Restorative Practices for the Classroom

Restorative Practices for the Classroom
Developed By: Mary Beth Cunningham-Zanghi, MSEd SST Chair Kimberly DeGeorge, MA PBIS Coordinator Tina Houston McCrea, LMSW School Social Worker Kristina C. Jackson, MA Jayne A. Mitchell, MSEd, LMHC School Counselor Michael Phinney, MSEd School Counselor Marc Renzoni, MS Psychologist Aundrea Sanders, LMSW School Social Worker Liese Zilberleyt, LCSW Presented By: For Buffalo Public Schools

Agenda Part 1 Part 2 Opening Circle
Why do we need Restorative Practices? Restorative Philosophy and Core Assumptions Components of a Circle Break Ceremony Circle Lunch PBIS/MTSS-B and Restorative Practices Tier 1 Practices Tier 1 Circles Check-Out Circle Opening Circle Tier 1 Circles continued Break Lunch Tier 2 Practices Tier 3 Practices Check-Out Circle Closing Circle

CIRCLE TIME!

Why do we need Restorative Practices?
Nationwide increases in suspension and expulsion rates Zero-tolerance policies resulted in harsh penalties that schools once resolved less punitively. Skiba, Reynolds, Graham, Sheras, Conoley, and Garcia-Vazquez, 2006

No evidence that suspension or expulsion improves or deters misbehavior Much evidence for negative outcomes including poor grades, increased drop out rates, and greater risk of being referred to juvenile justice system Report from a National Conference on Civil Tolerance, Washington, DC, June 2000

Disproportionality Youth of color are disproportionally suspended and expelled School to Prison Pipeline Youth of color who are suspended are also disproportionally being referred to the juvenile justice system and represented in juvenile halls, jails, and prisons Wald and Losen, 2003

Disproportionality in School Discipline (Losen et al., 2015)
McIntosh

McIntosh

Addressing Common Questions
“Isn't it all really about poverty?” Poverty plays a role, but racial disproportionality remains, even when controlling for poverty American Psychological Association, 2008 Skiba et al., 2005 Wallace et al., 2008 McIntosh

“Aren’t Black boys just more violent?” No evidence of different base rates of behavior for any subgroups Bradshaw et al., 2010 Losen & Skiba, 2010 Skiba et al., 2014 McIntosh

“Are you saying that all teachers are racist?” No! Our research indicates that disproportionality comes from unconscious bias – that we’re not even aware of. Banaji & Greenwald, 2013 Greenwald & Pettigrew, 2014 van den Bergh et al., 2010 McIntosh

Assumptions An individual’s color should not fate him or her to negative outcomes Discussing equity and race is uncomfortable Creating discomfort without providing effective strategies for equity is not productive In discussing equity and taking steps, we will make mistakes

What is implicit bias? Unconscious, automatic Based on stereotypes
We all have it (even those affected by it) Generally not an indication of our beliefs and values More likely to influence: Snap decisions Decisions that are ambiguous McIntosh

Snap Decisions Slow Decisions Question
Which decisions in schools are more likely to be snap judgments? Deciding whether to call a student’s parent Suspending a student from school Grading students’ work Correcting a student’s behavior Sending a student to the office Picking which student to call on Snap Decisions Slow Decisions McIntosh

Implicit Bias at Work Attractiveness Height
Real estate agents rated as more attractive sell homes for significantly higher prices (Salter, Mixon, & King, 2012) Height One inch of height is worth $789 per year in salary (Judge & Cable, 2004) McIntosh

McIntosh

Conditions Necessary to Neutralize Implicit Bias
We must be aware of our biases We must be concerned about the consequences of our biases We must know when biased responses are most likely We must have replacement behaviors to respond in ways consistent with our values (Devine et al., 2012) McIntosh

Restorative Practices In School
The Departments of Justice and Education, based on the evidence about the deleterious effects have rescinded the zero tolerance policy. Restorative Practices and PBIS have been recognized as effective approaches to discipline. Restorative Practices have been recognized as a means to reduce disproportionality

Restorative Philosophy
Restorative Practices (RP) is a safe and supportive approach to taking responsibility for our actions. By repairing harm and promoting fairness, we help create a more respectful school and community. Costello, Wachtel & Wachtel

