Franklin HS – A Model for the Implementation of Restorative Practices

Thank you to Chelsea Gallegos for sharing this story!!

The implementation of Restorative Practices at Franklin High School began during the 2022-2023 school year using Tier-One Community Building Circles/Activities and Professional Development opportunities for staff.

来自学生和教职员工的反馈反映了他们渴望在十大正规网赌软件中建立更多的联系和归属感. At the beginning of the year the school-based therapist, levy-coordinator, school counselor and Assistant Principal formed a small but mighty Restorative Practices Team and engaged in a series of monthly deep-dive PD sessions led by Dalisha Phillips, 艺术治疗师, Abolitionist, and respected Restorative Practitioner from South Seattle.

该团队为FHS实施RJ制定了广泛的愿景和计划，并确定了未来两个学年的行动步骤. 同时, a small cohort of staff who wanted to learn more about Restorative Practices were invited to an introductory series of monthly PDs that provided a foundational understanding of how to use these tools within their educational practice.

投资教育工作者 – The RP Team offered optional monthly Community Building Circles for staff to provide them with the experience of bonding in a meaningful way that showcased who they are not just as educators but as whole human beings. The Race & 公平团队也明白，在富兰克林员工能够有效地开展反种族主义工作之前，员工之间需要更多的联系和信任. The RET used several green day PDs to hold Staff Community Building Circles and bonding experiences to lay a solid foundation for the kind of critical conversations necessary to the work of RET.

投资的学生 – During second semester the school-based therapist started a monthly “Student Circle Keeper Group” that provided students with the opportunity experience sitting in Circle with their peers. Teachers were asked to nominate students who were interested in learning more about Restorative Justice and/or Circle-Keeping and those students were invited to the monthly Student Circles.  到那年年底，一组11名学生已经对Circle的力量非常投入，并希望自己成为Circle的守护者. Students were trained and wrote their own Community Building Circle, then they were matched with a staff member who was open to having a Student-Led Circle during their class.  We are very proud of our Student Circle Keepers who held 18 Community Building Circles for their peers by the end of June. 学生和教职员工都对他们的圈子带来的愉快影响以及以一种新的方式了解学生的机会给予了压倒性的积极反馈.

投资学校社区 -明年FHS将有一名修复实践协调员，他将领导我们的团队并掌握这项重要工作的范围.  Securing funding for this position was vital to the sustainability of Restorative Practices; however, it is possible to begin this work even if you do not yet have a coordinator. We encourage other schools to form their own RP Team with the people in their building who believe in this transformational work while advocating for funding for a coordinator.  在2023-2024学年，我们计划在所有咨询课程中每月至少举办一次社区建设圈, 还有其他社区活动. 学生圈管理员计划在8月的三天里为教职员工领导圈子，作为他们成为老师圈管理员的一种方式.  我们非常希望，通过使用恢复性实践，教职员工和学生之间的关系会更加紧密, 培养全民快乐意识, belonging and interconnectedness here at Franklin High School!

在SPS中不断增长的恢复性实践

Restorative Practices in 十大正规网赌软件 reached a new collective audience this summer. 在八月的第二个星期, SPS building leaders attended the annual School Leader Institute (SLI). Among the range of topics pertinent to the scope of building leaders’ responsibilities, there was a specific day-long theme centering Restorative Practices. Included in this day were community-building activities, breakout sessions and an overall orientation about Restorative Practices and their place throughout our district.

One of the highlights of the day was hearing from the collective wisdom offered by building leaders. 我是艾默生小学的凯翁达·威尔逊, 我是惠特曼中学的约翰·休斯顿, Ray Garcia-Morales from Chief Sealth International High School and Katie Virga, 一位来自奥克兰联合学区的经验丰富的建筑领导者(目前是SPS的主要领导教练)分享了挑战, successes, considerations, relevant anecdotes and general wisdom related to cultivating a restorative culture in their school communities.

Breakout sessions included topics such as considerations in Student-centered Discipline, Practical Tools and Strategies for Implementing Restorative Practices and Restorative Conferences. These sessions were offered by leaders in 十大正规网赌软件 from school buildings, who are community partners and who work in SPS Central Office.

