RESTORATIVE JUSTICE IN SCHOOLS CESA 11 April 3, 2009 Kris Miner

CIRCLE DEBRIEFING 06/10/09

06/10/09 THANK YOU! Adams-Friendship Sheboygan Falls Webster Elementary CESA 7 Manitowoc New Richmond River Falls

THANK YOU!

Adams-Friendship

Sheboygan Falls

Webster Elementary

CESA 7

Manitowoc

New Richmond

River Falls

LEARNING OBJECTIVES Restorative Justice Principles School-Based Restorative Justice School Applications Research & Outcomes SEL, Academic Success & RJ Restorative Processes Implementation 06/10/09

Restorative Justice Principles

School-Based Restorative Justice

School Applications

Research & Outcomes

SEL, Academic Success & RJ

Restorative Processes

Implementation

FEELING OBJECTIVES Inspire – touching the heart Spark creativity & passion Vision for yourself and future Meaningful connection to this work of teaching! 06/10/09

Inspire – touching the heart

Spark creativity & passion

Vision for yourself and future

Meaningful connection to this work of teaching!

06/10/09 “ Restorative justice is a process to involve , to the extent possible, those who have a stake in a specific offense and to collectively identify and address harms, needs, and obligations, in order to heal and put things as right as possible.”

PEACE & BELONGING Victims Offenders Community 06/10/09 “ Reparative Exercises”

Victims

Offenders

Community

06/10/09 Good Books Publishing

respect for all involved rooted in deeper values equal worth of all people appreciation for diversity belief in interconnectedness Problem Solving/Empowering 06/10/09

respect for all involved

rooted in deeper values

equal worth of all people

appreciation for diversity

belief in interconnectedness

Problem Solving/Empowering

06/10/09 Good Books Publishing

RJ PHILOSOPHY Crime is Harm Repairing Relationships Building Community ‘ Making Things Right’ A Process of Healing 06/10/09

Crime is Harm

Repairing Relationships

Building Community

‘ Making Things Right’

A Process of Healing

The Restorative Justice Movement is grounded in values that promote both accountability and healing for all affected by crime. -Mark Umbreit, U of M Center for and Restorative Justice Peacemaking 06/10/09

The Restorative Justice Movement is grounded in values that promote both accountability and healing for all affected by crime.

-Mark Umbreit, U of M Center for and Restorative Justice Peacemaking

RESTORATIVE JUSTICE Research & Outcomes V & O – prefer over Criminal Justice Offenders are more compliant Victims are more satisified Saves money, reduces recidivism UN Handbook Canada, UK, Australia, US

Research & Outcomes

V & O – prefer over Criminal Justice

Offenders are more compliant

Victims are more satisified

Saves money, reduces recidivism

UN Handbook

Canada, UK, Australia, US

FUTURE BUMPER STICKERS Repair Harm Dealing with Healing Every Saint has a Past, Every Sinner has a Future 06/10/09

Repair Harm

Dealing with Healing

Every Saint has a Past,

Every Sinner has a Future

06/10/09

ACCOUNTABILITY Acknowledging that you caused harm Understanding the harm from other viewpoints Recognizing that you had a choice Taking steps to make amends Taking action to change 06/10/09

Acknowledging that you caused harm

Understanding the harm from other viewpoints

Recognizing that you had a choice

Taking steps to make amends

Taking action to change

HEALING Addressing what thwarts your good Honoring the Harm Coming full Circle or around the spiral Working towards wholeness Becoming a better person 06/10/09

Addressing what thwarts your good

Honoring the Harm

Coming full Circle or around the spiral

Working towards wholeness

Becoming a better person

FORMAL SCHOOL DISCIPLINE Based on a system of punishment and reward Not typically used as a teaching tool Makes the school culture adversarial Tends to support labeling of students: bad and good kids Bandage approach with few lasting effects Victims get little from the process 06/10/09

Based on a system of punishment and reward

Not typically used as a teaching tool

Makes the school culture adversarial

Tends to support labeling of students: bad and good kids

Bandage approach with few lasting effects

Victims get little from the process

FORMAL SCHOOL DISCIPLINE Based on a system of punishment and reward Not typically used as a teaching tool Makes the school culture adversarial Tends to support labeling of students: bad and good kids Bandage approach with few lasting effects Victims get little from the process 06/10/09

Based on a system of punishment and reward

Not typically used as a teaching tool

Makes the school culture adversarial

Tends to support labeling of students: bad and good kids

Bandage approach with few lasting effects

Victims get little from the process

RESTORATIVE DISCIPLINE Cooperative, supports community building, culture of mutual respect Focus is on the behavior as a bad choice, not the student as a bad person Restorative measures used as primary, traditional still available as last resort Gives misbehavior a context, the students see how their actions affect others Reduces the amount of time spent on disciplinary action because the root of the problem is dealt with 06/10/09

