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. 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. 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.
36.1 The Employer and the Union share a commitment to the implementation of restorative practices in our schools in conjunction with a defined discipline system. To that end, school culture shall be a standing item on the Professional Solutions Committee agenda. The PSC, or an assigned subcommittee, shall study and make recommendations with respect to student discipline, truancy and school safety issues.
36.2 The Employer may receive recommendations in the PSC to improve the culture and climate of the school in order to implement the school’s commitment to Restorative Justice practices, Social Emotional Learning, Safety, and Security to help maximize student attendance. ARTICLE 37 - PROFESSIONAL DEVELOPMENT & EQUITY COLLABORATIVE
37.1 The parties share a commitment to jointly advancing justice, equity and fostering supportive, anti-racist and sustainable school environments; to supporting culturally responsive and liberatory curriculum in schools; to providing appropriate, relevant, and effective professional development for teachers and school stakeholders; to cultivating restorative practices and centering repair instead of punishment in both our classrooms and throughout our schools; to developing and retaining a diverse teaching staff.
37.2 The Employer agrees to meet for the purpose of collaboration with representatives from CTU and other represented Charter and Contract School Employers to explore possibilities to secure and/or develop high quality professional development to advance the goals outlined within this Article. This body shall be known as the Chicago
37.3 The PD & Equity Collaborative’s goals are to discuss high quality professional development that may contribute to the advancement of anti-racism in our schools, and to attempt to equip schools with the recommendations and supports needed to create anti-racist classrooms and school environments. The Collaborative shall also discuss currently available research to increase educator diversity and improve diverse teacher retention and xxxxxx safe and inclusive school climates.
37.4 To effectuate these purposes, the PD & Equity Collaborative will evaluate the feasibility of creating a guidance document which may address the professional development needs of CTU bargaining unit members and/or the development of anti-racist educational tools and/or possible funding resources.
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 Employer and the Union share a commitment to the implementation of restorative practices in our schools in conjunction with a defined discipline system. To that end, school culture shall be standing item on the Professional Solutions Committee agenda. The PSC can study and make recommendations to the Principal with respect to student discipline, truancy, and school safety issues. The Employer shall respond to recommendations from the PSC to improve the culture and climate of the school. The Employer shall make every effort to maintain a physical space at each school dedicated to Restorative Justice practices, peace circles, etc. The Employer and the Union shall work collaboratively with local restorative practice community experts to develop curriculum and training modules to train school communities, individual teachers, and parents on restorative practices. Training shall be provided at least annually.
Restorative Practices. ● Develop a vision for restorative practices and establish systems to support a tiered approach to a restorative community. ● Support conflict resolution through restorative conferences in partnership with students, faculty, and families. ● Train staff in restorative practices to establish, improve, and repair relationships between students and/or staff. ● Hold restorative reentry meetings in response to student discipline. ● Perform other related duties as assigned.
Restorative Practices. The district will continue funding for current pilot schools for a full three years. Next year, three new pilot sites will be funded with three years of support. The district will fund the Restorative Practices Coordinator position.
