Danielle Paul: Implementing Restorative Justice and Its Practices

Danielle Paul
Implementing Restorative
Justice and its Practices
Participatory Action Research
Leadership Project
July 17, 2016
Demographics
Total Number of Students:

Black
Hispanic
English Only
Initially Fluent English Proficiency
Limited English Proficient
Reclassified Fluent English Prof.
Poverty Indicator
Category B: Instructional Leadership CAPE 7
939
45.8%
51.2%
52%
7.7%
16.1%
24.1%
87.3%
Trauma Data
Psychological First-Aid (PFA)
Shifting the Lens from Whats Wrong to What

Happened?
To Create A Trauma Sensitive School
According to the Adverse Childhood Experiences
(ACE) Study and Findings:
Poverty can be an ongoing experience of trauma
ACEs are strong predictors of later health risks and

disease
Category B: Instructional Leadership: CAPE 7
Trauma Data

Protective
Factors for
Students
A journey toward a trauma

sensitive school:
Who have experienced

Trauma:
Personal
Family
Community
School
With the Implementation of

Restorative Justice and its Practices
Category C: School Improvement Leadership CAPE 10
Compelling Need
Discipline Referrals
Washington Prep. in the previous year demonstrated

a disproportionate number of discipline referrals to:
African-American
Students (45.8 %)
Students who are economically
deprived (87.3 %)
2014-2015 School Year
Total Referral Count:
211
Compelling Need (Data)

Referrals (2014-2015)

211
Of the 211 Referrals:

114 Had the potential for Restorative
Intervention

Suspensions (2014-2015)
Total:
34
Inquiry Question
How
might implementing
Restorative Justice strategies
into the School-Wide Learning
Community affect behavior
referrals and academic
achievement?
Category D: Professional Learning And Growth Leadership CAPE 13
Research
Zehr, H. (2002). The Little Book of Restorative Justice. Intercourse, PA: Good
Books
Key words: Restorative justice is concerned about needs and roles, it models
the who and the how of the harm, Restorative Justice is a river
The Little Book of Restorative Justice acts as a guide and handbook for educators
to use as a point of reference when establishing restorative practice within
their learning environment. It centralizes three specific pillars as the
foundation of the practice. The pillars are: 1. Restorative justice
focuses on harm; 2. Wrongs or harms result in obligations; 3.
Restorative justice promotes engagement or participation. (Zehr, 2002)
Zehr also emphasizes core values and the importance of relationships.

Underlying restorative justice is the vision of interconnectednessWe
are all connected to each otherthrough a web of relationships (Zehr,
2002, p. 35)
Category D: Professional Learning and Growth Leadership CAPE 13
Restorative Justice Practices Foster

a Positive School Environment
The 5 Rs:
RJ Foundational values are:
Relationships
Respect
Responsibility
Repair
Reintegration
Research
Amstutz, L. & Mullet, J. (2005). The Little Book of Restorative Discipline for Schools.
Intercourse, PA: Good Books.
Key words: An environment of care, punishment-to-restoration continuum, peaceable
schools, flexible policies
In The Little Book of Restorative Discipline for Schools it establishes the key goals of
restorative discipline. There are six primary goals which are to understand the
harm and develop empathy for both the harmed and the harmer (Amstutz, L.
et al, 2005, p. 10). Primarily, restorative discipline encourages listening,
accountability and the reintegration of the harmer into the community. It also
creates a caring climate and provides practices and principles change the
system when it contributes to the harm (p.10)
A powerful principle within the text speaks to empowering change and growth within
the student. we must help them identify their needs and assist them in
finding alternative, life giving ways of meeting those needs (p. 28).
Educational Vision
As an educator, it is my personal
mission to encourage and empower
people to courageously speak, live,
love, and be in their most powerful
essence. Such a mission constantly
challenges me to reflect, evolve,
forgivethen speak, live, love and be
constantly growing.
Category A: Visionary Leadership CAPE 1
Educational Mission
I
restore students who may feel

marginalized through reflective
conversations and positive behavior
supports that encourage personal
and social emotional growth.
Project Mission
Discipline Foundation Policy: School-Wide Positive Behavior Intervention

and Support
Bulletin 6231.0
February 14, 2014
II. A Culture of Positive Behavior Support and

Intervention
fosters a culture of discipline grounded in positive

behavior interventiona systems approach for
establishing the social culture and individualized
behavior supports needed for schools to achieve both
social and academic success for all
What should Restorative Justice

do?
Do you have EMPATHY?
Emotional Empathy
is actually feeling
the way another
person feels.
The person knows
that you are with
them and they are
not alone.
Category A: A Visionary Leadership CAPE 3
How does Empathy feel?

