Connections Quarterly Winter 2019 - Restorative Practices - Page 40

R ESTORAT IVE SCHO O L DISC I P L I NE Continued from page 37 Specifically, a Restorative Council is charged with several important responsibilities. 1. Ensuring the integrity of the Restorative Approach to conflict and misconduct. 2. Receiving and reviewing incident reports. 3. Conducting conversations/interviews with students, faculty, and/or parents when necessary. 4. Identifying unmet needs and underly- ing issues in a student’s life that may be compelling the disruptive behavior. 5. Determining the most effective and ap- propriate restorative response to meet those needs as articulated in the Policy. 6. Working closely with the school’s Coun- selor or Care Group to support any ex- isting SEL, MTSS, PBIS, and RTI plans. 7. Facilitating restorative when necessary. conferences 8. Monitoring student progress and Re- storative Agreements. 9. Eventually conducting ongoing in- school training of faculty in restorative communication. Restorative Practices In the past five years there has been an ex- traordinary evolution in school-based restor- ative practices. While the basic 4 Step Re- storative Process inherited from restorative justice remains the core, advancements in interpersonal neurobiology, neuroscience Page 38 Winter 2019 “ Regardless of the specific practice, all restorative practices are about re- storative communication. ” of communication, trauma-awareness, and trauma-responsiveness are revealing the transformative power of restorative lan- guage, community building circles, com- munication, and interaction. With trauma, there are ways of communicat- ing restoratively that can effectively intervene in the immediate experience of traumatic stress, anxiety, agitation, and/or withdrawal to help co-regulate emotions and nervous system function. When these ways and prac- tices are supported by a whole-school pro- gram, trauma recovery becomes part of the restorative plan for any student and/or fac- ulty member. Most schools are striving to be- come trauma-informed. The next evolution- ary step is to become trauma-responsive, and restorative communication is the way to accomplish this. Regardless of the specific practice, all restor- ative practices are about restorative commu- nication. Whether it’s a restorative conduct policy; a classroom teaching circle; a check- in circle; class or faculty respect agreement; a one-on-one restorative conversation with a student, colleague, or parent; or a more CSEE Connections