Repairing Our Schools Through Restorative Justice: Jean Klasovsky

Restorative Philosophy
"No one is beyond restoration. No one is beyond healing” – Ryan Dalton, Teacher at School for Democracy and Leadership “This is really a philosophy and a framework of the place at the table that all our students really need to have at our schools.” – Dr. Keresztes, BPS Associate Superintendent

Benefits of Restorative Practices
Establish a safe school community Reduce misbehavior, violence, bullying, short and long- term suspensions Supports relationships among students, staff and families Repair the harm caused by misbehavior (Note— currently nothing in place to do this) Reintegrates students into a positive learning environment Costello, Wachtel & Wachtel

Core Assumptions

The true self in everyone is good, wise, and powerful.
Distinction between being and doing Separate the deed from the doer Example: Johnny’s behavior was inappropriate, that doesn’t make him a bad person. He made a bad choice, that doesn’t make him bad. Thoughts?? Boyes-Watson, Pranis

Ubuntu “I am what I am because of who we all are.”
“I am a person through other persons”. “A single straw of a broom can be broken easily, but the straws together are not easily broken.” Relando Thompkins-Jones, MSW, LLMSW

Video Time!

Spoon Allegory Thoughts??
The “allegory of the spoons” teaches us that when we struggle to feed only ourselves, everyone goes hungry. But when we focus on our neighbor's hunger, we discover there are ways to feed everyone.

All human beings have a deep desire to be in good relationship.
“When students feel supported in the classroom, they rarely act out. When teachers feel supported and successful in school, they rarely burn out.” Esther Wright Boyes-Watson, Pranis

Human beings are holistic.
Children don’t care what you know until they know that you care. “The connections made by good teachers are held not in their methods but in their hearts…the place where intellect and emotion and spirit and will converge.” Peter Palmer Boyes-Watson, Pranis

We need practices to build habits of living from the core self
The kind of relationships among students and adults within a school community is a matter of intention: If we choose to nurture positive relationships, they will flourish. Boyes-Watson, Pranis

What is practiced in Circles
Respect-every perspective is valued Equality-expectations the same for adults as students Empathy and emotional literacy-opportunity to reflect on what you are feeling and to hear others Problem solving-innate capacity to work through problems Responsibility-there is no hiding and no one is behind your back Self-regulation and self-awareness-each participant exercises self-control Shared leadership-all voices and interests are heard Boyes-Watson, Pranis

Ceremony Circle Components
Sitting in a circle The Talking Piece (Tell Story) The Center Piece The Opening Ceremony The Closing Ceremony -This is used for the community building circles -Talk about why we sit in a circle---all equal, no barrier, symbolic of community & unity -the other components will be explained further as we progress through the slides

Sitting in a circle Communicating In Respectful Compassionate Language Everyday

The Talking Piece A talking piece, an object of significance chosen by Circle members, is passed around inviting equal participation. Whoever holds the talking piece is invited to speak, while all others listen to and support the speaker. Teaching Tolerance

The Talking Piece The talking piece is passed from person to person around the rim of the circle (passed to the left—ties to ritual) Only the person holding the piece may speak (suspension of talking piece to be addressed later) The use of the talking pieces allows for full expression of emotions, thoughtful reflection and an unhurried pace. As it passes physically from hand to hand, the talking piece weaves a connecting thread among the members of the circle. Boyes-Watson, Pranis

The Talking Piece Tell the story of your talking piece Examples:
Trophy signifies a great accomplishment in my life A memento from an important event or person An object that has special meaning

The Centerpiece Circles use a centerpiece to create a focal point that supports speaking from the heart and listening from the heart The centerpiece usually sits on the floor in the center of the open space inside the circle Typically there is a cloth or mat as the base Centerpieces often emphasize inclusion by incorporating symbols of individual circle members as well as cultures represented in the circle Centerpieces can be collectively built with more and more representation of the group and the individuals in the circle as time goes on Boyes-Watson, Pranis

