Restorative Practices. Nothing in this article shall limit the District’s ability to utilize restorative practices in lieu of the formal disciplinary contract with the consent of the staff member involved.
Restorative Practices. A framework for a broad range of restorative justice approaches based on cooperation, mutual understanding and trust and respect that pro-actively build a school community by implementing solution based conflict responses intended to restore relationships and repair the harm done to the school community. These practices can be used to implement positive behavior in classrooms and on school campuses consistent with the framework set forth in SWPBIS. Bullying
Restorative Practices. Restorative Practices is a philosophy aimed at building a sense of community through inclusion and equity. It is an alternative discipline model. Teachers in a restorative setting look at academic challenges and student misbehavior as opportunities to offer support and guidance rather than punishment. The goal is to increase personal accountability for behavior and put the focus on repairing the harm done. Key restorative features are: Restorative circles-a strategy used in the classroom that builds community, acceptance of each other, and allows each student to have a voice. Focusing on the harm of the incident instead of the broken rule Understanding harm has created a responsibility for the student to repair and reestablish damaged relationships Educators in a restorative setting emphasize arriving at agreements, healing, and repair over punishment. Restorative approaches promote individual accountability with high levels of community support from the classroom and school staff. The practices help students’ problem solve, apologize and understand the effects positive and negative behavior has on others. This is a proactive effort to decrease problem behaviors from occurring and offers students a way to learn from their mistakes made. A key component to Positive Behavior Intervention is pre-teaching and re-teaching of expectations, and establishing common expectations.
Restorative Practices. Onsted Middle School will consider using restorative practices as an alternative to or in addition to a suspension or expulsion from school. Restorative practices may, at the sole discretion of OMS, offer students who violate this Student Code of Conduct alternative options to the School’s imposed disciplinary action. Such strategies may include participation in a restorative program intended to address the underlying issue(s) believed to be causing the inappropriate conduct. Restorative practices will be the first consideration to remediate offenses such as: interpersonal conflicts, bullying, verbal and physical conflicts, theft, damage to property, class disruption, and harassment and cyberbullying. Restorative practices may be used at the discretion of OMS Administration.
Restorative Practices. A framework for a broad range of restorative justice approaches based on cooperation, mutual understanding and trust and respect that pro-actively build a school community by implementing solution based conflict responses intended to restore relationships and repair the harm done to the school community. These practices can be used to implement positive behavior in classrooms and on school campuses consistent with the framework set forth in PBIS. Restorative practices promote inclusiveness, relationship-building and problem-solving, through such restorative methods as circles for teaching and conflict resolution to conferences that bring victims, offenders, and their supporters together to address wrongdoing.
Restorative Practices. All schools in the District shall provide training on culturally-relevant restorative practices for all District employees.
33-3-1 Any discipline model implemented by a school shall be approved by majority vote of the faculty employed at that school.
Restorative Practices. Before suspending or expelling a Student (except a Student who possesses a firearm in a weapon-free school zone), Employees authorized to issue discipline must first determine whether restorative practices would better address the Student’s misconduct, recognizing the Board’s objective of minimizing out-of-school suspensions and expulsions. Likewise, consideration as to whether restorative practices should be used in addition to the suspension or expulsion. Restorative practices, which may include a victim-offender conference, should be the first consideration to remediate offenses such as interpersonal conflicts, bullying, verbal and physical conflicts, theft, damage to property, class disruption, harassment, and cyberbullying. All victim-offender conferences must be conducted consistent with state and federal law and Board policies. No Student who claims to be the victim of unlawful harassment may be compelled to meet with the alleged perpetrator of the harassment as part of a restorative practice.
Restorative Practices. Restorative Practices is a philosophy aimed at building a sense of community through inclusion and equity. It is an alternative discipline model. Teachers in a restorative setting look at academic challenges and student misbehavior as opportunities to offer support and guidance rather than punishment. The goal is to increase personal accountability for behavior and put the focus on repairing the harm done. Key restorative features are: ● Restorative circles-a strategy used in the classroom that builds community, acceptance of each other, and allows each student to have a voice. ● Focusing on the harm of the incident instead of the broken rule ● Understanding harm has created a responsibility for the student to repair and reestablish damaged relationships Educators in a restorative setting emphasize arriving at agreements, healing, and repair over punishment. Restorative approaches promote individual accountability with high levels of community support from the classroom and school staff. The practices help students’ problem solve, apologize and understand the effects positive and negative behavior has on others. This is a proactive effort to decrease problem behaviors from occurring and offers students a way to learn from their mistakes made. A key component to Positive Behavior Intervention is pre-teaching and re-teaching of expectations, and establishing common expectations. Below are some examples of established, taught, and reinforced expectations for locations common to Kalama Elementary Students: Area Be Respectful Be Responsible Be Safe Hallway/Lines Stairwells *Level 0-1 voice *Silent greetings *Yield to others *Go directly to destination *Give some space and keep the pace *Walking feet on the right *Keep hands, feet, and objects to self *Face forward LRC *Use 0-1 voice *Respect space *Give people privacy *Know why you’re here *Manage yourself *Keep hands, feet, and objects to self *Four on the floor Cafeteria *Level 1-2 voice *Say please and thank you *Clean your area *Only touch and eat your food *Walking feet *Stay seated until dismissed Learning Commons/ Small Group *Level 1-2 voice *Stay focused on task *Manage yourself *Clean up after yourself *Stay in assigned area *Ask permission to leave area Office *Wait patiently and quietly *Know why you’re here *Manage yourself *Keep hands, feet, and objects to self Bathroom *Give people privacy *Level 0-1 voice *Flush toilets after use *Use closest bathroom *Return promptly to class *Wash hands with s...
Restorative Practices. Restorative Practices is a research-based approach to address school culture and climate. Restorative Practice is a preventative approach aimed at promoting inclusiveness, relationship-building, and problem-solving. Restorative Practices involve a continuum of interventions and strategies that are both proactive and responsive. OSS has implemented Restorative Practices to address the unique needs of students who have committed disciplinary offenses in violation of the Code. A trained school staff member (administrator, teacher, or counselor) facilitates Restorative Practices conflict resolution circles with the person harmed and the person causing harm. Some restorative methods include using affective statements, restorative questions, community-building circles, and conflict-resolution circles. Restorative Practices also aim to build a school culture that focuses on developing and maintaining relationships among educators and students. Through Restorative Practice, all voices are heard as problems are addressed and solved. Restorative Practices teach the skills necessary to manage and reduce conflict. Completing Restorative Practices may serve as an acceptable consequence in lieu of a suspension or other appropriate disciplinary response.
Restorative Practices. The Association and District share the value of a culture of restorative practices to improve the school climate and achieve safe, respectful, equitable and just school sites.
