repairing, reconciliation and rebuilding …

REPAIRING, RECONCILIATION AND

REBUILDING RELATIONSHIPS:

OUR JOURNEY IN DEVELOPING A

RESTORATIVE JUSTICE MODEL

Monday, April 14, 2014

Aracely Canchola, School Social Worker

Taya Kinzie, Dean of Students

Jerry Kosiba, Senior ETHS Student/Peer Juror

WORKSHOP AGENDA

I. What is Restorative Justice? A. Restorative Justice in Evanston

II. Restorative Justice at ETHS A. Peer Jury and Peace Circles

B. What has worked? What hasn’t worked yet?

III. Alternative to suspensions at ETHS A. U.S. Dept. of Education and Dept. of Justice

Mandate

B. ETHS Data on Discipline

C. Skill building Interventions

GETTING TO KNOW EACH OTHER

Turn to your neighbor:

1) Favorite cereal

2) Most embarrassing moment

3) What people say is your greatest

strength

EVANSTON TOWNSHIP HIGH SCHOOL

A four-year (9-12), comprehensive high school

65-acre campus in Evanston, Illinois, a suburb of Chicago along the

Lake Michigan shore.

Est. in 1883 and serves the city of Evanston and a small portion of

the neighboring village of Skokie for a total district population of

approximately 78,000.

Home to Northwestern University and Oakton Community College

An ethnic, economic, racial, and cultural diversity that is reflected

in the student body.

250 certified staff members, a majority of whom have a Master’s

degree or beyond.

Nationally ranked in top 2 percent of high schools (sources: U.S.

News & World Report and Washington Post, April 2013


STUDENT ENROLLMENT as of September 30, 2013

Total number of students: 3,120

Seniors 668, Juniors 720, Sophomores 751, Freshmen 822

Special Education Enrollment: 348

Low-Income Enrollment 41.4%

Racial breakdown: more than half are students of color

American Indian 0.3%

Asian 3.9%

Black or African American 30.9%

Hispanic/Latino 16.6%

Native Hawaiian 0.1%

Two or more races 4.8%

White 43.4%

Data reflects federal race and ethnicity reporting categories.


13 School Counselors

8 School Social Workers 4 grade level

3 special education

1 student assistance program

4 Deans by grade level

3 School Psychologists

Grade-level student-support teams


Commitment to equity

Commitment to student voice

Making each connection count. Building relationships at

all levels

Restructuring the building leadership team

District Equity Leadership Team

Courageous Conversations with staff

Collaborative Action Research for Equity teams

PBIS

SOAR

Multi-disciplinary grade-level student-support teams

Multi-disciplinary Discipline Committee


ETHS is committed to equity because excellence for all

students requires equity. This commitment will be

achieved by:

Providing all students with resources, opportunities, supports and

interventions to ensure that they achieve their full potential.

Giving students what they need to maximize their learning and well

being.

Assuring that all ETHS staff members actively continue to examine

and eliminate institutional beliefs, policies, practices, and teaching

that perpetuate racial disparities in achievement.

Preparing all students to succeed in a multi-cultural society by

teaching the contributions and viewpoints of all people.

Raising the achievement of all students while eliminating the racial

predictability of achievement.

RESTORATIVE JUSTICE

Social justice movement which seeks to engage those who are harmed, those who cause the harm, and their affected communities

In search of solutions that promote repairing, reconciliation and the rebuilding of relationships.

Seeks to build partnerships to reestablish

mutual responsibility for constructive responses to wrongdoing within our community.

Balanced approach that considers the needs of the

victim, offender, and community in a process that preserves the safety and dignity of all.

RESTORATIVE JUSTICE EVANSTON

Mission Statement RJE is a volunteer advocacy group which promotes

and supports restorative justice activities in the community. By promoting understanding of the

impact and responsibility of actions and providing a safe place for difficult conversations between

community members, RJE supports respectful and nonviolent solutions which build strength, unity, and

respect throughout Evanston.

RESTORATIVE JUSTICE EVANSTON

Background

In 2007, a youth conflict over a girl threatened to escalate into neighborhood violence. Restorative justice practitioners gathered parents in circles to talk through the problem. This seemingly intractable conflict quickly ended. The experience inspired citizens to learn more and to institutionalize this practice of meeting in circles by collaborating with the police department and schools. Today, RJE is a volunteer advocacy community group working to make Evanston a community where neighbors address crimes and conflicts with respect and responsibility.

RESTORATIVE JUSTICE @ ETHS

Initial conversations began in spring 2007 to discuss alternatives to conflict resolution among students

Former ETHS Director of Safety and Retired Evanston Police Chief, Frank Kaminski, advocated for restorative justice practices at ETHS

National and local programs were researched, site visits to CPS schools

Input sought from Deans, Social Workers, and students

RESTORATIVE JUSTICE @ ETHS

Peer Jury

Peace Circles

PEER JURY PURPOSE

To provide a positive outlet in which students

can resolve school related conflicts with the

assistance of their peers and avoid a possible

suspension. Together, students negotiate an

equally acceptable resolution to their conflict

through the creation of an agreement which

seeks to transform the negative behavior into

a positive goal.

