Restorative Practices is about interacting with people in a way that promotes inclusion rather than exclusion.  To successfully implement restorative practices in schools a foundation of trust, respect, and responsibility must be established.  During this course, participants will explore the current research and trends surrounding restorative practices in schools, develop circles for community building and classroom discussion, discuss the challenges of implementing restorative practices to address harm and work on creating an implementation plan for your school and classroom.  

Upon completion of this course, participants will have:

  • Discussed the foundational concepts of restorative practices and its application in schools. 
  • Reviewed research and case studies from restorative schools 
  • Created circles for community building and processing academic subjects 
  • Explored using circles to address harm   
  • Discussed key topics in restorative practices such as safety, facilitating a tough discussion, and trusting in the process. 
  • Practiced using restorative process with peers and students 
  • Found places in implement restorative practices in their work 
  • Reflected on personal teaching and facilitation styles and its application with restorative practices

Content Outline:

Module 1 – Intro to Restorative Practices in Schools

Module 2 – How to implement RP in Schools/Strength assessments

Module 3 – Service Learning – Strength Assessments/Needs Assessment

Module 4 – Tier 1 Practices/community building

Module 5 – When Circles Go Wrong: Problem Solving 

Module 6 – Service Learning – Tier 1 in the classroom

Module 7 – Tier 2 Practices

Module 8 – Service Learning- Tier 2 in Action

Module 9 – Tier 3 Practices

Module 10 – Service Learning – Tier 3 in Action

Module 11- Evaluate, Reflect, and Refine

Due dates for each writing assignment are listed in the associated module.  All make-up work  for this course must be completed before April 30, 2020.  If you have any questions or concerns about this deadline, please let me know. I can be reached by email at mscott@lrcvt.org or by phone at 802.888.0656.

Grading for this course is based on a 100 point scale with the following point distribution.

Grading Rubric (100 points)
In-person meeting/Make-up work  4 at 15 points each, Total of 60 points
Writing assignments and Circle prep sheets  5 points each, Total of 40 points
Module 1 - Intro to Restorative Practices in Schools

This module was completed on August 21, 2019, at Craftsbury Academy.

During this module participants will:
Identify personal values and relate them to Restorative Practices
Develop an understanding of Restorative Practice goals and
philosophies
Discover how Restorative Practices can be applied in a school
setting
Explore the connection between RP and MTSS
The attachments for this module include the PowerPoint used at the presentation and photos from the definition exercise completed during the workshop.
Module 2 - How to implement RP in Schools/Strength assessments

This module will be completed on October 18, 2019.

By the end of this session participants;
  • Reflected on restorative practice concepts
  • Reviewed tiered system of implementation
  • Reviewed activities that assess school readiness
  • Discussed your possible role in the implementation of restorative practices
  • Identified areas for RP implementation
  • Identified future meeting dates
Attachments for this module include the PowerPoint used at this meeting and supplemental handouts. 
Module 3 - Service Learning – Strength Assessments/Needs Assessment
Assignments for Module 3- Due February 7, 2020
Three written assignments: Quiz, SOAR worksheet, Strategies worksheet  3 x 5 = 15 total points in this assignment
Part 1:
Read- The Little Book of Restorative Justice by Howard Zehr.
Complete the quiz found in the attachments and send to mscott@lrcvt.org
Part 2:
On October 18 we used a couple of activities that could help you identify ways to implement restorative practices in schools. At this point, we want to take this concept a little deeper and explore implementation strategies for schools and potential barriers.
There are two parts to this assignment.  The worksheets associated with these reading assignments can be done individually or in small groups.
A: Read the “Implementation” section (p. 17- 24) of Whole-School Restorative Approach Resource Guide published by Vermont Agency of Education and Jon Kidde (2017).  Complete the SOAR worksheet and submit to mscott@lrcvt.org
B: Read “Choosing Strategies for Change” by Kotter and Schlesinger. Use the Strategies worksheet to identify potential barriers, methods for dealing with resistance to change, and pace for implementation.  Submit completed worksheet to mscott@lrcvt.org
Module 4 - Tier 1 Practices/community building

This module is scheduled for February 7, 2020.  By the end of this session, participants will have:

  • Reflected on restorative practice concepts
  • Practiced a relationship-building circle
  • Discussed Supporting Frameworks for Restorative Practices
  • Worked in teams on Tier 1(Circle) practices

Attachments for this module include the PowerPoint used at this meeting and supplemental handouts. RP Continuum Pair Questions Worksheet Making_Affective_Statements_More_Effective_Brummer Defining-Restorative-Justice_Nov-2016 Restorative Justice Questions Relationships Matter Circle Template OSSUDecember72018

 

 

Module 5 – When Circles Go Wrong: Problem Solving
Assignment  Due: March 30, 2020
One writing assignment  1 x 5 = 5 points
  • From the book, Circle in the Square read pages 1-71. 
  • Review the Circle FAQ sheet. (Attachment below)

Then answer the following questions: 

  1. What stood out for you in the first 3 chapters of Circle in a Square? 
  2. What is something that you can take away from this information that you can use in your current situation? 
  3. Given what you now know from the reading and reference material, how do you think you would approach a situation where you had: 

    1. A circle with a disruptive student.
    2. A circle with a student that would participate. 
    3. A circle where someone made a comment that was not appropriate.

Please email your answers to Mark at mscott@lrcvt.org. Circle FAQs    

Module 6 – Service Learning – Tier 1 in the classroom
Assignment  Due: March 30, 2020
Circle Template and Reflection  1 x 5 points = 5 total points

Service-Learning – Tier 1 in the classroom. 

  • Read pages 73 -123 in Circle in the Square.
  • Use the Circle Template to design a circle process to use in your classroom. Remember that this is a Tier 1 Circle and should focus on relationship building, developing classroom norms, or processing some educational content.   
  • Implement that circle then write a reflection on how the circle process went for you that includes information about the process, any challenges, any successes, and what you might do next. 

Submit your Tier 1 circle plan and reflection  to mscott@lrcvt.org.

OSSU Circle Template Circle Format_Tier 1

Module 7 – Tier 2 Practices
Tier 2 Practices

This module is scheduled for March 30, 2020, at Hazen. By the end of today’s training participants will have:

  • Discussed Supporting Frameworks for Restorative Practices
  • Reviewed RP that focuses on repairing harm

Below are the handouts used for today’s training. affective statements and emotions Paradigm shift Fair Process CPS_Rest_Conversations JRP Script

Module 8 – Service Learning- Circles in Action
Assignments Due: April 30, 2020
 Reflection and Circle  1 x 5 points = 5 points total

Read pages 145-176 in Circle in the Square.  These two chapters explore ways to use circles in a school setting.  For this assignment, pick one circle example from either chapter and write a reflection answering the following questions. 

  1. What circle example did you pick? 
  2. Why did this circle practice resonate with you? 
  3. What can you take from this example and implement in your classroom and/or school?  

Submit assignment to mscott@lrcvt.org 


Module 9 – Service Learning – Tier 3 in Action
Assignments  April 30, 2020
Reflection and Circle  1 x 5 = 5 points

Read pages 177-218 in Circle in the Square. In the chapter, “Circles Inside and Outside the Classroom” Rienstenberg explores two ways that the circle process is part of a strategy to address larger community challenges. For this assignment, write a reflection about this chapter in which you:

  1. Identify what stood out for you, and
  2. What you might be able to take away from these case-studies.

Submit assignment to mscott@lrcvt.org


 

Module 10- Evaluate, Reflect, and Refine
Assignments April 30, 2020
SOAR and Action Steps worksheet  1 x 5 = 5 points

 

In this final section, we will reflect back on the work that has been completed and develop goals for the future.  This assignment will have two parts:

 

  1. Review pages 4 – 13 in the Whole-School Restorative Approach Resource Guide.
  2. Complete the SOAR and Action Steps worksheet.  Submit completed worksheet to mscott@lrcvt.org

SOARActionSteps

Module 11– Tier 3 Practices/Evaluate, Reflect and Refine

This module was completed on Ed Camp, 2020. By the end of today’s training participants will have:

  • Discussed Supporting Frameworks for Restorative Practices
  • Reviewed RP that focuses on repairing harm

Materials used in today’s training: 

Harm Scenario

 

 

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