Embedded Files
Overview
Dignity-centered restorative communities focus on building, maintaining, and restoring relationships. Restorative practices (RP) are a key component in creating these types of communities. RP in schools supports relationships through dialogue and problem-solving, aiming to address the root causes of behavior to prevent future incidents as an alternative to traditional punitive measures like suspension or expulsion. Restorative communities honor the dignity of each person by promoting collective well-being through practices such as; restorative circles, conferences, and questions. They use dialogue, empathy, and accountability to address conflicts and encourage personal growth. Restorative practices aim to create inclusive and supportive environments where each individual is seen, empowered, and valued as an essential community member.
Strategic Plan Connection
Evergreen Public Schools is committed to fostering a culture of safety and belonging where all students feel physically, socially, and emotionally safe, and where their unique identities are valued. We strive for all students to feel empowered, culturally accepted, welcomed, and encouraged.
Dignity is at the Root of Restorative Communities
Central to our commitment to safety and belonging is the concept of dignity, a universal birthright emphasizing each person's inherent worth and equitable treatment. Dignity-centered restorative practices are in alignment with EPS Operational Expectations 01 &10 and our Discipline Policy 3241 and 3241P
(OE-01) Maintain a climate and culture considerate of each person who provides or receives District services, recognizing the interconnectedness of individuals, cultures, communities, and environments.
(OE-10) Establish and maintain a learning environment that is equitable, personalized, flexible, responsive, respectful, and conducive to effective learning.
By cultivating dignity-centered restorative communities, we can create a culture of safety and unconditional belonging for each student in EPS.
What are Restorative Practices?
Elements of Restorative Practices
Restorative practices are used at Tier I for prevention and at Tiers II and III for intervention measures to help schools:
Build relationships with and empower community members to take responsibility for the well-being of others
Prevent or deal with conflict before it escalates
Address underlying factors that lead youth to engage in inappropriate behavior
Increase the pro-social skills of those who have harmed others
Build resiliency both in students who have committed harm and in those who have been harmed
Provide students with the opportunity to be accountable to those they have harmed and enable them to repair the harm to the extent possible.
Effective and consistent use of restorative practices can reduce disciplinary referrals, lower dropout/push-out rates, elevate school climate measures, increase attendance, and promote greater academic achievement.
Dignity: Recognizing every individual's inherent worth and humanity, regardless of their actions or circumstances. Upholding dignity is foundational to building trust and fostering healthy relationships.
Learning: Understanding the impact of one's actions, developing empathy, and acquiring the skills needed to communicate effectively, resolve conflicts, and make better choices.
Reflection: The deliberate process of thinking critically about one’s behavior, its impact on others, and the circumstances that led to it. It encourages students and staff to assess their actions, identify areas for growth, and consider how they can contribute to repairing harm and improving relationships.
Accountability: Acknowledging one’s actions, accepting responsibility for consequences, and actively working to repair harm caused to others. It is a collaborative process where individuals engage in honest dialogue, demonstrate remorse, and commit to actions that restore trust and relationships within the school community.
Student Support Plans: Staff, student, and caregiver will work together to create a support plan for the student.
Tier 1 Resources
Relationship-Building/Community Circles
This document explains the format of relationship-building circles
Middle and High School 12 Weeks of Relationship-Building
12 prompts for weekly relationship-building circles
Non-Evaluative Language
Encouragement
Affective Statements and Nonviolent Communication
Restorative Questions
Tier 2 Resources
Tier 3 Resources
Tier 2/Small Group/Multi-Author Accountability Conference
A small group intervention for when multiple individuals have authored harm. Harms can be different and unrelated but should be of a similar scale.
You can use this form to help the student prepare for the conference or to summarize what was said in the conference.
Restorative Practice Pre-Conference Assets Survey
This form can be used to learn more about those participating in the restorative conference. It is to be used before the conference.
This packet contains:
The agreement- participants sign this at the beginning of the conference stating that they agree with the values/norms/expectations.
The script- these are the questions that will be used in the conference.
The contract- the document that defines what needs to be done to make amends, restitution, learning opportunities, and meet the author's needs and future check-in dates.
Possible ways for students to repair harm
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