Cooperative, supports community building, culture of mutual respect

Focus is on the behavior as a bad choice, not the student as a bad person

Restorative measures used as primary, traditional still available as last resort

Gives misbehavior a context, the students see how their actions affect others

Reduces the amount of time spent on disciplinary action because the root of the problem is dealt with

RESTORATIVE DISCIPLINE Recognizes the purposes of misbehavior Addresses the needs of those harmed Works to put right the harm Aims to improve the future Seeks to heal Uses collaborative processes 06/10/09

Recognizes the purposes of misbehavior

Addresses the needs of those harmed

Works to put right the harm

Aims to improve the future

Seeks to heal

Uses collaborative processes

STARBUCKS CUP It’s relationships, not programs that change children . . . Young people thrive when adults care about them on a one-to-one level, and when they have a sense of belonging to a caring community . 06/10/09

It’s relationships, not programs that change children . . . Young people thrive when adults care about them on a one-to-one level, and when they have a sense of belonging to a caring community .

WHAT YOUTH NEED Participate as citizens Decision making experience Interaction with peers A sense of belonging Reflect on self Formation of a Value System Identity development Feelings of accountability & equality Cultivate a capacity to enjoy life 06/10/09

Participate as citizens

Decision making experience

Interaction with peers

A sense of belonging

Reflect on self

Formation of a Value System

Identity development

Feelings of accountability & equality

Cultivate a capacity to enjoy life

RESEARCH TELLS US The more you know about someone the less likely you are to hurt them . Exclusion is a form of violence. Punishment does not work. Gilligan, Garbino, Dr. Joel 06/10/09

The more you know about someone the less likely you are to hurt them .

Exclusion is a form of violence.

Punishment does not work.

Gilligan, Garbino, Dr. Joel

Good relationships need to be at the heart of everything a school does if effective teaching and learning are to take place. Between Students, Students & Teachers, Teachers & Teachers, Teachers & Parents, Parents & Administration 06/10/09

Good relationships need to be at the heart of everything a school does if effective teaching and learning are to take place.

Between Students, Students & Teachers, Teachers & Teachers, Teachers & Parents, Parents & Administration

A WHOLE SCHOOL RESTORATIVE APPROACH CAN CONTRIBUTE TO: Emotional Literacy Addressing bullying behaviours Reducing staff turnover and burnout Raising morale and self-esteem Culture of inclusion and belonging 06/10/09

Emotional Literacy

Addressing bullying behaviours

Reducing staff turnover and burnout

Raising morale and self-esteem

Culture of inclusion and belonging

A WHOLE SCHOOL RESTORATIVE APPROACH CAN CONTRIBUTE TO: Happier and safer schools Mutually respectful relationships More effective teaching and learning Reducing exclusion Raising attendance 06/10/09

Happier and safer schools

Mutually respectful relationships

More effective teaching and learning

Reducing exclusion

Raising attendance

THE SCHOOL TO PRISON PIPELINE (ACLU) 06/10/09

RESTORATIVE DIALECT Wrongdoing error lack of skill or ability malice

Wrongdoing

error

lack of skill or ability

malice

RESTORATIVE PROCESS Return to a Balance Restore Harmony Make things Right Plan for the future Teaches self-governing 06/10/09

Return to a Balance

Restore Harmony

Make things Right

Plan for the future

Teaches self-governing

ZERO & NO TOLERANCE Harm is serious Specific uniform consequences Detention, isolation, expulsion Based on rules More equitable than fair Letter of the law Education part of the consequence Harm is serious Variety of consequences Situation & circumstance More fair than equitable Spirit & intent of the law Education part of the consequence 06/10/09

Harm is serious

Specific uniform consequences

Detention, isolation, expulsion

Based on rules

More equitable than fair

Letter of the law

Education part of the consequence

Harm is serious

Variety of consequences

Situation & circumstance

More fair than equitable

Spirit & intent of the law

Education part of the consequence

Zero Evidence of Zero Tolerance working. B. Morrison ABA & the APA Chicago Public Schools -Summer ‘07 06/10/09

Zero Evidence of Zero Tolerance working.

B. Morrison

ABA & the APA

Chicago Public Schools

-Summer ‘07

ABA True discipline problems need to be addressed Individual responses & common sense Contravene ABA anti-discrimination policies Costs outweigh Benefit – keeping a child in school may reduce entry into a career criminal lifestyle

True discipline problems need to be addressed

Individual responses & common sense

Contravene ABA anti-discrimination policies

Costs outweigh Benefit – keeping a child in school may reduce entry into a career criminal lifestyle

In relationships we are broken and in relationships we are healed. Judge Ed Wilson Rondo to Rwanda 06/10/09

In relationships we are broken and in relationships we are healed.

