Fix School Discipline Toolkit for Educators | Page 46
human relations concepts and how discipline and
separation impact education and how we could create
change on campus and in our families.
Since Rob Howard came here and since we’ve started
working with RJ, students have started to really
know each other on a deeper level and as people.
People were separated into their own cliques before.
Also, students are now controlling their behavior
and actions and being held responsible for fixing
conflicts. In fact, one of the students that we are
working with this year implemented RJ into her
home life and uses it at her house to resolve conflicts.
Personally, through working with RJ at Reid, I have
become a better person. I’m now a youth mentor and
a policy advocate for RJ in all schools.
CCEJ is a non-profit organization that has been
implementing human relations programming in
Los Angeles County for 50 years. These programs
primarily involve engaging youth and adults in
dialogue around identity, oppression, bias, bigotry,
and other community issues. Primarily, CCEJ works
with communities of color.
How did CCEJ begin coordinating
Restorative Justice in schools?
Former Restorative Justice Program Specialist
Alicia Virani: Implementing and advocating for
Restorative Justice (RJ) in schools was a natural
evolution and a perfect fit for CCEJ because of our
focus on human relations. We had been hearing
stories of outrageous and unfair disciplinary policies
used against students of color in the middle and high
schools where we worked throughout Los Angeles
County. These practices led students to be pushed
out of school and, often, into the juvenile justice
system. Additionally, we observed the fracturing
of different school communities that gave rise to a
climate of conflict and harm.
We believe that RJ works as a direct intervention
into the school-to-prison pipeline and the punitive
discipline practices that disproportionately target
students of color. RJ is about shifting the way we
think about school climate, relationships, and harm
and wrong-doing.
Our staff, including myself and Rob Howard, a CCEJ
RJ coordinator, received RJ training at Rita Alfred’s
Restorative Justice Training Institute. Ms. Alfred also
supplied the training for our youth volunteers.
44 How we can fix school discipline
During the 2012-2013 school year, our first year of
RJ implementation, we worked with two schools:
Roosevelt High School and Reid High School. One
principal at Roosevelt Senior High School, in Boyle
Heights, brought us on and was really excited about
implementing RJ because the school had been the
target of a lot of truancy ticketing and the community
had begun organizing about what to do to address
the issues there. We also started working at Reid
High Schoo l in Long Beach. At Roosevelt, we
reduced suspensions by 60%. During this 2013-2014
school year, we expanded our work to four additional
schools – Markham Middle School, Gompers Middle
School, and Augustus Hawkins High School.
What are the first steps that CCEJ takes
when beginning to implement RJ at a
specific school site?
Virani: Typically, we begin with 12 hours, which span
over two days, of RJ training for all school staff. We
start with doing community building circles. Most
of our training is experiential, we want school staff
to frequently sit in circle with each other, conduct
professional development in circle and have staff
meetings in circle as well. That is what helps the
paradigm and culture shift of the school. Part of our
professional development also includes training on
self-reflection about harming and being harmed,
anti-bias, anti-racism, and the school-to-prison
pipeline. We are also working with schools that have
only limited amounts of time to receive training but
allow us to coordinate RJ and community building
circles on a full-time basis. In a few other schools
where we are working, we have trained and assisted
with establishing an RJ taskforce that meets monthly
and consists of parents, teachers, students and
administrative staff.
What do you think a school needs to
implement RJ at their site? What advice
do you have for other schools who are
interested in implementing RJ at their
sites?
Virani: This varies because RJ looks different at
different schools of different sizes with various school
climate issues. We believe that it is fundamental to
have a person at the school-site who is dedicated as
the Restorative Justice Coordinator. This does not
need to be a new staff person, but it is important that