1. FROM REACTIVE TO PROACTIVE:
Improving School Climate through
Restorative Practices
Rashawna Sydnor

2. SUSPENSION REDUCTION
Issue: High suspension rate in a school with 400 students in both middle and
high school.
School Year Goals: 75% reduction in suspensions, 25% increase in test
scores, and 95% attendance rate.
Primary Initiatives:
• FULL IMPLEMENTATION OF RESTORATIVE PRACTICES
• Review the incident data and determine any students that seem to be getting
close to suspension, and meeting with the support team for immediate
intervention (begins with Restorative Coordinator)
• Arrange the necessary home visits for students that have demonstrated a
consistent violation of BFA and BCPS norms; engage the family to determine
the way best we can support the family. (during both Restorative and Student
Support)

3. ADDITIONAL INITIATIVES
• Discuss with Athletic Director and coaches (if
necessary), about best ways to support our scholar athletes
that are experiencing some difficulty in adjusting to the rules
and protocols at BFA
• Identify common areas (cafeteria, gym, hallways, etc.) where
incidents have a potential to occur and ensure that all support
staff and administrators are adhering to the transition
schedule.

4. WHY ARE WE HERE?
200
180
160
140
120
100
80
60
40
20
0
10 11 12 13 a/o Jan
ANNUAL SUSPENSION RATES

5. WHY THE DIFFERENCE?
 The reduction is partially attributed to bringing on full-time
employees in the role of Restorative Coordinators; one
for the MS and one for the US.
 The leader of the school also played a role in the rate.
Tolerance levels and belief in the practice heavily impact
suspensions. Over the past 5 years, there had been 3
principals.
 While the school has been in existence for 10 years, the
philosophy had been adopted’ but not fully implemented.
They were not guided by the Institute for Restorative
Practices, or properly introduced and enforced with the
faculty.

6. WHAT ARE RESTORATIVE PRACTICES?
The fundamental premise of restorative
practices is that people are happier, more
cooperative and productive, and more likely
to make positive changes when those in
authority do things with them, rather than to
them or for them.

7. WHAT….CONT’D
The field of restorative practices has significant
implications for all aspects of society — from
families, classrooms, schools and prisons to
workplaces, associations, governments, even
whole nations — because restorative practices
can develop better relationships among these
organizations’ constituents and help the overall
organization function more effectively.
www.iirp.edu

8. WHAT…..CONT’D
For example, in schools, the use of
restorative practices has been the way to
reliably reduce
misbehavior, bullying, violence and crime
among students and improve the overall
climate for learning.

9. 11 ESSENTIAL ELEMENTS
 Affective Statements - the way we speak to children
 Restorative Questions - the way we encourage sharing of emotions
 Small Impromptu - the way we build relationships
 Proactive Circles – the way we prevent problems and share ideas
 Responsive Circles - the way we respond to issues/problems
 Restorative Conferences – the way we address issues and restore
ourselves to the community
 Fair Process – opportunity for all to be listened to and acknowledged

10. 11 ESSENTIAL ELEMENTS CONT’D
 Reintegrative Management of Shame - discourages the use of
shame, allows the person who harms to be heard
 Restorative Staff Community - the way the staff resolves issues and
maintains healthy relationships
 Restorative Approach with Families – the way we send the message
home with/to families
 Fundamental Hypothesis Understandings - Human beings are the
happiest, healthiest and most likely to make positive changes in their
behavior when those in authority do things with them rather than to them
or for them.

11. HOW ARE PRACTICES IMPLEMENTED?
 The Restorative Coordinator consults with and trains
teachers via multiple methods, including classroom
management and curriculum development, monthly
professional development, use of professional
learning groups (PLG’s), sharing of best
practices, staff circles and modeling.

12. RESULTS
Disorderly Conduct
Assault on 2007-2008
Teacher/Admin 2006-2007
Assault on Student
0 10 20 30 40 50
West Philadelphia High School: Serious behavioral incidents by
type in two school years, before and after implementing restorative
practices.
Retrieved from: http://www.iirp.edu/restorative-solutions.php

13. AN INTRO FOR THE STUDENTS
Click pic below and enjoy

14. OTHER RESOURCES
ABOUT THE PRACTICES AND RESULTS
 http://www.sfusd.edu/en/programs/restorative-practices.html
 http://www.scholastic.com/browse/article.jsp?id=3750554
 http://igps.victoria.ac.nz/events/downloads/Respectful%20scho
ols.pdf
 http://restorativeworks.net
 http://www.rightoncrime.com/2011/09/restorative-practices-a-
different-kind-of-school-discipline/

15. FEEDBACK
Well Hello!
Hope you enjoyed the presentation and learned
something new. Please take a moment to provide
feedback via the SlideShare site. I look forward
to hearing from you!