Students must feel physically
safe and emotionally secure
before they can focus on
the curriculum.
David A. Sousa, How The Brain
Learns, 2011, p. 44.
BODY LANGUAGE
7% Words
38% Tone of Voice
55% Body Language
Category B: Instructional
Leadership CAPE 6
Participatory Action Research

Leadership Project Timeline
Category E: Organizational and Systems Leadership CAPE 16
Strategies Implemented
Leadership/Management
Branding
September 10, 2015
Restorative Justice Office: 2106
Sign-in
area for
students
and
guests
Work station for students as:

Academic Support
PAR Team (Originally)
Trained in Restorative Justice in: October 2015
Amado Ponce de Leon
Mr. Reed
Mrs. Diaz
Ms. Virtue
Mrs. Delgadillo
Special Ed. Support

Provider
Social Studies Teacher
SDC Teacher
SDC ELA Teacher
SDC Teacher
PAR Team (Revised) October 19, 2015

COST Team Members
Coordinating of Services Team:
D. Byrd, Principal
H. Cuevas, Grade 10 Counselor
D. Lua, Grade 9 Counselor
E. Flavors, Grade 11 Counselor
S. Gerber, Grade 12 Counselor

Category C:
School
Improvement
Leadership
CAPES 11 & 12
T. Terrell, Grade 9 PSA Counselor
K. Carter, Diploma Project Counselor
Strategies Implemented--Leadership
Branding of Restorative Justice
Administration BuildingFall 2015
Grade 9 ELA Class Values: Mrs. Pollard Room: 7202
Campus Aide: Ms. Vanessa Whitfield
Restorative QuestionsShifting from:
Whats Wrong? to What Happened?

When responding to misconduct, a
Restorative Justice practice
consists of asking the following
questions:
1.
2.
3.
4.
5.
6.
What happened?
What were you thinking at the time
of the incident?
What have you thought about since?
Who has been affected by what
happened and how?
What about this has been the
hardest for you?
What do you think needs to be done
to make things as right as possible?
A tool the COST (PAR) Team used as
initial intake of interventions
Strategies ImplementedLeadership/Management
ELA Grade 9 September 2015
Mrs. Pollards Room: 7202
Restorative Justice Classroom: 6101October 2015
Ms. Diaz and Mrs. Delgadillo

Special Education Specialists
PAR Team:
Win-Win Relationships
IN ACTION!
Category F: Community Leadership CAPE 20
Values Community Building Circles

January-April 2016
Drama Teacher Mr. Barrow
Spanish Teacher
and Soccer
Coach Mr. Saenz
Health Teacher
Mr. Bocanegra
Types of Community Building Circles
Leadership/Management
After SchoolMarch-May 2016
Exploring our Core

Assumptions
Map of Resources
What Went Right in
your Family?
Identifying our Values
Who Am I Really?
Circle Process
Strategies Implemented
Community Building Values Circle
Cheer and Dance Squad
Coach: Ms. McGee
Types of Repairing the Harm

Circles
Choosing Trust Worthy

Friends
Resolve Conflict/Incident
of Harm
Response to Gossiping
Understanding and Living
with School Rules
Understanding the Impact
of Bullying Behaviors
Pan-African Film Student Fest

Viewing of: Selma February 12, 2016
Positive Behavior Support: Academic Incentive
Mr. McKellar, Grade 10 ELA Teacher

YMBG (Young Black Male Group Sponsor).
Academic RecognitionHonor Roll October 2015-June 2016
Academic Awards Assembly
Academic Awards Assembly
Restorative Justice MuralsLeadership/Management

L.A Works
What should Restorative Justice do?
Inquiry Question
How might implementing

Restorative Justice strategies
into the School-Wide Learning
Community affect behavior
referrals and academic
achievement?
Focus Group Findings

15 Students
May 21, 2016
What does Restorative Justice

look-like on campus?
Respect and appreciation for

differences
TrustworthinessPeer
supporting/mentoring
Helping each other

Students are more respectful and
motivated
Counseling to students
People being supportive

Changes behavior
Reciprocal respect
Students advocating for themselves
respectfully
Focus Group Findings
15 Students
May 21, 2016
Teachers who demonstrate

Restorative Practices:
Are helping/ful
Welcoming/versatile teaching
Very caring and listen
Adjust teaching so all can learn

Opportunities to catch-up
Has a strong bond with students

Teaches life skills
Motivates students to do better

Helps resolve conflicts/Creates
opportunities
Checks in with them
Talks to me
Measurements Identified

185

Referrals (2014-2015)

