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Social Discipline Window
Social Discipline Window
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San Francisco Unified School District Restorative Practices

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1San Francisco Unified School District 18relationship like? Who was impacted or
Restorative Practices. “Schools are not affected by what happened? What was the
buildings, curriculum timetables and resulting harm? What needs do those
meetings. Schools are relationships and involved have? What needs to happen to
interactions among people.” Johnson & repair the harm? 18.
Johnson, 1994. 1. 19Social Discipline Window. Wachtel
2SFUSD RP Training References and & Costello (2009), The Restorative
Contributions. The content for the SFUSD Practices Handbook, pg 50. 19.
Restorative Practices trainings stems from 20Social Discipline Window. The
a combination of resources from across the underlying premise of Restorative
nation. Specifically, we want to recognize Practices rests with the belief that
the following leading restorative people will make positive changes when
practitioners and organizations for their those in positions of authority do things
contribution: The International Institute with them rather than to them or for them.
for Restorative Practices David Yusem: Wachtel & Costello (2009), The
Oakland Unified School District Amos Restorative Practices Handbook, pg 50. 20.
Clifford Howard Zehr Rita Alfred Lorraine 21Fair Process. Three core components of
Stutzman Amstutz and Judy Mullet Cheryl Fair Process: 1 - Engagement: Involving
Graves Nancy Riestenberg. 2. individuals in decisions that affect them
3Restorative Practices Definition. by asking for their input and allowing
Restorative Practices are based on them to refute the merit of one another’s
principles and processes that emphasize ideas. 2 - Explanation: Everyone involved
the importance of positive relationships and affected should understand why final
as central to building community and decisions are made as they are. Creates
restoring relationships when harm has powerful feedback loop that enhances
occurred. Relationship Based Principles learning. 3 - Expectation Clarity: Once
Building Relationships/ Restoring decisions are made, new rules are clearly
Community Relationships & Community. stated, so that everyone understands the
3. new boundaries and consequences of
4Defining the Need. Board Resolution: failure. 21.
#96-23A1, October 13, 2009 In support of a 22Continuum of Practices. Informal
Comprehensive School Climate, Restorative Formal Affective Restorative Pro-active
Justice, and Alternatives to Responsive Restorative Statements
Suspension/Expulsions Aim: 1. To reduce Questions Community-Building Repairing
overall numbers of suspensions and Harm Meetings/ (Impromptu dialogue)
expulsions within the district 2. address Circles Circles Conferences. 22.
the disproportionate numbers of African- 231-5% of population.
American, Latino, and Pacific Islander Universal/Prevention Focus DEVELOPING
students who are suspended. 4. SOCIAL/EMOTIONAL CAPACITY: BUILDING
5Suspension Data. 2010-2011 school year RELATIONSHIPS AND COMMUNITY. Targeted
African American students comprise 10.8% Interventions RESTORING COMMUNITY. Formal
of the student population, yet they made Restorative Conferencing, Re-entry.
up 48% of the suspensions. In 2008-2009: Affective Statements, Restorative
AA students made up 52% of expulsion Dialogue, Responsive Circles (Problem
referrals, and 62% of those actually Solving Circles), Peer Mediation. Selected
expelled. Latino students comprise 23% of Interventions MANAGING DIFFICULTIES &
student population with a suspension rate DISRUPTIONS. Relational Practices
of 29%. We are only beginning to collect School/Classroom Policies, curriculum,
out-of-class counseling office referral social skills, affective statements,
data at this time. 5. community building circles. Accountability
6What is the #1 reason for out-of-class Responsibility for self & others
referrals and suspensions in SFUSD ? 6. Working Together: Inclusion Community
7What are the Causes? What are the Building. Adapted from Blood, 2004. 23.
contributing factors to both district and 24Affective Statements. the starting
national disciplinary disproportionality? point for all restorative processes active
7. non-judgmental listening authentic
8The School-to-Prison Pipeline. Who is expression of feelings and impact *
in the Pipeline? Students of color building strengthened relationships by
Students with disabilities Second Language genuinely presenting oneself as someone
Learners Students of color - are far more who cares and has feelings. Ex. typical
likely than their white peers to be response: “Phillip, stop talking!”
suspended, expelled, or arrested for the affective statement: “Phillip, I find it
same kind of conduct in school Students very frustrating to hear a student talking
with disabilities represent 8.6% of public while I'm trying to give directions to the
school children yet make up 32% of youth class.”. 24.