The Centerpiece

Opening Ceremony & Closing Ceremony
Circles use openings and closing to mark the circle as a sacred place in which participants are present with themselves and one another in a way that is different from the ordinary group or meeting. The clear marking of the beginning and end of the circle is very important because the circle invites participants to drop the ordinary masks and protections they may wear that creates distance from their core self and the core self of others. Opening and closing are designed to fit the nature of the particular group and provide opportunities for cultural responsiveness. Members may be involved in designing opening and closing ceremonies Boyes-Watson, Pranis

Opening Ceremony Openings help participants to: center themselves,
bring themselves into full presence in the space, recognize interconnectedness, release unrelated distractions and be mindful of the values of the core self. Boyes-Watson, Pranis

Closing Ceremony Closings: acknowledge the efforts of the circle
affirm the interconnectedness of those present convey a sense of hope for the future prepare participants to return to the ordinary space of their lives Boyes-Watson, Pranis

Opening and Closing Ceremony Inspiration
Quotes Poems Song lyrics Piece of music Gong sound Breathing exercise “You have brains in your head. You have feet in your shoes. You can steer yourself, any direction you choose.” Dr. Seuss

Circle Norms Respect the talking piece Speak and listen with respect
Speak from the heart Confidentiality (Personal information shared in a circle is confidential except where safety is at risk) Remain in circle Boyes-Watson, Pranis

CIRCLE TIME!

Opening Ceremony Aristotle’s Challenge Anyone can become angry –
that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way --- this is not easy. Aristotle, The Nichomachean Ethics

is so close to being loved that for the average person,
Closing Ceremony Being heard is so close to being loved that for the average person, they are almost indistinguishable. Davis Augsburger, author and Mennonite minister

When to use Ceremony Circles
During a school-wide time set aside for circles For celebrations For school or classroom crises Whenever you can When using circles to discuss serious or “heavy” content

Restorative Practices and PBIS/MTSS-B
Three tiered approach Focus on teaching social-emotional literacy Focus on school climate and connectedness Focus on inclusion Focus on relationship Culturally responsive reinforcement

Restorative Practices and PBIS/MTSS-B
Focus on improving, managing student behavior School wide approaches Grounding in norms, values of the school and community Promote and strengthen sense of belonging and ownership

Tier 1 Restorative Practices

Restorative Justice Restore Relationships Managing difficulties
Tier 3: Conferencing Circles Tier 2: Referral Based Problem Solving Conversation Classroom Problem Solving Circle Restorative Conversations Tier 1: Affective Statements Community Building Circles Curriculum/ Academic Circles Restorative Justice Restore Relationships ____________ Managing difficulties & disruptions Repair relationships ___________________________ Developing social/ emotional capacity Create relationships Whole School Approach --Brenda Morrison, 2007 (adapted for BPS)

Using Restorative Language Typical Response Affective Statement
Stop teasing Sandy Talking during class is inappropriate Sit down and be quiet I don’t want to see you fighting with him It makes me uncomfortable when you tease Sandy I am frustrated that you aren’t listening to me I get angry when you talk and joke during my lectures I was shocked to see you hurt someone Costello, Wachtel and Wachtel

Try this…… “I feel_______________ when you____________
because_____________.” Cavanaugh

Circle Formats When planning a circle, there are three main formats to consider: Sequential Go-Arounds Non-Sequential Circles Fishbowls Costello, Wachtel, and Wachtel

Sequential Go-Arounds
This is a circle in which a question or discussion point is raised and students answer in turn, proceeding around the circle in either a clockwise or counter clockwise direction. It is best to establish the direction of the circle before the first person speaks. The teacher, a volunteer, or a person designated may go first. Costello, Wachtel, and Wachtel

Be clear about the amount of time desired for conducting the circle.
Sequential go-around circles can be used for check-ins and check-outs, “getting to know you” activities, or as part of an academic lesson. The teacher should issue clear instructions and model the types of responses they are looking for. Be clear about the amount of time desired for conducting the circle. Costello, Wachtel, and Wachtel

Non-Sequential Circles
In this type of circle, conversation proceeds from one person to another in no fixed order. Ground rules should be established at the beginning so everyone understands the format. Student maturity level determines the intensity of structure. A talking piece may be used to keep order. Students only speak when they have something to say, which can be a disadvantage because all voices may not be heard. Costello, Wachtel, and Wachtel