Overall, 这一天充满了希望, 关于十大正规网赌软件如何成为一个以学生的健康和快乐为中心的学习和生活的联系和智慧.

感谢Wa-BLoC团队分享这个故事!!!!

WA-BLOC Supports Seattle Schools and Families

我们是WA-BLOC， an organization working at the intersection of education and social justice in South Seattle’s Black and brown communities with a mission to build and nurture intergenerational leaders through transformative education and revolutionary social action. Working with multiple schools across South Seattle/SPS, 我们为黑人和棕色人种的青年提供治愈和快乐的空间，并帮助学校培养和维持全校范围内的恢复性实践. 学生和工作人员通过我们的 恢复性司法项目 用工具来建立社区, 帮助解决冲突, and address school policies and systems that perpetuate trauma and harm.

Restorative Practice for Schools – Emerson Elementary

在爱默生小学, over 80 3rd-5th graders have learned about the practice of Circle Keeping, 它的本土根源, and how to have intentional dialogue and practice peacemaking during conflicts as peer “Peacekeepers.” 在我们的支持下, every classroom also participates in weekly community-building circles, creating a school culture that accelerates social-emotional connection and skill building, student voice, 以及学术学习. For AAPI month, 我们为教师提供了每周主题社区建设圈，为他们的学生提供了更多反思的机会, learn about, and celebrate Asian American Native Hawaiian and Pacific Islander heritage, leadership, 以及社会行动. Circle themes included AAPI heroes in history like Grace Lee Boggs, Wing Luke, and Aki Kurose, 谁领导了变革, community, solidarity, and justice.

School administrators and staff have also participated in aligned professional development training opportunities for Tier 1-2 restorative practices throughout the school year. 这些共同的努力以及与艾默生员工的深入合作，增加了学生和员工之间的联系和归属感, 自2018年以来，通过使用恢复性司法实践，学生停学人数减少了90%，整个学年的伤害事件减少了

家庭恢复性实践

恢复性实践不仅可以支持健康的学校社区，还可以应用到我们的家庭和家庭文化中! 过去的一个月, WA-BLOC hosted our second Restorative Justice Family Night for Emerson Elementary scholars and families. Lena Nguyen, our Restorative Justice Practitioner reflected:

“With the endless support of Emerson teachers, staff, and students, 我们举行了一个充满欢乐的空间, love, and appreciation for the community that has grown at Emerson Elementary. The night started with a grounding in the Restorative work that happens at Emerson through student peacekeepers: three scholars shared about their leadership experiences and wisdom they’ve gleaned from supporting their peers. Their families beamed with pride witnessing their children share about their important roles in the Emerson community. Families created their own centerpieces with the guidance of their children. Words and themes that were prevalent in all centerpieces were “play, gratitude, love, 和家人一起庆祝。”! We witnessed a few parents hold onto emotional reactions witnessing their children fill their centerpieces with symbols that represented their family with love and care. 在完成他们的中心装饰之后, 家长们用六种不同的家庭语言将他们分组，分享他们今年关于孩子成长的经历. They shared that their children have experienced growth in confidence, happiness and friendship because of the Emerson community. Families expressed their sense of belonging at the school, personally and for their children. It was a powerful experience that spoke to the dedication and work teachers at Emerson are doing every day to create a safe and welcoming school experience for scholars.”

WA-BLOC is honored to be able to co-create and share spaces like this with the Emerson community and so grateful for all the amazing teachers who showed their support that night! We cannot wait to keep building this work alongside families at Emerson!

Cultivating and Nurturing a Restorative Justice Community Across SPS

As a continuation of the RJ Kickoff events that took place earlier this school year, 4月26日和5月17日，我们在Nova高中举行了两次社区实践会议，我们很高兴能聚集教育工作者和建筑领导者. 十大正规网赌软件’ Restorative Practices team, Huayruro, and WA-BLOC facilitated 6 circles for elementary and secondary school staff and administrators. Sessions focused on skill-building around the Peacemaking Circle Process and addressing questions from educators and building leaders about implementing classroom and school-wide Restorative Practices in their respective communities.

