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. 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. 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. 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.
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. Discretionary Suspension or Expulsion
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 PSLO and the Verona Police Department will make every reasonable effort to participate in and initiate restorative practices involving VAHS students. This includes executing the MOU for Dane County Community Restorative Courts in order to implement a restorative process for those students over the age 17. The PSLO and the Verona Police Department shall work cooperatively with Dane County Time Bank Youth Court to ensure students under 17 years of age have a functioning restorative process that aims to reduce citations and arrests among VAHS students. The PSLO and the Verona Police Department should consider the practices of surrounding departments that currently utilize Dane County Time Bank, to mirror similar practices.
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: The Kalama Way Xxxxxx Xxxxxxxx are respectful, responsible, and safe learners who are compassionate and productive citizens. 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 *Giv...