Fishbowls An effective way to use circles with a larger number of participants. Allows certain participants-in the inner circle-to be active participants, while those in the outer circle act as observers. A common variation leaves one chair in the inner circle empty, so someone in the outer circle can sit in the empty chair to comment and briefly share in the discussion. The person then returns to their seat in the outer circle, allowing access to the chair by others. Costello, Wachtel, and Wachtel

Tier 1 Circles Academic/Curriculum Community Building

Academic/Curriculum Circles
Academic circles help teachers create a safe space for learning. Students need to feel safe with their teacher and peers in order to ask questions, admit confusions, and try new skills. Examples: Check for Understanding Circle Check for What Students Already Know Building Vocabulary Circle Boyes-Watson, Pranis

Check for Understanding Circle
Purpose is to encourage students to be forthcoming about areas of confusion or misunderstanding, and develop a positive habit of asking for help. Using a fist of 5, ask how well students understand the material being taught. One finger means still lots of questions, five fingers mean full understanding. If full hand up, ask student(s) to share what they understand best. For students with questions, ask how they can be helped to understand better. Boyes-Watson, Pranis

Check for What You Already Know Circle
Purpose is to generate excitement and curiosity about a new topic by finding out what students already know. Ask students to share what they think or know about the topic. After they listen to others’ responses, ask what they hope to learn. Ask if student has concerns or worries about learning the topic and what might be most helpful to them. Boyes-Watson, Pranis

Building Vocabulary Circle
Prepares students for lessons with challenging or unfamiliar vocabulary. Show flashcards, PowerPoint slides, or flip chart with vocabulary words. Ask students to write a definition of the word on paper. Encourage them to guess if they are unsure or have no idea. Have each student around the circle share their guess, and say if they think another student’s guess may be more accurate. After completing the circle, the teacher shares the definition/meaning of the word. Boyes-Watson, Pranis

Get into groups with your grade level/subject area
Brainstorm all the circles (academic content) you could have at your grade level/subject area Write them all down on chart paper Circle your top three favorites Report out

Circle Games Games are used for community building, ice breakers, and trust activities. They can also be used to creatively cover academic material. Games are most successful when the goals and rules are stated at the beginning of the circle. Part of the introduction may be asking students for input on what appropriate behavior looks like during a game. Follow up with student feedback on how the game went, if they liked it, what they got out of the experience, etc. Costello, Wachtel, and Wachtel

Some Games The big wind blows for… Fruit basket roll over Name game
Count to Pass the talking piece as fast as you can This is my elbow Ball toss (up to 4) Bumpity Bump Bump (Right, left)

CIRCLE TIME!

Please complete an evaluation.

Agenda Part 1 Part 2 Opening Circle
Why do we need Restorative Practices? Restorative Philosophy and Core Assumptions Components of a Circle Break Ceremony Circle Lunch PBIS/MTSS-B and Restorative Practices Tier 1 Practices Tier 1 Circles Check-Out Circle Opening Circle Tier 1 Circles continued Break Lunch Tier 2 Practices Tier 3 Practices Check-Out Circle Closing Circle

CIRCLE TIME!

Community Building Circles
A positive school climate, a strong sense of community, and a sense of attachment to the community have all been shown to increase academic achievement. The practice of using circles to deepen and strengthen relationships when there is not a problem prevents many conflicts from erupting, or people can be gathered more constructively when something does go wrong in a relationship. Boyes-Watson, Pranis

Community Building Circle Examples:
Welcoming Circles Check-in/Check-out Circles Games Circles Social-Emotional Circles Staff & Faculty Circles

Welcoming Circles Anytime a member of the community is away for more than a day or two, it can be awkward or uncomfortable to come back. The student may likely feel that a great deal has happened and that s/he does not fit in anymore. Welcoming Circles are used to integrate a student who has been away, to smooth the transition back into the classroom community, and to strengthen relationships. A welcoming circle can be used for new students, students absent due to grief, illness, suspension, etc. Boyes-Watson, Pranis

Welcoming Circle Ask students in the circle to respond to some or all statements/questions below, according to the situation. 1. Put your new student goggles on and share something that might be helpful for a new student to know. 2. Tell ____about a circle norm, classroom rule, or procedure. 3. Share something that has happened in our class that ______ has missed. 4. Please say “Hi” or a word of welcome to_____. 5. Please share something we did as a class while s/he was gone, or something that you learned that is important for ______to know. Boyes-Watson, Pranis