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Community Partner and 十大正规网赌软件 Visioning Event at Garfield High School

在21- 22学年结束时进行了景观分析，旨在了解SPS地区周围的恢复实践, 修复团队与Wa-Bloc合作, Huayruro, Cadenas的解决方案, CCS Unlimited, 我们的根源, DEEL and others to host a community gathering of restorative practitioners from the Seattle area. 这次聚会的目的是建立联系, to strengthen the restorative community supporting the students and families in SPS and to form a collective understanding of restorative practices so that students throughout the city have a cohesive experience related to restorative practices and community harmony.

Without a sense of community connection and belonging, then what are we restoring to? The following resources are to support practices that focus on community building, 建立信任, 培养人际关系. These include samples of circles that can be modeled after, practices that can be used spontaneously and games or activities that build a sense of belonging and connection.

学者社区建设头脑风暴K-5 – Collection of resources activities, games and questions to build community in K-5 settings. (由Wa-Bloc生成)

有用提示圈准备表格

A tremendous resource to guide the planning of a restorative practice circle that includes important pieces, considerations, a worksheet to guide thinking and some history to inform a deeper understanding. 由RJOY创建

Potential Classroom Examples of Tier 1 Community Building Practices 以下是一些潜在的课堂社区建设实践，可以为重建和社区和谐奠定基础. (由WA-BLOC生成):

• 社区建设游戏
• 问候的学者
• 正确地说出学生的名字
• 肯定/认识
• 为站立会议创造签到时间
• Co-crafted community agreements/class charter/staff charter
• 给家人打电话(也是积极的事情)
• 参加家庭之夜/课程之夜
• Incorporating student interests/culture in classroom
• 正念/呼吸练习
• Using talking piece for class discussion/incorporating circle elements during class time
• Soliciting student feedback on assignments/having them self evaluate
• Modeling accountability/normalizing mistakes/humility
• Using intentional questions to discuss personal and shared values
• 员工致谢活动/手势
• Follow through
• Creating structure for kids who need to learn there is consistency/predictability
• Schedule and class expectations and revisiting those regularly
• 安静角落/规则空间

当社区被破坏或发生冲突，需要恢复解决和/或修复时, there are resources that can support that effort. 这里有一些材料，可以模仿或应用于支持解决和修复你可能正在经历的冲突.

克利夫兰HS STEM学科流程图 – This example comes from Cleveland High School identifies considerations that could inform how to respond to behaviors that have caused harm to the community in order to reach a restorative focused outcome.

比肯山国际 Restorative Questions Card – This example from 比肯山国际 of a tool from and questions that support engaging with individuals in your school community from a restorative stance.

约翰海和平之路 -约翰·海的例子是一个工作表，支持学生努力解决冲突，并认识到对方的善意行为.

约翰海蓝色反射纸 – This example from John Hay is a worksheet aims to prompt students to reflect on what happened, their feelings and the feelings of others and to find a positive way forward.

In addition to practices at Tier 1 and Tier 2, attention should be given to thinking and practices that exist across the school community as a system. 这种系统级的思考可以最好地确保在整个学校社区中出现的实践和经验的一致性.

Oakland Unified School District Restorative Justice Implementation Guide -这是一个资源，用于支持恢复性实践促进者/协调员在其现场实施全校范围的恢复性项目. 它的范围更广, higher level questions related to principles of RJ and general steps to follow; down to more granular elements that include templates and reflective questions.

San Francisco Unified School District Restorative Practice Principles– A set of principles that reflect the values for implementing restorative practices in SFUSD.

There is so much to learn about Restorative Practices, its history, 它的应用和最基本的要素是什么，可以确保工作的完整性和尊重其精神. 为了更好地理解恢复性方法固有的一般哲学，下面收集了一些资源和建议，供进一步阅读.

SPS恢复性训练从三天 -这是一个视频集合，从2016年开始的所有地区培训日中捕获了多层恢复性活动.

Mindful Schools: Restorative Justice in Schools video -一个恢复循环的例子