PEER JURY, A.K.A. “KIT VOICE”

Peer Jury is an alternative to suspension

program that keeps students in school

Students resolve school related conflicts with

the assistance of their peers in positive ways

Turns negative experiences into positive

goals

WHY IS IT BETTER THAN

SUSPENSION?

When a student is suspended he/she misses

instructional time

Peer Jury actually deals with the issue, and

connects the issue to the agreement

Students can relate to their peers

Students can influence each other in positive

ways

CHOOSING PEER JURY

A behavior referral for a student is sent the

student’s Dean

The Dean offers the referred student a

typical consequence or Peer Jury

The referred student chooses whether or not

to go to Peer Jury, including signing an

agreement

Peer Jury is always a choice; it is never

forced upon the referred student

PEER JURY PROCEDURES

I. Introductions:

Sitting in chairs in a circle

Everyone introduces themselves

Introduce Advisor and explain role

II. Explanation of Purpose:

We are not here to judge or punish

We are here to understand your situation and help you

understand the harm caused by your actions

We are here to agree on an alternative solution

III. Guidelines

We will respect each other

We will listen

We will discuss confidentiality and it’s limitations (sign

agreement)

PEER JURY PROCEDURES

IV. Sharing of information:

Ask student to describe what happened

Present the other side of the story (juror or referral

source)

V. Restoration of justice:

Assist student in taking accountability

Role as surrogate victim—representing other students

(community), teachers and using victim interviews

Ask student for ways to restore justice and make up for

harm

VI. Agreement:

Specific, Attainable, Measurable (S.A.M.)

Determine who will do the follow up

THE AGREEMENT

The agreement is the final part of a jury and is the alternative to

suspension.

The referred student and jurors will develop a solution to repair

the harm done.

The agreement must be specific, attainable, and measurable or

S.A.M.

Follow Up Juror

The referred student will choose a juror to follow up with him

or her on an agreed date, time, and location to ensure that the

agreement has been completed

The follow up juror will then let the Peer Jury coordinator

know whether or not the agreement has been completed

If the agreements not completed or if we cannot come to an

agreement, the referred student is sent back to the dean.

CONFIDENTIALITY

Confidentiality is discretion in keeping secret

information private. It is the ethical principle or legal

right that a professional will hold secret all

information pertaining to their client.

For a peer juror, that means no information can be

disclosed about our cases.

Confidentiality is important because it forms a basis

of trust between the jurors and the referred student.

If the referred student trusts the peer jurors, they

will be more open to disclosing information

important to understanding their case.

WHEN CAN CONFIDENTIALITY BE

BROKEN?

When a student:

Is hurting themselves

Is hurting others

Is being hurt

PEER JURY DATA

2007-

2008 2008-

2009 2009-

2010 2010-

2011 2011-

2012 2012-

2013 Sept-

March

# of Cases Heard 62 60 82 67 86 49 63

# of Referred Students

who Participated 66 60 66 62 72 44

Completed

Agreements 50 55 78 63 83 43

Unsuccessful

Agreements 6 3 4 4 3 6

# of Suspension days

saved 163 96 111 115 138 50

66 (Sept-Jan)

PEER JURY DATA

2007-

2008 2008-

2009 2009-

2010 2010-

2011 2011-

2012 2012-

2013 Sept-

March # of Referred Students who Participated 66 60 66 62 72 44

Female 47% 28% 48% 37% 50% 39% 26%

Male 53% 72% 52% 63% 50% 61% 74%

Freshmen 15% 17% 68% 21% 4% 11%

Sophomores 53% 15% 9% 58% 35% 7%

Juniors 30% 20% 9% 18% 50% 14%

Seniors 2% 48% 14% 3% 11% 68%

PEER JURY DATA

2007-

2008 2008-

2009 2009-

2010 2010-

2011 2011-

2012 2012-

2013 Sept-

March

# of Referred Students who Participated 66 60 66 62 72 44

Alaskan/ Native American Data not collected.

6.5% 0 7% 0

Asian 3% 2.8% 0 0%

Black 65% 69% 68% 50%

Multi-Racial 6.5% 2.8% 5% 1%

White 19% 17% 18% 34%

Hispanic/Latino 0 8.4% 2% 14%

Native-American 0 0 0 1%

PEACE CIRCLES

Rooted in indigenous traditions and practices

that emphasize healing and learning together

Creates a safe, non-judgmental, non-

confrontational space to process and talk

through a problem and develop a solution

collaboratively

Allows the opportunity for each person to

speak, without interruptions

PEACE CIRCLES PROCESS @ ETHS

If Dean and Social Worker determine Peace Circle is appropriate:

Deans

Notify parents; explain the process to parents and students

Obtain voluntary consent to participate in Peace Circle from parents

and students

Obtain brief summary of agreement after having met in circle.