Total Referral Count:211
A decrease of:
26 Referrals
2015-2016
As of May Total Referral Count:
Of the 185 Referrals:
3.1 a Caused Physical Injury:
3.1b Attempted to Cause Physical Injury:
3.1c Threatened to Cause Physical Injury:
185
23/8.09%
70/26.8%
15/4/6%
Received Restorative Intervention

85

Total:
27

A Decrease of Suspensions:
A Increase of Suspensions:
Black: 4
Hispanic: 3
Total Decrease:
Values Community Building Circles

School Wide
Total
22 Classes
442 Students
Targeted Community Building Circles

RJ Conferences/Sports Teams/Restoration of Extra-Curricular Activities/Repairing
the Harm Circles
Total
81 RJ Conferences
20 Circles
157 Students
Honor Roll Positive Incentives 3.0 or Higher
Fall 201510 Week
188 Students
Fall 201520 Week
204 Students
Spring 201610 Week
208 Students
Spring 201620 Week
276 StudentsGrowth: 92
Students (20Week Spring 2015)
Category C:
School
Improvement
Leadership
CAPE 10
Moving Forward:
Per Focus Group Findings
Adults on campus should be more:

Give more respect/listen and trust students
Not to tell students to shut-upuse less
slang/demonstrate knowledge
Be more caring/stop trying to fit into our
generation
Differentiate communication with students
Respectful
Open
Try new things

Motivate students more
Help students more/give assistance when needed
Feel more supportive/try to understand students
Show fairness and not favoritism

Security staff to do their jobs and be more friendly
Listen more/Ask questions
Moving Forward:
Per Focus Group Findings
Moving Forward:
Everyone on
campus participating
Parent Support
Achievement
Encouragement
Peace
Support
Pride
Inspiration
Happiness
Trauma Data
A Trauma Sensitive School
Protective Factors
(Restorative Justice and its
Practices)
Personal
Family
Community
School
At the end of the journey
I learned:
Our students have
deep wells of
experience.
Our students feel
inspired when they
are heard.
Our students invest
in themselves when
their voices are
valued.

Danielle Paul: Implementing Restorative Justice and Its Practices

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Danielle Paul: Implementing Restorative Justice and Its Practices

Diunggah oleh

Hak Cipta:

Format Tersedia

Danielle Paul

Total Number of Students:

Psychological First-Aid (PFA)

Shifting the Lens from Whats Wrong to What

Poverty can be an ongoing experience of trauma

ACEs are strong predictors of later health risks and

Psychological First-Aid (PFA)

A journey toward a trauma

Who have experienced

With the Implementation of

Category C: School Improvement Leadership CAPE 10

Washington Prep. in the previous year demonstrated

Compelling Need (Data)

2014-2015 School Year

Total Referral Count:

Compelling Need (Data)

Of the 211 Referrals:

Category C: School Improvement Leadership CAPE 12

Compelling Need (Data)

Zehr also emphasizes core values and the importance of relationships.

Restorative Justice Practices Foster

restore students who may feel

Category A: Visionary Leadership CAPE 3

Discipline Foundation Policy: School-Wide Positive Behavior Intervention

II. A Culture of Positive Behavior Support and

fosters a culture of discipline grounded in positive

What should Restorative Justice

Category A: Visionary Leadership CAPE 4

Do you have EMPATHY?

How does Empathy feel?

Participatory Action Research

Category E: Organizational and Systems Leadership CAPE 16

September 10, 2015

Restorative Justice Office: 2106

Work station for students as:

PAR Team (Originally)

Trained in Restorative Justice in: October 2015

Amado Ponce de Leon

Special Ed. Support

Category C: School Improvement Leadership CAPE 11

PAR Team (Revised) October 19, 2015

D. Lua, Grade 9 Counselor

E. Flavors, Grade 11 Counselor

S. Gerber, Grade 12 Counselor

K. Carter, Diploma Project Counselor

Campus Aide: Ms. Vanessa Whitfield

Category A: Visionary Leadership CAPE 4

Restorative QuestionsShifting from:

Whats Wrong? to What Happened?

Category B: Instructional Leadership CAPE 7

Category B: Instructional Leadership CAPE 7

Category A: Visionary Leadership CAPE 4

Ms. Diaz and Mrs. Delgadillo

Category F: Community Leadership CAPE 20

Category B: Instructional Leadership CAPE 5

Values Community Building Circles

Drama Teacher Mr. Barrow

Types of Community Building Circles

Exploring our Core

Category F: Community Leadership CAPE 20

Category B: Instructional Leadership CAPE 5

Category C: School Improvement Leadership CAPE 10