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(RNW) Full Circle: The Role of Restorative Justice in Education

Resolutions Northwest: RJ in Schools
by

Tobin Krell

on 19 May 2015

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Transcript of (RNW) Full Circle: The Role of Restorative Justice in Education

Full Circle: The Role of Restorative Justice in Education
First, ask yourself the question:
What is the role of public education?
Education should be a means to empower children and adults alike to become active participants in the transformation of their societies. Learning should also focus on the values, attitudes and behaviors which enable individuals to learn to live together in a world characterized by diversity and pluralism.



Here are a few more questions:

How does your school enable students to learn the values, attitudes and behaviors that will help them live together?

Do students have the opportunity to practice those skills?

How do adults in the building model these skills as well?
School-to-Prison-Pipeline
Exclusionary practices decrease educational attainment and increase the likelihood of involvement with the juvenile justice system
Restorative Justice: What is old becomes new again
The zero tolerance policies passed in the 90's saw a dramatic increase in the use of exclusionary practices
In terms of equity:
Likelihood that a youth will be excluded in relation to white peers:
African Americans= 3.5x
Latinos= 2x
Native Americans= 1.5x
In Oregon, Native Americans have the highest rates of exclusionary discipline
These 'infractions' are most commonly
insubordination
willful defiance
fighting
Youth with 3 or more suspensions are 5x more likely to drop out of school.
– Restorative Justice began to appear in US and Canadian criminological agendas in the 1970s.

– Many of the philosophies & practices are not entirely “new”.

– Circling and restorative practices roots stem from indigenous practices which sustained groups' approach to relationships and community.

– The precedents and roots of this movement are much
wider and deeper than the Mennonite-led initiatives of the 1970s (Gohar. A, Zehr, H. - Little Book of Restorative).

Youth who drop out of school are 8x more likely to enter prison
This is a civil rights issue as well as an issue of social justice and
sustainability
56% of African American and 38% of Latino youth reported being suspended from school as a gateway into the JJ system, ranking it the number one self-reported problem behavior for minority students.
Social cost:
$32,000-$65,000/year to incarcerate a youth
$10,615 /year/student in public education
If half of Oregon’s 11,800 dropouts from the class of 2010 had earned a high school diploma, there would be $40 million dollars in increased earnings and $3.1 million in increased state tax revenue.
Restorative Justice
Definitions and Goals


Restorative Justice is a process to involve, to the extent possible, those who have a
stake in a specific offense (incident) and to collectively identify and address harms, needs, and obligations, in order to heal and put things as right as possible.
~Howard Zehr, 2002
Rather than focus on punishment and isolation from the community, restorative justice focuses on meaningful accountability, which include:
acknowledge that relationships are essential to building and maintaining community
actively engaging in understanding what harms have been done
how to repair those harms
identifying supports needed to make things right
Circling
Proactive and Reactive

Applicable to classroom settings or with larger groups

Restorative Dialogue
Restorative Inquiry
Informal restorative process involving active, non-judgmental listening
Use of relational questions to bring out who was affected and how
Elicit what needs to happen to make things right

Values and Language Adoption
Incorporating restorative justice values and language into school policy, administrative directives, & classrooms
Restorative Justice Practices
Conferencing
Participants
all those impacted including community members, family members, parole officers, school administrators, police, etc.
Significant investment of coordination and case development
Reactive
Types of incident
major infractions and/or law breaking
Community Service
Restorative Community Service is defined by 6 principles:

Worthwhile work
Youth as resources
Strong mentorship component
Attention to transferable competencies
Sense of accomplishment, closure & community recognition
Focus on helping disadvantaged
Victim/Offender Dialogue
Appropriate when there is a clear victim and offender
Needs significant case development
May include support people

Individuals Impacted
Persons Responsible
Community
How is it used?
Often used with one person to help them reflect on a situation, who was affected and how, and figure out a path forward
Can also be used before face-to-face meetings to prepare student for meeting participation

Community Building
Curriculum Circles
Healing Circle/Circle of Understanding
Accountability Circle
Problem Solving/Conflict Circles
To understand impact and make agreements around a problem/conflict
Beginning/End of Day Ritual
Transitions
Check Comprehension
Group Learning
To find healing after a trauma or major event
To go deeper into a heavy topic
To right wrongs committed to/by the group
Disciplinary
Preventative
Reactive
Victim Offender
Truancy

http://www.unesco.org/new/en/social-and-human-sciences/themes/fight-against-discrimination/role-of-education/
- United Nations Educational, Scientific, and Cultural Organization
Dignity in Schools
FACING RACE: 2013 LEGISLATIVE REPORT CARD ON RACIAL EQUITY

Dignity in Schools
Thelton E. Henderson Center for Social Justice, University of California, Berkeley, School of Law, “School-Based Restorative Justice as an Alternative to Zero-Tolerance Policies: Lessons from West Oakland.
NPR (http://www.npr.org/blogs/money/2012/06/21/155515613/how-much-does-the-government-spend-to-send-a-kid-to-school) & Campaign for Youth Justice (http://www.campaignforyouthjustice.org/documents/KeyYouthCrimeFacts.pdf)

NPR (http://www.npr.org/blogs/money/2012/06/21/155515613/how-much-does-the-government-spend-to-send-a-kid-to-school) & Campaign for Youth Justice (http://www.campaignforyouthjustice.org/documents/KeyYouthCrimeFacts.pdf)

www.resolutionsnorthwest.org
Punitive Approach Restorative Approach
Misbehavior defined as breaking school rules.

