going deeper into restorative justice practice in
TRANSCRIPT
David Yusem - CRI Conference 11/8/18Going deeper into restorative justice practice in education
When using these materials please give credit to the Oakland Unified School District Restorative Justice Initiative
Agenda Review
● Opening● Community activity● Community circle● OUSD RJ philosophy and District
rollout● Making meaning● check out and close
Milling to Music
What is your favorite food and do you know how to make it?
4
What was your favorite music or band when you were in high school?
What is something you accomplished that you are proud of?
What is the difference between discipline and punishment?
Core Circle Guidelines
● Respect the talking piece● Speak & listen with
respect● Speak and listen from the
heart● Remain in circle● Honor privacy
adapted from Kay Pranis
Circle Questions
Check in: Introduce yourself. What did you notice on the way here this morning?
Value: What value is important for you to hold today and why?
Round: What is a passion you have in your life and how does that show up in your work?
Check out: How are you feeling right now?
Round: What is your experience with restorative justice practices?
What are you hoping to get out of today’s workshop?
Restorative Justice Foundational Principles
THERE IS SIMPLY NO SUBSTITUTE FOR THE PERSONALBuilding respectful relationships is foundational and a vital outcome of the process
NOTHING ABOUT US WITHOUT USOpportunity for equitable dialogue is created. Those impacted feel welcome and safe to speak
I AM WILLING TO DO THISParticipation is voluntary IF CRIME HURTS, JUSTICE SHOULD HEALThe focus is on repairing harm if it has occurred and all take responsibility for their part in bringing about the harm
THIS CAN WORK, I CAN LIVE WITH ITAgreements are made collectively
Ancestral Origins
● Reminds us of our ancestral healing
communities
● Maori in New Zealand○ Family Group Conference
● Community based
● Profoundly relational
● Inclusive
● Rooted in shared values
Different Questions
Retributive Justice
• What rule/law was broken?
• Who broke it?
• How do we punish them?
Restorative Justice
• What harm was caused and to whom?
• What are the needs and obligations?
• How should all affected repair the harms?
“…because crime hurts, justice should heal.”- Braithwaite
3 TIERED MODEL
Tier I Community Building
Tier II Harm/Conflict
Tier III Individualized
Social and Emotional Support,
Restorative conversations
Community Conferencing,
Conflict mediation, Harm circles
Supported re-entry and
welcome circles, Circles of Support & Accountability
(COSA)
Repair
Repair – using restorative justice practices (restorative conversations, individual prep/check-ins, & circle) to address the root cause of conflict & harm that has affected individuals in the community.
Relate – classroom and school wide circles to build, maintain, and sustain a positive community. Honoring individual values, creating shared values & guidelines. Circles may include large group discussions, celebration, etc.Integrate – welcoming an individual(s) into (new students, staff, & families) the community.
Relate
RestoreRestore - welcoming an individual back into the community (individuals who are gone for an extended period of time or returning from suspension).Brief support circles – reset circles, skills building groups, small group talking circles.On-going support circles - circles of support & accountability (Individual or small group).
OUSD RJ organizational structure
RJ Program Coordinator
RJ Program Mgr MS
RJ Program Mgr HS
RJ Program Mgr Youth Engagement
RJ Program Mgr Elem
28-30 Site-Based RJ Facilitators (1 per participating school site)
Director of Behavioral Health Initiatives
Students Students
StudentsStudents
Teachers educating each other about RJ implementation as it relates to the unique ecosystem of their school
5 Social & Emotional Competencies - CASEL
Making Meaning
In what ways do you see social-emotional learning happening in these videos?
HS Intern keeping circle with elem students
Trauma & Restorative Practices
Fight, Flight, Freeze
Safe environment, caring adults,
academic, social-emotional, &behavioral supports
Engaged Learning
Executive function
“The child who is not embraced by the village will burn it down to feel its warmth”
Making Meaning In your circles answer this question
How can implementing RJ in schools lower racially disproportionate discipline and impact the implicit biases of the adults?
Q & A
The personal is professional and vice versa
● Implementation depends on relationships (especially with yourself)● More than just a skillset, it is a stance based on a restorative
philosophy● Live your life according to these principles in order to do the work
effectively● Equity lens● Trauma informed perspective
What I amdemanding of other peopleis what I am demandingof myself.~ James Baldwin
Looking into the future
• Focus on implicit bias work with adults
• Braiding together RJ/PBIS/SEL
• More student engagement across district
• Parent engagement strategies
• ...never ending search for more $
“Accountability is something that is left when responsibility
has been subtracted”
- Pasi Sahlberg, Finnish educator
Have compassion for everyone you meet even if they don’t want it. What seems conceit, bad
manners, or cynicism is always a sign of things no ears have heard, no eyes have seen. You do not
know what wars are going on down there where the spirit meets the bone.
-Miller Williams