PALISADES SCHOOL DISTRICT: A JOURNEY THROUGH RESTORATIVE PRACTICES

1. PALISADES SCHOOL DISTRICT: A JOURNEY THROUGH RESTORATIVE PRACTICES SCOTT DAVIS, PRINCIPAL TINICUM ELEMENTARY SCHOOL MARCH 12, 2008

2. PALISADES SCHOOL DISTRICT Our Mission:  Palisades School District is a community of learners. We are dedicated to the greatest possible development of all students. Our mission is to guide students as they gain and apply the skills, knowledge, and concepts needed to succeed in a global society. Working collaboratively, we will inspire a passion for learning, a commitment to excellence, and a respect for individuals and diversity.

3. BACKGROUND • Palisades School District serves a rural community of five townships in northern Bucks County, PA encompassing an area of 100 square miles. Our students achieve high levels of academic success as evidenced by strong PSSA scores and honor roll statistics. • The district embraced the philosophy of Restorative Practices in 1999 at the high school, 2000 at the middle school, and most recently at the elementary level. • Palisades is dedicated to building and maintaining a positive school community and culture and reducing the number of discipline referrals, detentions, and suspensions. We’ve been able to do this by building positive relationships with students and using proactive strategies to improve student behavior and accountability.

4. Palisades School District • Student Enrollment 2055 • Professional Staff 160 • Support Staff 130 • Elementary Schools 3 • Middle School (Gr. 6,7,8) 1 • High School (Gr. 9 – 12) 1 • Residents 15,764 • Approx. Sq. Miles 100

5. Palisades School District • Cost to Educate a Student - $15,000 • District Graduation Rate – 91% • Teachers (Highly Qualified) – 99% • AYP – yes • Eligible for Free and Reduced Lunch – 6.5% • Students by Ethnicity – 98% Caucasian 2% Other • Student/Teacher Ratio –16/1

6. PSSA Scores • District Math – % of Students Proficient or Above Grade 3 – 88% 4 – 93% 5 – 88% 6 – 79% 7 – 73% 8 – 84% 11 – 68%

7. PSSA SCORES • District Reading – % of Students Proficient or Above Grade 3 – 85% 4 – 90% 5 – 75% 6 – 70% 7 – 73% 8 – 89% 11 – 79% • District Writing – % of Students Proficient or Above Grade 5 – 74% 9 – 72% 6 – 82% 11 – 95% 8 – 89%

8. Teaching Salaries 2007 – 2008 Starting Teacher - $40,000 Master Teacher - $93,505 (Masters +36 14 years exp)

9. PALISADES MIDDLE SCHOOL

10. Discipline at the Middle Level(Essential Concepts) • Interpersonal Climate – Good relationships with adults. • Worth and Dignity Assured – Embarrassment and humiliation are not acceptable (avoid lectures or scolding). • Democracy – Involve students actively in the process. • Forgiveness Must Always be Available – Allow students to turn a verbal apology into an apology of actions.

11. Discipline at the Middle Level(Essential Concepts) • Separate the Deed from the Doer – Assure the student that he or she is worth your efforts and time. • Foster Awareness – Show or demonstrate to a student how others are affected by his or her actions. • Accept Ambiguity – Allow people many different perceptions regarding a situation (fault may be unclear), focus on what students, teachers, and administrators want to see happen in the future. Selected references North Carolina Middle School Association National Middle School Association International Institute for Restorative Practices

12. Discipline Philosophy at the Middle Level • As student morale and self-worth increase, discipline problems will begin to decrease. • Inappropriate discipline methods can result in alienation, negative self-esteem, and negative attitudes. • Students are growing in terms of understanding themselves and others. Selected references North Carolina Middle School Association National Middle School Association

13. Responsive Classroom • Morning Meeting:This is a daily routine that builds community, creates a positive climate for learning, and reinforces academic and social skills. Students and teachers sit in a circle and greet each other by name, take turns "sharing" anecdotes, sing, and/or play a game. • Rules and Logical Consequences:A clear and consistent approach to discipline that fosters responsibility and self-control. • Guided Discovery:A format for introducing materials that encourages inquiry, heightens interest, and teaches responsibility for the school environment. • Academic Choice:An approach to giving children choices in their learning that helps them become invested, self-motivated learners. • Classroom Organization:This involves strategies for arranging materials, furniture, and displays to encourage independence, promote caring, and maximize learning. • Family Communication Strategies:Ideas for involving families as true partners in their children's education.

