RESTORATIVE JUSTICE: Follow signs to Peace Circles
Thank you Circle Facilitators: ● ● ● ●
MCEA/ Human & Civil Rights Committee Georgene Fountain Daly ES - Music RJ Trainer
NAACP Questions ● What is Restorative Justice? ● MCPS suspension data ● MCPS RJ pilot program ● Social-emotional learning ● Why black boys? ● PBIS and RJ ● Parent involvement: ○ Legislative advocacy ○ RJ schools
RESTORATIVE JUSTICE: Follow signs to Peace Circles
Thank you Circle Facilitators: ● ● ● ●
MCEA/ Human & Civil Rights Committee Georgene Fountain Daly ES - Music RJ Trainer
NAACP Questions ● What is Restorative Justice? ● MCPS suspension data ● MCPS RJ pilot program ● Social-emotional learning ● Why black boys? ● PBIS and RJ ● Parent involvement: ○ Legislative advocacy ○ RJ schools
Indigenous Roots MAORI BANTU Many others
1974 - 2000s Victim - Offender Reconciliation Programs
3 Principles of Restorative Justice Harm & Obligations Engagement Victim’s Needs
mid 1990s - early 2000s Schools & Teacher Preparation
Traditional Discipline vs. Restorative Questions Traditional Restorative • What happened? • What rules were • Who was harmed and broken? how were they • Who broke them? affected? • What does the Code of • How can the harm be Conduct or law say the repaired and who is punishment should be? responsible for repairing the harm?
1994- 1999 Schools shift to Zero Tolerance Policies
Non-violent / non- dangerous infractions • Making gun shape Infraction • Skipping class • Temper tantrum • Not doing homework • Sucking teeth • Not raising hand to speak • Rolling eyes • Making gun sound • Sleeping in class
High Racial Disparities in Suspensions & Expulsions • • • • • • National Center for Education Statistics, Annie E. Casey Foundation
U.S. Department of Education
Subjective and Affected by Cultural Perception • Insubordination • Refusal to obey school rules • Defiance • Disruption • Disrespect
Carol Anderson, White Rage Washington Post NPR
Mass Incarceration 20
Mass Incarceration Crisis of the century for our democracy 21
School to Prison Pipeline 4
• • • •
• Build community • Healthy relationships among educators and students • Social-emotional • Conflict-resolution skills • Reduce conflict
• use less power: – increase your influence – shape student behavior – cultivate healthy respect for authority Boyes-Watson and Pranis, Circle Forward, 2015
Restorative Practices Approaches
Circle participants ➔ Respected ➔ Speak honestly ➔ Tell own stories ➔ Listen ➔ Voluntary participation
Circles may be used to... ● Discuss serious issues ● Build community ● Share feelings ● Make decisions ● Share ideas ● Appreciate differences ● Problem solve ● Increase personal relations ● Repair relationships ● Teach content
Restorative Justice Supports RJ Intervention Seriousness of Harm . Foundational training Restorative Classroom RP Prevention
Restorative Justice Support RJ Intervention Seriousness of Harm More training to facilitate Restorative Support Team Restorative Classroom RP Prevention
Continuum of RJ processes Restorative Support Staff Member RJ Intervention Seriousness Additional training to facilitate of Harm Restorative Behavior Intervention Restorative Support Team Restorative Classroom RP Prevention 31
Continuum of RJ processes Restorative Support Staff Job specific training to facilitate Member RJ Intervention Seriousness Restorative Justice Conference of Harm Restorative Behavior Intervention Restorative Support Team Restorative Classroom RP Prevention 32
RJ Conference Harmed Person (Victim)
• school climate • academic achievement • Reduce racial disparities in discipline
• 3-year timeline • Principal buy-in • Staff buy-in • Ongoing and intensive professional development • Full time RP Coordinator
RJ Myths • Eliminate ‘misbehavior’ throughout the school • Will be successful with every student • Will work immediately and every time • Only used to address student ‘misbehavior’ and conflict • RP strategies should only be used by RJ support team
PBIS Tiered Support Level 1: School-wide Level 2: smaller groups Level 3: Individual
