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Background
Background
JCPS began implementation of Restorative Practice (RP) in 2016, when the Jefferson County Board of Education (JCBE) approved an approximately $3,000,000 investment in training and supporting schools in the implementation of the Behavior Support Systems Model. In 2016-17, the focus of implementation was two-fold. First was the partnership between JCPS, the International Institute for Restorative Practices (IIRP), and the Midwest PBIS Network to create the model, which was an integration of RP and Positive Behavior Interventions and Supports (PBIS). Second was the creation of a District Leadership Team, which consisted of representatives from Student Relations, the Multi-Tiered System of Supports (MTSS) Behavior Team, Exceptional Child Education (ECE), the state PBIS director, the assistant superintendent for Culture and Climate, and three school principals (elementary, middle, and high). Over the year, this team was trained by IIRP in Introduction to Restorative Practice, Restorative Circles, Facilitating Restorative Conferences, Restorative Approaches to Adversity, Family Engagement, and Basic School Climate. The team also went through Training of Trainers (TOT) in Introduction to Restorative Practices, Introduction to Circles, Facilitating Restorative Conferences, and Basic School Climate. In the summer of 2017, ten JCPS schools were trained in Introduction to Restorative Practice and Circles. This two-day training was whole-school, meaning all staff (teachers, administrators, nutrition, housekeeping, classified, bus drivers) were a part of the training. These schools then began implementing RP 2017-18. The district has adapted the training to be one full day of Introduction to Restorative Practices before school starts, with Circles training happening throughout the school year. New schools are accepted each year, and trained in the summer.
Overview
The aim of Restorative Practices (RP) is to develop the school community and to manage conflict and tensions by repairing harm and restoring relationships. There are several components that are used when implementing RP including the Social Discipline Window, Fair Process, Restorative Language, and Restorative Circles. By integrating these components, schools are able to operate as a restorative school, which builds and restores positive relationships. Â
The basic premise of RP is that people are happier, more cooperative and productive, and more likely to make positive changes in behavior when we do things with them rather than to them, for them, or not at all. According to the Social Discipline Window, a restorative approach requires a balance of high levels of accountability and expectations with high levels of support, encouragement, and nurturing.Â
Restorative Practices Blueprint
Restorative (Affective) Statements
Affective Statements are use as a response to both positive and negative behavior. The purpose is to help others see the impact their behavior has on others. When they recognize this impact, they are more likely to repeat the positive behavior, or stop the misbehavior. When using an affective statement, a person identifies the behavior in an objective manner (what you saw, what you heard) and attaches their emotional response to it. This can help students learn the language of emotions, learn to identify their own, and realize the imact of their behavior. What does it look like?
I was so happy when I saw you got a B on that quiz - I know you studied really hard for that!
I'm really worried because I keep seeing you put your head down in class. I don't want you to fall behind. Is there something I can help you with or something going on I need to know about?
I keep seeing you running down the hallway - I'm afraid you're going to hurt yourself or someone else. The expectation is that we walk in the hallway, so please make sure you meet that expectation moving forward.
Restorative Questions
Restorative Questions are designed to help a student process their behavior and take accountability for it. They are a series of open-ended questions that should be used in a non-judgemental way, allowing the student to reflect and determine a way to make things right.
What happened?
What were you thinking at the time?
What have you thought about since?
Who was impacted by your actions and how?
What do you need to do to make things right?
There are also a series of questions that we ask those who have been impacted by the harm.
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?
Currently Trained Schools
Elementary Schools
Elementary Schools
Blake
Bowen
Brandeis
Breckinridge Franklin
Brooklawn
Cane Run
Cochran
Cochrane
Coleridge Taylor
Crums Lane
Engelhard
Goldsmith
Gutermuth
Hawthorne
Hazelwood ES
Indian Trail
Jacob
Johnsontown Rd.
Kennedy Montessori
King
Elementary Schools
Elementary Schools
Klondike
McFerran
Mill Creek
Portland
Price
Rangeland
Rutherford
Sanders
Semple
Shacklette
Shelby
Slaughter
Smyrna
St. Matthews
Stopher
Waller-Williams
Wilder
William Perry
Zachary Taylor
Middle Schools
Middle Schools
Binet
Carrithers MS
ESL Newcomer
Kammerer MS
Knight MS
Meyzeek MS
Noe
Newberg
Olmsted North
Olmsted South
Thomas Jefferson
WEB DuBois
Western MS
State Agency Schools
Duvall Early Childhood
High Schools
High Schools
Atherton
Breck-Metro
Brown
Doss
Fairdale (Freshmen Academy)
Iroquois HS
Minor Daniels Acad.
Moore MS/HS
Phoenix MS/HS
Shawnee MS/HS
Waggener HS
Becoming a Restorative Practices School
Becoming a Restorative Practices School
JCPS is committed to wall-to-wall training and implementation of RP at the school level. This means that over the summer, all adults in the building spend one day receiving training: teachers, classified staff, nutrition, housekeeping, administration, and bus drivers. Each spring, schools can go through the application process to become an RP school. This involves communicating to stakeholders and School-Based Decision Making (SBDM) approval. Once accepted, schools spend the following school year strengthening their tier 1 behavior systems and training administration in RP. They then go through whole-school training the following summer. While all schools are encouraged to view discipline through a restorative lens, it is this schoolwide training and implementation of both proactive and responsive elements of RP that significantly impact a school's climate and culture.
Behavior Support Systems Brief
Behavior Support Systems Brief
JCPS worked with the Northwest PBIS Network to create a brief on "Implementation of a Comprehensive Behavior Support Systems Model in Jefferson County Public Schools." The brief describes the process of the collaboration with partners that went into the creation and implementation of the Behavior Support Systems Model, integrating PBIS and Restorative Practices. The brief also contains data results from the first year of implementation in schools as well as detailing the support schools receive while implementing the model.
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