorative Justice in Chicago Public Schools: Stopping the School-to-Prison Pipeline, Power-Pac Elementary Justice Committee, Spring 2010