“Restorative Justice programs in a West Oakland Middle School pilot project eliminated violent fights and expulsions, and reduced suspension rates by more than 75%. [Restorative Justice for Oakland Youth http://rjoyoakland.org/programs/] - See more at: http://peacealliance.org/teachpeace/#sthash.35oSN3mv.dpuf”

“Meditation/mindfulness practices in schools have noticeable benefits — studies have shown suspensions decrease by 79 percent, attendance increases by over 98% and academic performance is noticeably increased. [NBC News, Jan. 1, 2015 http://www.nbcnews.com/nightly-news/san-francisco-schools-transformed-power-meditation-n276301] - See more at: http://peacealliance.org/teachpeace/#sthash.35oSN3mv.dpuf”

Growth Milestone or Rites of Passage: “Qualitative and quantitative evaluations of ROPE have been conducted since 1982 (Blumenkrantz and Gavazzi 1993). A series of studies with five cohort groups totaling 410 participants revealed positive gains at both the individual and family levels. In terms of involvement with family, the ROPE group showed significant increases of involvement as compared to the control group. Also, the ROPE group reported more positive attitudes toward school than the control group. For drug use, ROPE participants decreased their drug use by 60 percent, while the control group increased substance use by 57 percent. Finally, the ROPE group reported significantly greater levels of connectedness and belonging after ROPE, while the control group had increased levels of alienation. Qualitative findings from youth and parents revealed common themes in the areas of self-confidence, decision making, and commitment to school. Comments included “I can make decisions on what to do and not worry about peer pressure” and “This is the first year my daughter insists on going to school even when she’s ill” (Blumenkrantz and Gavazzi 1993).” https://ncsu.edu/ffci/publications/2007/v12-n2-2007-summer-fall/scheer.php

Teachers will also be impacted by providing them with a broader range of tools to improve the learning environment for students and their ability to manage the challenges that are specific to the PreTech program. “A new study suggests that training teachers in mindfulness not only reduces burnout but also improves their performance in the classroom.” http://greatergood.berkeley.edu/article/item/can_mindfulness_make_us_better_teachershttp://greatergood.berkeley.edu/article/item/can_mindfulness_make_us_better_teachers

What will “explore” look like?

Restorative Practices: We will use Restorative Practices Handbook for Teachers, Disciplinarians and Administratorsand part of the Peace Alliance Restorative Justice curriculum to provide each team member with a broad working understanding of Restorative Practices and the research that supports it. We will also use the text Circle Forward, Building a Restorative School Community by Carolyn Boyes-Watson and Kay Pranis published by the Institute for Restorative Initiatives, as well as Implementing Restorative Practices in Schools by Margaret Thorsborne and Peta Blood. I will also share what I have learned through the twenty years I have led circles for different populations. 

Mindfulness: I will be sharing research and resources I have collected through my MEd, Mindfulness for Educators program. Focus will be on how we adapt Mindfulness activities to work with high school students, with a special focus on practices that promote emotional regulation, impulse control and reduced anxiety alongside mindfulness to support the wellbeing of teachers.

Rites of Passage: We will look at research-supported practices that support the healthy development of adolescents through an intentional set of Rites of Passage. We will focus our exploration of the research and work done by R.O.P.E.

Experiential: While most individual time will be spent reading and responding, class time will be used to experience all three approaches.

What will “reflect” look like?

Team members will be asked to:

• reflect on their own values and beliefs related to building a vital learning community.
• examine how they currently do or do not create a community in alignment with those values and beliefs.
• reflect on the values and principles that anchor each of the three approaches.
• reflect on how these elements already exist in their classroom and practices.
• examine ways to become more intentional in developing these value and principles.

What will “develop” look like?

Team members will develop a plan to implement one or more “small” aspects of these elements to experiment with in 2016-17 and come up with a protocol for measuring impact on student growth. Emphasis here will be on larger shifts in mindset and pedagogy and smaller shifts in structure or technique. Our plan is to have another PDI through the school year to further flush out our learning by going deeper into topics that seem to suit this milieu and seeking models in other schools to learn more from.

• Post profile that reflects your current views on these practices.
• Present with a small team on one of the three approaches.
• Post team's learning on website.
• Meet ongoing into the fall for implementation support and introducing others.