MCPS – suspension data – RJ pilot program
MCPS Suspension Data (by Year and Race/Ethnicity) Black/ African Student Population American Percentage of Students Hispanic/La tino Students Students of All Other Races/ Ethnicities Combined FY 2012 2013 2014 2015* 2016# Transparent color (left column of each pair) = MCPS student population racial breakdown. Solid color (right column of each pair) = racial breakdown of suspended students only . * First year of Code of Conduct # Year to Date (April 1, 2016)
MCPS Suspension Data (by Year and Race/Ethnicity) Number of Students Percentage 2012 2013 2014 *2015 #2016 ’12 ’13 ’14 *’15 #’16 MCPS 146,456 148,768 151,289 153,994 156,164 Enrollment 21.2 21.3 21.4 21.5 21.4 Black/Afr. American Hispanic/Latino 26.0 26.6 27.4 28.4 29.2 All other 52.8 52.1 51.2 50.1 49.4 race/ethnicities Suspensions and 5,354 5,168 3,572 2,813 1,991 Expulsions 2,673 2,671 1,858 1,459 998 49.9 51.7 52.0 51.9 50.1 Black/Afr. American Hispanic/Latino 1,427 1,381 1,005 822 635 26.7 26.7 28.1 29.2 31.9 All other 1,254 1,116 709 532 358 23.4 21.6 19.8 18.9 18.0 race/ethnicities * First year of Code of Conduct # Year to Date
MCPS RJ Pilot Program A. Mario Argyle Middle Briggs Chaney Gaithersburg Loiederman School Middle School Middle School Middle School Montgomery Silver Spring Neelsville Village Middle International Middle School School Middle School Quince Sligo Middle Westland Northood High Orchard High School Middle School School School
Family Support for RJ MCPS website: Talk to the school administrator Restorative Practices Guide for Educators ○ What do they need? – http://schottfoundation.org/r ○ Join PTA? estorative-practices ○ Volunteer?
Restorative Justice in Schools • •
Parents & Legislative Advocacy Montgomery County PTSA Maryland State PTSA ○ strong organization • letter writing to support RJ ○ testimony before the County Council • in-person testimony before ○ partners with MCPS and General Assembly MCEA
The Future ... • – • • –
Any Questions?
Indigenous Roots MAORI BANTU Many others
1974 - 2000s Victim - Offender Reconciliation Programs
3 Principles of Restorative Justice Harm & Obligations Engagement Victim’s Needs
mid 1990s - early 2000s Schools & Teacher Preparation
Traditional Discipline vs. Restorative Questions Traditional Restorative • What happened? • What rules were • Who was harmed and broken? how were they • Who broke them? affected? • What does the Code of • How can the harm be Conduct or law say the repaired and who is punishment should be? responsible for repairing the harm?
1994- 1999 Schools shift to Zero Tolerance Policies
Non-violent / non- dangerous infractions • Making gun shape Infraction • Skipping class • Temper tantrum • Not doing homework • Sucking teeth • Not raising hand to speak • Rolling eyes • Making gun sound • Sleeping in class
High Racial Disparities in Suspensions & Expulsions • • • • • • National Center for Education Statistics, Annie E. Casey Foundation
U.S. Department of Education
Subjective and Affected by Cultural Perception • Insubordination • Refusal to obey school rules • Defiance • Disruption • Disrespect
Carol Anderson, White Rage Washington Post NPR
Mass Incarceration 59
Mass Incarceration Crisis of the century for our democracy 60
School to Prison Pipeline 4
• • • •
• Build community • Healthy relationships among educators and students • Social-emotional • Conflict-resolution skills • Reduce conflict
• use less power: – increase your influence – shape student behavior – cultivate healthy respect for authority Boyes-Watson and Pranis, Circle Forward, 2015
Restorative Practices Approaches
Circle participants ➔ Respected ➔ Speak honestly ➔ Tell own stories ➔ Listen ➔ Voluntary participation
Circles may be used to... ● Discuss serious issues ● Build community ● Share feelings ● Make decisions ● Share ideas ● Appreciate differences ● Problem solve ● Increase personal relations ● Repair relationships ● Teach content
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