Social Workers

Meet with deans in an effort to understand all facts associated with

the situation

Determine how to define “community” for the specified case (i.e.

larger community or school community)

Invite appropriate participants (not to exceed 2:1)

Using Restorative Justice philosophy and practices, facilitate, co-

facilitate, or arrange a circle which results in an agreement

Return brief completion report with general details of agreement to

deans

RESTORATIVE JUSTICE PRACTICES

AT ETHS

U.S. D.O.E. & U.S. D.O.J.

JANUARY 2014

2014 Guidelines to address school

discipline, disproportionality and climate

Schools’ legal obligations under federal law to

administer discipline without discriminating on

the basis of race, color and national origin, while

also addressing exclusionary practices for students

with disabilities.

1.Climate & Prevention

2.Clear, Appropriate & Consistent Expectations

and Consequences

3.Equity & Continuous Improvement

ETHS SUSPENSION JOURNEY

Use of 5 alternative to suspension programs

at ETHS

Since 2009-2010 there has been a consistent

reduction in the number of days and

number of students suspended

2009-2010 = 1,503 suspension days, down

to 2012-2013 = 971 suspension days, 35%

decrease

2009-2010 = 470 students with

suspensions, down to 2012-2013 = 351

students with suspensions, 25%

decrease

ALTERNATIVES TO SUSPENSION & ALC

5 Alternatives to Suspension at ETHS:

Peer Jury

Students Under the Influence (SUI)

Violence Intervention Program (VIP)

Brotherhood Empowerment Program (BEP)

Sisterhood Empowerment Program (SEP)

from 1st

semester (Sept. 2013-Jan. 2014)

Alternative Learning Center (ALC):

in Supported Learning Environment

(Sept. 2013-Jan. 2014)

STUDENTS UNDER THE INFLUENCE (SUI)

Purpose: This program offers an appropriate

substance abuse intervention to meet the student’s

specific needs. Acceptance and completion of the

program will abridge suspension days.

Parent/guardian participation is required.

Process:

Deans ask student/family if they are open to

addressing/making changes in their substance use. If

the family agrees, the dean will offer SUI. If the family

does not agree to participate in such an intervention,

the abridged suspension will not be offered.

Referral is sent to our Student Assistance Program

School Social Worker.

STUDENTS UNDER THE INFLUENCE (SUI)

PEER Services, a community agency founded

in 1975 to improve the quality of life for

individuals and families in local communities

by working to eliminate substance abuse. This

includes providing treatment specific to

substance abuse, dependence, or addiction.

1st Offense: 3 days of suspension (7 days held in abeyance), completion of

(SUI), and social probation.

Additional Offenses: 5 – 10 days of suspension, completion of SUI, social

probation, and possible referral to the Board of Education for

expulsion.

VIOLENCE INTERVENTION PROGRAM (VIP)

Facilitated by the James B. Moran Center,

whose mission is to provide integrated legal and

social work services to low-income Evanston youth

and their families to improve their quality of life at

home, at school, and within the community.

The goal of the VIP program is to provide

Evanston youth and their families with the tools to

refrain from engaging in potentially delinquent

behavior, the support to successfully emerge from a

challenging situation and the ability to return to the

school environment as productive students

contributing positively to the school community.

VIOLENCE INTERVENTION PROGRAM

Data from 11/2012-5/2013: total of 35 students

participated.

F M Asian Black Latino Multi White

21 14 0 30 4 1 0

Total Number of students with 3 or less subsequent suspensions 23 66%



Total Number of students with zero subsequent suspensions 16 46%

Total Number of suspension days saved with VIP 90

Total Number Did Not Complete Program 2

Total Number Did Not Begin 3

BROTHERHOOD AND SISTERHOOD

EMPOWERMENT PROGRAMS

(BEP AND SEP)

Alternatives that can be used to reduce or

eliminate the number of suspension days

The programs focus on addressing the needs of all

students

Its participants engage in a holistic approach to

deal with issues which hinder their academic and

social-emotional success

Two separate groups facilitated by social workers

BROTHERHOOD EMPOWERMENT PROGRAM (SEPT 2013-MARCH 2014)

Program participation level

Program participation status totals Black White

Multi-racial Asian Latino

Number of suspension days saved

with VIP

Students referred 18 15 1 1 0 1

Students completed 7 6 0 0 0 1

44 Days

saved

(Sept.

2013-Jan. 2014)

Students in progress 5 3 1 0 0 1

Refused or did not complete program

6 6 0 0 0 0

SISTERHOOD EMPOWERMENT PROGRAM (SEPT 2013-MARCH 2014)

Program participation level

Program participation status totals Black White

Multi-racial Asian Latino

Number of suspension days saved

with VIP

Students referred 16 15 0 0 0 1

Students completed 10 9 0 0 0 1

36 Days

saved

(Sept.

2013-Jan.

2014)

Students in progress 5 5 0 0 0 0

Refused or did not complete program

1 0 0 0 0 1

LOOKING AHEAD

Professional Development – teaming

with departments and PBIS

Discipline as instruction and learning

Brochures about alternatives to

suspension

Campaign (PSAs) to accentuate the

gains made thus far (reduction in

issues/referrals/suspensions)

repairing, reconciliation and rebuilding …

Documents