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Restorative Justice

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    • 1. RESTORATIVE JUSTICE IN SCHOOLS CESA 11 April 3, 2009 Kris Miner
    • 2. CIRCLE DEBRIEFING 06/10/09
    • 3. 06/10/09
      • THANK YOU!
      • Adams-Friendship
      • Sheboygan Falls
      • Webster Elementary
      • CESA 7
      • Manitowoc
      • New Richmond
      • River Falls
    • 4. LEARNING OBJECTIVES
      • Restorative Justice Principles
      • School-Based Restorative Justice
      • School Applications
      • Research & Outcomes
      • SEL, Academic Success & RJ
      • Restorative Processes
      • Implementation
      06/10/09
    • 5. FEELING OBJECTIVES
      • Inspire – touching the heart
      • Spark creativity & passion
      • Vision for yourself and future
      • Meaningful connection to this work of teaching!
      06/10/09
    • 6. 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.”
    • 7. PEACE & BELONGING
      • Victims
      • Offenders
      • Community
      06/10/09 “ Reparative Exercises”
    • 8. 06/10/09 Good Books Publishing
    • 9.
      • 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
    • 10. 06/10/09 Good Books Publishing
    • 11. RJ PHILOSOPHY
      • Crime is Harm
      • Repairing Relationships
      • Building Community
      • ‘ Making Things Right’
      • A Process of Healing
      06/10/09
    • 12.
      • 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
    • 13. 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
    • 14. FUTURE BUMPER STICKERS
      • Repair Harm
      • Dealing with Healing
      • Every Saint has a Past,
      • Every Sinner has a Future
      06/10/09
    • 15. 06/10/09
    • 16. 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
    • 17. 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
    • 18. 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
    • 19. 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
    • 20. 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
    • 21. 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
    • 22. 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
    • 23. 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
    • 24. 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
    • 25.
      • 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
    • 26. 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
    • 27. 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
    • 28. THE SCHOOL TO PRISON PIPELINE (ACLU) 06/10/09
    • 29. RESTORATIVE DIALECT
      • Wrongdoing
      • error
      • lack of skill or ability
      • malice
    • 30. RESTORATIVE PROCESS
      • Return to a Balance
      • Restore Harmony
      • Make things Right
      • Plan for the future
      • Teaches self-governing
      06/10/09
    • 31. 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
    • 32.
      • Zero Evidence of Zero Tolerance working.
      • B. Morrison
      • ABA & the APA
      • Chicago Public Schools
      • -Summer ‘07
      06/10/09
    • 33. 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
    • 34.
      • In relationships we are broken and in relationships we are healed.
      • Judge Ed Wilson
      • Rondo to Rwanda
      06/10/09
    • 35.
      • SPF
      06/10/09
    • 36. 06/10/09 Blame & Punishment Cooperation Inclusion Community Accountability Respect Values
    • 37. ICEBERGS 06/10/09
    • 38. CONNECTEDNESS
      • Equals responsibility
      • Harming Others, harm yourself
      • Awareness of this responsibility creates our value system.
      06/10/09
    • 39. 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
    • 40. 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
    • 41.
      • 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
    • 42. 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
    • 43. 06/10/09
    • 44. CARE CONNECT COMMIT 06/10/09
    • 45. RESTORATIVE SKILLS
      • Compassionate Listening
      • Non-violent Communication
      • Anger Management
      • Conflict Transformation
      • Dealing with difficult situations
      • Restorative de-briefing & reflective practice
      06/10/09
    • 46. RESTORATIVE PRACTICES
      • Affective Affective Small Circle Conference
      • Statement Questions Conference
      06/10/09
    • 47. 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
    • 48. 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 ?
    • 49. 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
    • 50. 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.
    • 51. 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%
    • 52.
      • Best
      • Today?
      06/10/09
    • 53. 5 STAGE MODEL
      • Own develop the vision
      • Steering group
      • Training team
      • Support the team
      • Plan organization & policy review
      06/10/09
    • 54. 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
    • 55. RORCA SHEETS
    • 56. IF YOU WERE TO START THIS TOMORROW . . . QUESTIONS & DISCUSSION