Focus on identifying violation and establishing blame.

Administrator determines punishment.

Isolation of person responsible
Misbehavior impacts/harms people and relationships.

Focus on establishing responsibility to repair harm/ make things right.

Those responsible and those impacted create agreement to make things right.

Reintegration into community
Implementation
Laying the ground work and building buy-in
Systems Design and Integration
Intensive Staff Training
1 FTE dedicated for
PD
Coaching
Facilitation
Implementation and systems refinement
Implementation Evaluation
Intensive Staff Training
Part Time FTE
PD
Coaching
Technical Support

Support and Accountability
Staff PD
Coaching
Consultation
RJ as a Local Solution

In 2007 Multnomah County Juvenile Services Division invests in School-Based Restorative Justice Pilot Project

Currently, Resolutions Northwest is implementing Restorative Justice in the following buildings & Districts (with support from Mult. Co., City of Portland, NW Health Foundation & PPS):

Parkrose School District
Parkrose Middle School

Portland Public Schools
Rigler Elementary
Rigler Elementary School – 2010-current

Discipline gap closed significantly between whites and students of color

Ongoing RJ/Equity PD and Coaching

Circling

Peer Mediation

Significant reductions in major referrals, minor referrals, and exclusionary outcomes

Grant High School
Program vs. Philosophy

Lack of training (more than one adult in building)

Specialist mentality vs. Need for specialized training

Need for equity work and race dialogues to happen in tandem
Managing expectations

Challenges and Lessons Learned
2009-2012
254 days of out of school suspension avoided
35 days of in-school suspension avoided
5 police reports avoided
RJ Class

RJ lunch circles

Boys and Girls group circles (student facilitated)

Service Projects

ISS Intern




Grant High School

RJ Student Team

PPS RJ Referral form

Freshman Community Building Circles


Youthful Experience

Think about a time in your youth when you either harmed someone or were harmed.

What was the short term and long term impact of that action (what was the impact then, and what is the impact now)?

Was there accountability? What did it look like and how could it have looked differently?

What kind of support would have affected the impact of that harm and the short or long term consequences?


Individual Commitment
Today's Agenda
Check-in Circle
Announcements
RJ Overview
Youthful Experience
Circling
Q & A
Discipline Data
Discussion
Closing Circle
RJ What?
I've heard
of this...
I know
what RJ is...
I know
and have used practices...
Firm understanding of philosophy and use practices
regularly
Guidelines
• Respect the talking piece:
everyone listens, everyone has a turn

• Speak from the heart: your truth, your perspectives,
your experiences

• Listen from the heart: let go of stories that make it
hard to hear each other

• Trust that you will know what to say: no need to
rehearse

• Say just enough: without feeling rushed, be concise
and considerate of the time of others.

Current Legislation and Directives
Oregon HB 2192
Reverses "zero tolerance" policy
Effective July 1, 2014
U.S. DOE and DOJ
Released guidance on reduction of discriminatory discipline
http://www2.ed.gov/policy/gen/guid/school-discipline/index.html
http://www.youthrightsjustice.org/media/2393/Press%20release%20on%20HB%202192.pdf
Victim Offender Meeting
Re-entry Meeting
Conferencing

Restorative Practices in Schools

Restorative practices use three-tiered logic, parallel to PBIS, to guide the context and intensity of interventions.

Whole School Approaches
Building culture of accountability among staff,
administrators, students, parents and community members
Relationship Building

Primary

Secondary

Tertiary

Restorative Inquiry


Group Agreements

Individual/Group Skill Development

Classroom Practices

Victim Offender Meeting
Re-entry Meeting
Conferencing

Restorative Practices in Schools

Restorative practices use three-tiered logic, parallel to PBIS, to guide the context and intensity of interventions.

Whole School Approaches
Building culture of accountability among staff,
administrators, students, parents and community members
Relationship Building

Primary

Secondary

Tertiary

Restorative Inquiry


Group Agreements

Individual/Group Skill Development

Classroom Practices

Restorative Practices in Schools

Primary

Secondary

Tertiary

Restorative practices use three-tiered logic, parallel to PBIS, to guide the context and intensity of interventions.

Victim Offender Meeting
Re-entry Meeting
Conferencing

Restorative Inquiry
Group Processes
Individual/Group Skill Development
Classroom Practices

Whole School Approaches
Building culture of community and accountability among staff,
administrators, students, parents and community members
Relationship Building
Full transcript