in juvenile centers and are represented in 25Restorative Discussion and Questions.
jail at a rate of nearly four times that. A restorative approach to help those
English learner students and families are harmed by other's actions, as well as
particularly vulnerable in this context responding to challenging behavior
due to language barriers and inadequate consists in asking key questions:
translation. 8. Restorative Questions: What happened, and
9Root Causes of Disproportionality. 1. what were you thinking at the time? What
Fundamental Attribution Bias. The tendency have you thought about since? Who has been
to infer that another person's mishap, affected by what you have done? In what
mistake, or problem is due to an internal, way? What about this has been hardest for
static trait, disability or condition you? What do you think you need to do to
rather than something related to the make things as right as possible? 25.
situational context. 9. 26Circles. Proactive: Community/ Team
10Root Causes of Disproportionality. 2. building Responsive: Problem
Implicit Stereotypes and Bias A stereotype solving/repairing harm When to Use Circles
is the association of a person with a (examples): community building
consistent set of traits regardless of problem-solving reflecting introducing new
whether they are true or not. We develop students Conflict resolution Brainstorming
stereotypes from experiences, through the farewell to students leaving Healing/
media, books, parents, etc. “Implicit diffusing tension family issues community
stereotypes operate outside of one's violence debriefing. 26.
conscious awareness but nevertheless 27Responsive Circle Planning Classroom
impact one's judgment, decision making, issue: student use of profanity. Purpose.
and actions. They are most often triggered Circle Prompt. For students to learn the
by a combination of racial and gender impact that profanity has on the classroom
characteristics of a person.” Clayton community. How do you feel when you hear
Cook, Ph.D. Assistant Prof University of words in the classroom that you feel
Washington. 10. uncomfortable with? To identify the
11Root Causes of Disproportionality. The language students and teachers are
most pervasive set of implicit racial uncomfortable hearing in the classroom.
stereotypes exist for African American Written or verbal prompt- What words do
males. “When an African American male you hear in the class that you feel
student struggles academically and/or uncomfortable with? (read out loud in the
behaviorally (i.e., has a problem), an circle). Reinforce guidelines about
educator is not only likely to attribute student behavior in relation to using
it to an internal trait but also embed respectful language. 1. How are we doing
this interpretation within the entire following the classroom guideline of using
network of implicit racial stereotype. The respectful language? 2. What is one thing
combination of the FAB and implicit racial you can commit to doing to ensure the use
stereotypes puts African American males at of respectful language in the classroom.
an increased risk for erroneous decision 27.
making and ineffective practices within 28Benefits of Group Conferencing. Give
our educational, judicial, and mental victims a chance to express their feelings
health systems” Clayton Cook, Ph.D. directly to offenders, supported by family
Assistant Prof University of WA. 11. and friends Let offenders hear directly
12What to Do About Discipline from the people they’ve affected Empower
Disproportionality Caused By: offenders to take responsibility for their
Zero-Tolerance Policies Fundamental actions Hold offenders accountable
Attribution Bias and Implicit Stereotypes? Collaborative: provides opportunities for
Continue to shift away from Zero-Tolerance all involved to decide what needs to
practices utilizing RP conferences that happen to repair harm Provides an
get to the root causes of behaviors. We opportunity for healing for victims,
need to recognize that: unconscious bias offenders and their communities of care
is everywhere! bias can have profound Works toward reintegrating offenders back
effect on our expectations and our into their community Break cycles of
perception. “The tricky part of implicit misbehavior and disruption. 28.
biases is that we don't think we have them 29When is Conferencing Appropriate? What
because they tend to operate outside of are some examples of issues you may be
our conscious awareness.” Dr. Clay Cook We able to address at your school site by
need to have strong awareness and a using a restorative conference? 29.
reflective practice to focus on building 30When is conferencing appropriate?
authentic and trusting relationships!! 12. Interpersonal conflicts Tardiness/Truancy
13RP is an Effective Alternative: Theft Vandalism Bullying/Harassment
“Utilizing RJ principles, when applied to Drug/Alcohol use Fighting/Assault Arson.
school discipline practices, can stem the 30.
school-to-prison pipeline. With the 31Conferencing Process. 1)
potential of teaching conflict resolution Pre-conference: meet separately with all
skills, fostering understanding and parties involved 2) Identification,
empathy, and building stronger recruitment, and preparation of supporters
relationships in schools and communities, and other involved parties 3) Conference
RJ has proven to be an effective 4) Follow-up. 31.
alternative to punitive and exclusionary 32Seating Arrangements. FACILITATOR.
responses to problem student behavior.” Victim SUPPORTER. Person who harmed.