Welcome from Disciplinary Action Circle
If a student has been out of school as a disciplinary action, the student needs to reconnect with the school community in a positive way. Participants may include other students affected by the situation, parents, school staff, community volunteers, and supporters for the student. Disciplinary action circles reduce anxiety about the return of the student to the school by sharing perspectives or concerns; to affirm connections with multiple members of the school community; and to nurture a sense of unity toward success for everyone. Boyes-Watson, Pranis

Choose from the following statements or questions according to the situation:
1. Introduce yourself and tell us how you know_____. 2. Think of a value that is important for the well-being of____ and the school community. Write that value and share it when it’s your turn. 3. What are the strengths or capabilities that s/he can bring to this school? 4. What strength or gift do each of you bring to support ____’s success in school? 5. Are there lingering concerns we need to talk about? 6. Is there any harm that needs to be repaired? 7. What are your hopes or wishes for___ and what can you do in the next 2 weeks to make those hopes a reality? Boyes-Watson, Pranis

Check-In Circles The check-in circle is an opportunity to talk about what is on students’ minds and hearts. These circles build a sense of connection among those in the classroom by sharing moods, feelings, moments of joy and pain; they create space to acknowledge and release tensions related to external situations that may otherwise be distracting. Boyes-Watson, Pranis

Select from the activities or questions below accordingly:
Tell us about a high point or low point in your life since our last check-in (or in the last week, month, over the summer, etc.) (Boyes-Watson, Pranis) Hold up your hand with fingers raised 1 to 5, to reflect how you are feeling today (right now, this morning, etc.) The scale goes from “5” fingers (terrific) to “1” finger meaning “I am struggling”. Ask if they will share why. (Boyes-Watson, Pranis) What do others need to know about how you are feeling today? (Boyes-Watson, Pranis) What is something you are looking forward to today or this week? (Boyes-Watson, Pranis) What was the biggest challenge for you in completing your homework? What steps have you made in working on your project? (Costello, Wachtel, Wachtel) What commitment can you make about your behavior today? (Costello, Wachtel, Wachtel)

Check-Out Circles The check-out group may be academically or interpersonally oriented, and may provide students an opportunity to report on their ability to successfully stick to agreements during a certain period of time. Say one thing you liked about class today. Say one thing you learned today. What are you looking forward to tomorrow? How are you feeling today? Costello, Wachtel, Wachtel

CIRCLE TIME!

Gimme a Break!

Social-Emotional Circles
Research has shown that social emotional literacy is both a critical faculty for success in life and a set of skills that improve with practice. Fundamental emotional skills include: Recognizing and managing one’s own emotions; Reading & responding to emotions in others; Developing intimacy and concern for others; making responsible decisions; and Establishing and maintaining healthy positive relationships. Boyes-Watson, Pranis

Curriculum available for Social-Emotional Circles
Boyes-Watson, Pranis: Heart of Hope Circle Forward And free online elementary curriculum:

Staff & Faculty Circles
This type of Circle is an important resource within any community for: creating a strong and healthy sense of connection among its members; caring for one another and developing as human beings; speaking from the heart; and developing social and emotional literacy. Boyes-Watson, Pranis

Consider Staff/Faculty Circles for:
Adults need circles to decompress and get support as well (check-in circles for staff once a week?) Faculty meetings run as circles Staff buy-in for school-wide initiatives Problem solving school issues Planning Circles in common planning/grade level meetings *Staff includes administrative, support, guidance, clerical, janitorial, transportation, and school safety staff, as well as teaching staff.

Consider Staff Weekly Reflection Circles
Choose rounds from the following questions according to available time and current circumstances: What was the best thing about this week? What was the most challenging thing about this week? What do you wish you could have done differently? If you could say something to students/classrooms, what would it be? Tell us one thing you are grateful for from this week. Check-Out Round: What is the one thing you are going to do this weekend to take care of yourself so you can start next week new? Boyes-Watson, Pranis

CIRCLE TIME!

Establishing Guidelines for Staff Circle
Establish guidelines with staff similarly to how you would do it with students Consider rotating the Circle Keeper role (this should NOT be defaulted to the administrators) Consider multiple smaller staff circles for routine check- in’s (to keep time short)

CIRCLE TIME!