Judge Ed Wilson

Rondo to Rwanda

SPF 06/10/09

SPF

06/10/09 Blame & Punishment Cooperation Inclusion Community Accountability Respect Values

ICEBERGS 06/10/09

CONNECTEDNESS Equals responsibility Harming Others, harm yourself Awareness of this responsibility creates our value system. 06/10/09

Equals responsibility

Harming Others, harm yourself

Awareness of this responsibility creates our value system.

VALUES Goals & ways of behaving despite objects or situation. Standards & Principles that guide our actions. Should do, rather than want or have to. 06/10/09

Goals & ways of behaving despite objects or situation.

Standards & Principles that guide our actions.

Should do, rather than want or have to.

VALUES For us to live by and others A shared concept of society Internalized & stable Used to evaluate ourselves & others The internal sanctioning system 06/10/09

For us to live by and others

A shared concept of society

Internalized & stable

Used to evaluate ourselves & others

The internal sanctioning system

Empathy"… to understand another person's point of view, emotions, thoughts, feelings Empathy is the most important characteristic in human relationships . *Center for Social and Emotional Education 06/10/09

Empathy"… to understand another person's point of view, emotions, thoughts, feelings

Empathy is the most important characteristic in human relationships .

*Center for Social and Emotional Education

EMPATHY Lack leads to stealing, drug dealing, rape & murder (Oakwood Solutions, LLC) Barriers-emotional neglect, stress, genetics Improves School Performance, Self-Awareness, Relationships 06/10/09

Lack leads to stealing, drug dealing, rape & murder (Oakwood Solutions, LLC)

Barriers-emotional neglect, stress, genetics

Improves School Performance, Self-Awareness, Relationships

06/10/09

CARE CONNECT COMMIT 06/10/09

RESTORATIVE SKILLS Compassionate Listening Non-violent Communication Anger Management Conflict Transformation Dealing with difficult situations Restorative de-briefing & reflective practice 06/10/09

Compassionate Listening

Non-violent Communication

Anger Management

Conflict Transformation

Dealing with difficult situations

Restorative de-briefing & reflective practice

RESTORATIVE PRACTICES Affective Affective Small Circle Conference Statement Questions Conference 06/10/09

Affective Affective Small Circle Conference

Statement Questions Conference

GUIDING QUESTIONS Who has been hurt? What are their needs? Whose obligations are these? Who has a stake in this situation? What is the appropriate process to involve stakeholders in an effort to put things right? 06/10/09

Who has been hurt?

What are their needs?

Whose obligations are these?

Who has a stake in this situation?

What is the appropriate process to involve stakeholders in an effort to put things right?

THE FIVE MAGIC QUESTIONS What happened? What were you thinking? How were you feeling? Who else has been affected by this? What do you need now so that the harm can be repaired ?

What happened?

What were you thinking?

How were you feeling?

Who else has been affected by this?

What do you need now so that the harm can be repaired ?

OUTCOMES CASS LAKE-BENA ELEMENTARY In school suspensions ’ 01 61 suspensions a month all year long ’ 02 13 suspensions a month (first 3 months) Last Quarter First Q 97 Noise or swearing 40 54 off task 20 10 inappropriate physical contact 1

In school suspensions

’ 01 61 suspensions a month all year long

’ 02 13 suspensions a month (first 3 months)

PATTENGILL MIDDLE SCHOOL, MI 15% drop in suspensions (other schools increased) Averted 2 expulsions 93% of students participated 90% new skills, 86% used those 1 Elem/3 MS/1 HS saved Lansing students 1,500 days of suspension.

15% drop in suspensions

(other schools increased)

Averted 2 expulsions

93% of students participated

90% new skills, 86% used those

1 Elem/3 MS/1 HS saved Lansing students 1,500 days of suspension.

IIRP COMPARISON Issue – students report before after students will make fun of you 70 % 29% You get picked on 49% 16% experienced theft 47% 24% Wrecked property incident 31% 8%

Best Today? 06/10/09

Best

Today?

5 STAGE MODEL Own develop the vision Steering group Training team Support the team Plan organization & policy review 06/10/09

Own develop the vision

Steering group

Training team

Support the team

Plan organization & policy review

A SCHOOL’S JOURNEY Change changes people As many as possible to ‘walk the talk’ Utilize the circle process Establish a strong working enviornment 06/10/09

Change

changes people

As many as possible to ‘walk the talk’

Utilize the circle process

Establish a strong working enviornment

RORCA SHEETS

IF YOU WERE TO START THIS TOMORROW . . . QUESTIONS & DISCUSSION