Accountability

A consistent and fair plan for student accountability provides the classroom teacher with:

- 1. Purpose for Expectations
  2. Respect
  3. Measurable Outcomes for Growth
  4. Change & Adaptability

Building positive relationships and communicating clear classroom expectations, fundamentally sets the stage for student accountability to be applied restoratively by the classroom teacher. As restorative educators, we must remember that all students can and want to learn. Therefore it is our duty to hold them accountable and to never give up on them. When students fail to meet our expectations or create harm in the classroom environment, we must remain our best selves, separate the misbehavior from the student and to help them to identify and repair the harm.

Restorative Justice at Bright Star Schools

The belief that when a harm occurs, the school uses intentional restorative practices to repair harm and re-integrate stakeholders into the community. All stakeholders are exposed and trained to apply/participate in:

- - 1. Affective Statements/Questions
    2. Impromptu Conferences
    3. Harm Circles
    4. Formal Restorative Conferences

Which are done to de-escalate harm and transform conflict to opportunities of connection and shame. Restorative Discipline is executed within the “With” quadrant of the Social Discipline Window (see Image RJ1 below). Within the “With” quadrant there is a reintegration of shame in which the community or person that was harmed expresses disapproval but does not push the the offender out of the community. This type of shame rejects the act but not the person and allows for the person to be reintegrated back into the community through questioning strategies to the offender and those who have been harmed. Because we believe that we are stronger together, we must facilitate opportunities for all stakeholders to participate in this process to reintegrate themselves to the community by repairing the harm they created.

Image RJ1 - The Social Discipline Window - detailed description by International Institute of Restorative Practices Description

BSS - Classroom Intervention and Accountability Toolkit

Making Affective Questions More Effective in Restorative Practices (Article with Table Examples)

Restorative Questions for Repairing Harm (IIRP)

Strategies to Handle Disruptive Behavior (One Hand Up)

Harm Circle Protocol (One Hand Up)

Student Behavior Contract (One Hand Up)

TAG Protocol Feedback (Student to Student Accountability System)

60 Second Strategy: Interview Assessments (Edutopia)

60 Second Strategy:Talk Detectives (Edutopia)

60 Second Strategy: Closing the Loop (Edutopia)

60 Second Strategy: Fishbowl Discussion (Edutopia)

60 Second Strategy: Discussion Mapping (Edutopia)

Reward Students for Meeting Class Goals

Bright Star Schools Restorative Classroom Intervention Toolkit

BSS Restorative Intervention for Supervision Toolkit