The Advancement Project. Have a Reflective Person who Was harmed. Offender SUPPORTER.
Practice Using RP! Teachers and staff are MEMBER OF COMMUNITY. SCHOOL SCHOOL
the first line of defense against the ADMINISTRATOR OR LAW ENFORCEMENT POLICE.
overuse of suspensions by: Cultivating HUMAN SERVICES &/OR PROBATION. 32.
meaningful relationships Practicing the RP 33Stages of Conferencing. Conferencing
principles Promoting high responsibility follows a specific order of stages,
and high accountability Using behavioral carefully constructed to support a safe
situations as teachable moments Utilizing flow of dialogue and ensure all parties
the Social Discipline Window, doing “WITH” are given a space to share their thoughts
not “To”. 13. and feelings. The following stages
14Circle Components. Role of Circle incorporate the conference: Preamble
Keeper Circle set up Purpose of Circle (welcome and introduction) Offender speaks
Selecting circle prompts Introduction of Victim speaks Victim supporters speak
Circle Circle rounds Closing of Circle. Offender supporters speak Offender
14. responds Reaching an agreement Closing the
15Small Group Circle Keeping. The circle conference. 33.
keeper will: Circle keeper silently 34Thank you! Feel free to contact the
reviews the RP Question and Circle Card restorative practices team with any
and selects one circle prompt to propose further questions berkowitzk@sfusd.edu
to the group. Introduce the purpose of the parkerh1@sfusd.edu rhodesv@sfusd.edu (415)
circle to the group Review the circle 241-3030 Pupil Services and Counseling
guidelines and ensure everyone agrees to Depts. 34.
follow them Present the circle prompt Ask 35Restorative Practices Trivia. Question
for a volunteer to begin, hand them the #1: Restorative Practices are based on
talking piece, and ask which direction ____________? Name 2 of them. 35.
they would like for the circle to move in 36Restorative Practices Trivia. Question
prior to responding to the prompt. To 2: Describe the restorative paradigm shift
close the circle ask for feedback from the in your own words. How is it different to
group about how they did following the a traditional model of discipline? 36.
guidelines (can be a thumbs up/thumbs down 37Restorative Practices Trivia. Question
activity). 15. 3: What is the fundamental hypothesis of
16Values and Principles of Restorative Restorative Practices? 37.
Practices and Discipline. Relationships 38Restorative Practices Trivia. Question
are central to building community 4: What are the 2 elements required to be
Addresses misbehavior and harm in a way in the “with” box? (social discipline
that strengthens relationships Focuses on window). 38.
harm done rather than only on 39Restorative Practices Trivia. Question
rule-breaking Gives voice to the person 5: In what way does Fair Process support
harmed Engages in collaborative the fundamental hypothesis of restorative
problem-solving Empowers change and growth practices? 39.
Enhances responsibility Amstutz, L. & 40Restorative Practices Trivia. Question
Mullet,.J. The Little Book of Restorative 6: Name the restorative practices on the
Discipline for Schools. (2005). 16. continuum in order from informal to
17Paradigm Shift. Traditional. formal. 40.
Restorative. Justice identifies needs and 41Restorative Practices Trivia. Question
obligations. Accountability = 7 Define the two components that are
understanding impact, repairing harm. required when using an affective
Justice directed at offender, victim statement. 41.
ignored. Offender, victim and school all 42Restorative Practices Trivia. Question
have direct roles in justice process. 8: What are the common restorative
Focus is on punishment when rules are questions? Name a situation where the
broken and harm has occurred. Offender is questions can be useful. 42.
responsible for harmful behavior, 43Restorative Practices Trivia. Question
repairing harm and working toward positive 9 Bullying is happening in your class.
outcomes. Opportunity given for amends and What type of circle is appropriate to
expression of remorse. School and rules facilitate and name a possible circle
violated. People and relationships prompt? 43.
violated. Justice focuses on establishing 44Restorative Practices Trivia. FINAL
guilt. Accountability = punishment. No QUESTION!!! Define Restorative Practices
opportunity for remorse or amends. 17. in your own words. 44.
18Restorative Language. What is the
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