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School to Prison Pipeline & the effect of exclusionary practices + engaging in relationships with traumatized youth.
- I spent the last 5 years of my graduate degree studying this and would LOVE to have more conversations about this phenomena.

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I agree, I believe we could figure out a better procedure in supporting each other when dealing with students facing trauma. We can better accommodate our students by being team.

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To respect privacy & confidentiality, perhaps Counselors and Social Workers can alert Teachers to the level (rather than the specifics) of trauma/severity of an incident so that the teacher is aware of the degree of accommodations needed. Think of the Terrorism Alert System: The alert system established five color-coded levels of terrorist threat: green = low; blue = guarded; yellow = elevated; orange = high; red = severe.

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Logistics / Restorative Practices Schedule

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Logistics / Restorative Practices Schedule

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Maybe we need another class period in the Bell Schedule or a Day "G"  for Restorative Practices.

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I start with the 2 or 3 thing I need from the kids so we can funtion in our classroom. Then, I ask them what they need. I also tell them what I need in my room may be different than other rooms, but that is okay becuase we all need to read a room and adjust accordingly.

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Make sure Admin. treats staff in a restorative way.

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My former school participated in PBIS and we actually had a class built into the school day called 'GGI-Guided Group Interaction." The goal behind this mini class period was to discuss everything from college/career goals, items in the news, social issues, etc. It takes a lot of work, but once you consistently get buy in the students open up and honestly it is shocking how open, raw and honest they will be on a variety of subjects. Lots of walls broken down (in a good way.)

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Is there a plan to train the students in restorative practice?

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Is there a plan to train the students in restorative practice?

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In this space we need to acknowledge dignity in all parties. If admin acknowleges our diginity and we acknowlege student dignity, we can smooth out the process. If we allow ourselves to be vulnerable and have some grace, this does have to be painful.

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We all have to be on the same page - admin, teachers, staff - and roll out this program with everyone understanding the purpose and teachniques.

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We all have to be on the same page - admin, teachers, staff - and roll out this program with everyone understanding the purpose and teachniques.

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How will restorative practice be implemented in an ethical way, including teachers, admin, security, and the middle and elementary schools? How will it not be expected only of teachers to hold the weight of restorative practice?

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We are all overworked this year and stressed - some positions even more so - What can be put in place/supports so that staff has something to give and isn't always emotionally drained.

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Will admin be trained in restorative practice, not just so that they can assist in our implementation with students, but also with the intent of improving their own practices both in the way they interact with students, as well as staff? It's important for staff to feel valued and respected as well, with admin not just saying it, but showing it.

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Will admin be trained in restorative practice, not just so that they can assist in our implementation with students, but also with the intent of improving their own practices both in the way they interact with students, as well as staff? It's important for staff to feel valued and respected as well, with admin not just saying it, but showing it.

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All staff ... I know that our safety officers are supposed to deescalate ... but hanging out with students in the halls during class isn't the best idea.

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Will restorative practice be built into our advisory groups/time or will we be expected to implement class by class? When we rolled it out before  It happened across classes simultaneously - As a result, I found students were checked out because they were circling up in every class. If we have an opportunity to train them in an advisory setting then as need arises in a class we can use it.

(SIP advisory is looking at parent communication and the day G protocols - I think this concern needs to come from the SIP restorative Practice Group.)

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I love the idea of Restorative Practice and understand the importance of building relationships.
However, our "bucket isn't always full" or the "battery is drained" ...
So what "measures" could be put in place to restore the adults when needed?

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Are there any recommendations/tips about encouraging students to advocate for themselves? When I was in high school, I really struggled to advocate for myself because I was embarrassed. I also feared that if I stood up for myself, my teachers would dismiss me or that they would interpret it as disrespect. Clarification- I feel that some students struggle with this even if they are in a comfortable class environment. They don't want to come off as disrespectful.

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Are there any recommendations/tips about encouraging students to advocate for themselves? When I was in high school, I really struggled to advocate for myself because I was embarrassed. I also feared that if I stood up for myself, my teachers would dismiss me or that they would interpret it as disrespect. Clarification- I feel that some students struggle with this even if they are in a comfortable class environment. They don't want to come off as disrespectful.

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How will we approach restorative practices in a potentially hybrid model?