Goals in responding to wrongdoing
Trying to foster understanding of the impact of the behavior Seeking to repair harm that was done to people and relationships Attending to the needs of persons harmed and others affected Avoiding imposing on students intentional pain, embarrassment, and discomfort Actively involving others as much as possible Costello, Wachtel, Wachtel

Restorative Conversations
Responding to wrongdoing A problem has occurred between two or more individuals that should be addressed

Restorative Questions: To respond to challenging behavior
What happened? What were you thinking at the time? What have you thought about since? Who has been affected by what you have done? In what way? What do you think you need to do to make things right? Costello, Wachtel, Wachtel

Restorative Questions: To help those harmed by other’s actions
What did you think when you realized what had happened? What impact has this incident had on you and others? What has been the hardest thing for you? What do you think needs to happen to make things right? Costello, Wachtel, Wachtel

Discuss a minor incident in which you were harmed Use the questions
Groups of 2 Discuss a minor incident in which you were harmed Use the questions Cautions: avoid jumping in and sharing yourself avoid offering how you would solve it, or trying to give advice

Classroom Problem Solving Circle
What was your part in the problem? What can we do to make sure it doesn’t happen again? How do you feel when….(inappropriate behavior) happens? Examples: Class is disruptive Many students using cell phones Homework not being completed Students being unkind Costello, Wachtel, Wachtel

Referral Based Problem Solving Conversation
Restorative conversation questions for administrators to use following an office discipline referral that requires or may require administrative action. Examples: What happened? What were you thinking about at the time? What have you thought about since? Who do you think has been harmed and in what ways? What do you think needs to be done to repair the harm? What can we do differently next time? Cavanaugh

Overview of Conferencing Circles PBIS/MTSS-B Tier 3 level of intervention
Purpose is to repair the harm that has been caused by the incident and restore the relationships. A Conferencing Circle may be done in lieu of a suspension ending in a signed agreement. Who is involved: the person(s) harmed the person(s) who caused harm support person(s) community representative facilitator(s) Administrator (awareness and agreement)

Support Professional Learning Groups
Coaching – Kim DeGeorge, Kristina Jackson, Aundrea Sanders Resources (see extensive listing)

CIRCLE TIME!

Please complete an evaluation.

Book Resources Wachtel, T., O’Connell, T., Wachtel, B. (2010). Restorative Justice Conferencing: Real Justice & The Conferencing Handbook (1st ed.). Pennsylvania: International Institute for Restorative Practices & The Piper’s Press. Costello, B., Wachtel, J., Wachtel, T. (2010). Restorative Circles In Schools: Building Community and Enhancing Learning (1st ed.). Pennsylvania: International Institute for Restorative Practices. Costello, B, Wachtel, J., Wachtel, T. (2009). The Restorative Practices Handbook for Teachers, Disciplinarians and Administrators (1st ed.). Pennsylvania: International Institute for Restorative Practices. Boyes-Watson, C, Pranis, K. (2010). Heart of Hope: A Guide for Using Peacemaking Circles to Develop Emotional Literacy, Promote Healing & Build Healthy Relationships (1st ed.). St. Paul, MN: Living Justice Press. Boyes-Watson, C., Pranis, K. (2015). Circle Forward: Building A Restorative School Community. St. Paul, MN: Living Justice Press. Cambridge, MA: Institute for Restorative Initiatives.

Online Guidebooks Cavanagh, T., Gaebler, F., & Zimmerman, T. (2008). Creating and maintaining a peaceful environment in elementary schools. Retrieved from Ashley, J., Burke, K. (2009). Implementing Restorative Justice: A Guide for Schools. Illinois Criminal Justice Information Authority. Retrieved from Kidde, J., Alfred, R. (2014). Restorative Justice: A Working Guide for Our Schools. Alameda County Center for Healthy Schools and Communities. Retrieved from Sumner, M., Silverman, C., Frampton, M. School-Based Restorative Justice As An Alternative To Zero-Tolerance Policies: Lessons from West Oakland, Thelton E. Henderson Center for Social Justice, University of California, Berkeley, School of Law (Baolt Hall). Retrieved from POWER-PAC Elementary Justice Committee (2010). Parent-to-Parent Guide: Restorative Justice in Chicago Public Schools: Stopping the School-to-Prison Pipeline. Retrieved from Marszewski, E. (2008). Peace Circles in Schools. A paper presented for Peacebuilders International (Canada) to the Toronto Summer Law Institute. The Dignity in Schools Campaign (2012). A Model Code on Dignity: Presenting a Human Rights Framework for Schools. Retrieved from Boyes-Watson, Pranis, K. Circle Keepers Handbook. Retrieved from F41063EDF6FE%7D/Restorative_Justice_Resource_Guide.pdf

