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ï‚· What is the problem?
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ï‚· Who is being impacted by the problem?
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ï‚· Use of “I” statements
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ï‚· What is it like when the problem does not exist?
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ï‚· How do we get there?
Restorative practices and the use of affective statements are practices on the continuum that can lead to restorative
justice for larger offenses usually involving long-term suspension or involvement with law enforcement.
Examples of Restorative Practices:
Affective Statements refer to the tone in which we speak to students to help us build relationships and show that
we care about the student. For example, “I liked the way you worked the whole class period today,” is more effective
than, “good job.”
Classroom Circles can be used as a response to wrongdoing and as a vehicle for discussion when creating respect
and classroom norms. This should be used from the beginning of the school year so that students understand how
they work before significant issues need to be discussed.
Restorative Conference is a formal response to wrongdoing where the facilitator helps both parties explore what
happened and who was affected. This can be done with a facilitator, teacher and a student after a disruption to the
learning environment has occurred.
Restorative Reflections is an exercise in which students complete a writing assignment and go through the restora-
tive questions and steps as they try to reflect on their actions and make a better plan for the future.
Restorative Justice Circles are full-scale circles involving parents, advocates and those affected. This is appropriate
with students who acknowledge they have done harm and want to repair the relationship.
PARENTS, GUARDIANS AND CAREGIVERS AS PARTNERS
Students, parents, guardians, caregivers and school personnel all have a role in making school safe and must
cooperate with one another to achieve this goal. School staff should ensure that parents are informed of their child’s
behavior and enlist parents as partners in reinforcing positive behavior and addressing areas in need of growth.
Parents, guardians and caregivers are encouraged to discuss, with their child’s teacher and other school staff, issues
that may affect student behavior and strategies that might be effective in working with the student. Open
communication is essential.
EQUITY
Student discipline, policies and practices must be implemented in ways that are fair, equitable, differentiated and en-
sure that race, economics and disability are never predictors of student achievement. All students must be treated fair-
ly without favor toward or prejudice against any one group of students according to ability, age, gender, disability, race,
ethnic group, socioeconomic status, religious or spiritual orientation or indigenous heritage.
TRAUMA SENSITIVITY
Awareness and intervention is essential when behaviors may be symptomatic of more serious problems that students
are experiencing. It is important that school personnel be sensitive to issues that may influence the behavior of stu-
dents and respond in a manner that is most supportive of their needs. Appropriate disciplinary responses should em-
phasize prevention and effective intervention, prevent disruption to learning and promote a positive school culture.
A sensory space is a special room or space, therapeutic in nature, that is designated to engage a person’s senses usually
through special or soft lighting, music, objects and manipulatives. It is designed as a safe place for students to retreat
to avoid anticipated behavior escalation. Sensory spaces promote self-organization and positive change.
A turnaround space is a designated place where a student goes, in response to a behavior or multiple behaviors, where
he or she can discuss what happened, take responsibility for it and work to better understand why it happened. Highly
skilled staff work with the student to problem-solve, so it won’t happen again, and practice pro-social behaviors.
PRO-SOCIAL BEHAVIOR
Each SCSD school is expected to promote a positive school climate and culture that provides students with support so
that they can grow both academically and socially. Schools are expected to take a proactive role in nurturing
students’ pro-social behavior by providing a range of positive behavioral supports as well as meaningful opportunities
for social-emotional learning. Effective social-emotional learning helps students develop fundamental life skills.
STUDENT ENGAGEMENT
Engagement is integral to creating a positive school climate and culture that effectively fosters academic achievement
and social-emotional growth. Providing students with multiple opportunities to participate in a wide range of
pro-social activities and develop a bond with caring, supportive adults, positively influences behavior. A few examples
include providing students with opportunities to share ideas and concerns and participating in school-wide initiatives.
EXPECTATIONS, RESPECT AND ACCOUNTABILITY
It takes the commitment and responsibility of all staff for the healthy development of students including modeling the
skills, behaviors and mindsets that they seek to cultivate in students. All staff is urged to set high expectations for
student success, build positive relationships with students and model how to behave successfully in school settings.