Articles Berryman, M., Macfarlane, S., & Cavanagh, T. (2009). Indigenous contexts for responding to challenging behaviors: Contrasting Western accountability and Maori restoration of harmony. International Journal of Restorative Justice, 5(1), 1-32. Bintliff, A.V. (2014). Talking Circles: For Restorative Justice and Beyond. Retrieved from Buckley, E. (2015). Restorative Practices Changes Student Behavior. Retrieved from Cavanagh, T. (2008). Schooling for happiness: Rethinking the aims of education. Kairaranga, 9(1), Cavanagh, T. (2007). Focusing on relationships creates safety in schools. Research Information for Teachers, 1, Cavanagh, T., Macfarlane, A., Glynn, T., and Macfarlane, S. (2010). Creating peaceful and effective schools through a continuity of caring relationships. A paper presented for the Peace Education Special Interest Group (SIG), Explaining the Vision, Theory, and Practice of Peace Education in Diverse Contexts session, at the American Educational Research Association Annual Meeting. Denver, Colorado. Cavanagh, T. (2009). Restorative practices in schools: Breaking the cycle of student involvement in child welfare and legal systems. Protecting Children, 24(4),

Articles, Continued Cavanagh, T. (2009). Creating a new discourse of peace in schools: Restorative justice in education. Journal for Peace and Justice Studies, special issue on Restorative Justice, 18(1&2), Cavanagh, T., Vigil, P., & Garcia, E. (2014). A story legitimating the voices of Latino/Hispanic students and their parents: Creating a restorative justice response to wrongdoing and conflict in schools. Equity and Excellence in Education, 47(4), Cavanagh, T. (2012). Building the capacity of students to be peaceful citizens by implementing a culture of care in schools. A paper presented at the Policy to Arts, Engaging K-12 Students in Peace Education Roundtable Session, hosted by the Peace Education Special Interest Group (SIG), at the American Educational Research Association (AERA) Annual Meeting in Vancouver, British Columbia, Canada, April 13, Cavanagh, T. (2003). Schooling for Peace: Caring for our Children in School. Experiments in Education, 31(8) Cavanagh, T., MacFarlane, A., Glynn, T. & MacFarlane, S. (2012). Creating peaceful and effective schools through a culture of care. Discourse, 33(3). McIntosh, K. (2015). Making Positive Behavior Support More Durable and Effective for All. Presented at the International APBS Conference, Boston, MA.

Articles, Continued Patton, M. Q. (2003). Inquiry into appreciative evaluation. New Directions for Evaluation, 100 (Winter). Skiba, R., Reynolds, C., Graham, S., Sheras, P., Conoley, J., & Garcia-Vasquez, E. (2006). Are zero tolerance policies effective in the schools? An evidentiary review and recommendations: A report by the American Psychological Association Zero Tolerance Task Force. Washington, D.C.: American Psychological Association. The Advancement Project and the Civil Rights Project, Harvard University, “Opportunities Suspended: The Devastating Consequences of Zero Tolerance and School Discipline,” report from a National Conference on Zero Tolerance, June 15-6, 2000, (Cambridge, Mass.: Civil Rights Project), at Wald, J., Losen, D. (2003). Defining and redirecting a school-to-prison pipeline. New Directions for Youth Development, 99, 9-15.

Helpful Webpages – Restorative Justice website, hosted by Dr. Tom Cavanagh – The International Institute for Restorative Practices – Restorative Works Learning Network – Safer Saner Schools: Whole-School Change Through Restorative Practices – Real Justice: Restorative Responses to Crime and Wrongdoing

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