14. Effective Restorative Interventions • Restorative Circles • Restorative One-on-Ones • Small Impromptu Groups • Family Group Conferences • Proactive Class Meetings • Journaling • Peer Mediation • Logical Consequences • Meetings with Counselors • Provide Mentors • Thinking/Reflection Chair • Buddy Teachers

15. Effective Questions for a Restorative Conference • What Happened? • What have you thought about since it happened? • What do you want to see happen from here?

16. Middle Level Restorative Practices Group Model • Establish relationships (opening, favorite movie, music, etc.). • Define the problem. • Reflect on what people thought (feeling) at the time of the problem. • Propose possible solutions (what people want to see happen in the future). • Summarize key points made in the circle.

17. Middle Level Restorative Practices Confrontation • It is ok to confront negative behavior in a group (keeps people safe). • “We don’t do that here.” • “I need for you to clean that up.” • “That is not ok.” • “Take care of that before we continue.” • “Because you are not showing a willingness to work through this problem, we must end the circle.” • “You need to turn the apology of words into an apology of actions.”

18. Middle Level Restorative Practices Silence • As you direct the group, allow for silence (people are feeling, this is good). Fouls • Name calling, put downs, threats, excuses, sneering, not taking responsibility, no get backs. Confidentiality • Remind people that what is said in the circle, stays in the circle.

19. Restorative Language/Support Helpful Restorative Statements • “You’re worth it.” (doing hard work to improve yourself) • “I can and want to help you.” • “I need for you to be respectful.” • “I want to value your word.” • Use statements that encourage peer support.

20. “WHY?” • Loaded question, focus on the future. • Many people have different perspectives regarding a situation.

21. Communication Tips • Show you are paying attention (good eye contact, ask for clarification, nod your head). • Do not use words like “always and never”. • Be brief. • Allow for compromise (this teaches negotiation skills). • It is ok to not know everything.

22. Written Referrals to the Student Office – Comparison 00/01 through 03/04

23. TINICUM ELEMENTARY SCHOOL

24. CARING CHILDREN MAKING CARING CHOICES (CCMCC) “To educate a person in mind and not in morals is to educate a menace to society.” – Theodore Roosevelt Our Objectives are: • To help students learn to take people seriously as individuals. • To focus on developing and broadening the scope of mutual concern into a sense of community. • To help students develop a sense of responsibility for what they think, say, and do.

25. CCMCC • To help children develop a sense of courage. To help them take stands that are neither too bold nor too timid. • To help children develop a sense of justice; its aim is fairness. • To help children make practical and productive decisions.

26. Core ValuesBelief System • Respect human dignity. • Demonstrate active responsibility for the welfare of others. • Integrate individual interests and social responsibilities. • Demonstrate integrity. • Apply moral principles when making choices and judgments. • Seek peaceful resolution of conflict.

27. CHARACTER EDUCATION “The testimony of a man is not only his deeds but also his character.” A study was conducted in different parts of the world to determine what values we have in common. The results were: • Honesty • Responsibility • Compassion • Fairness • Respect

28. A Concept of a Moral Person The Head Knowing what is right. The Heart Caring about what is right. The Hand Doing what is right.

29. GRADES K-5 – PERSONAL AND SOCIAL RESPONSIBILITY STANDARDS

30. TINICUM CODE OF CONDUCT • The Roaring Tiger Code of Conduct has a zero tolerance for teasing. Any negative comment in regards to physical characteristics, race, color, gender, religion, etc. will result in a discipline notice. • Treat others with kindness and respect • Roughness is not permitted: fighting hitting, kicking, grabbing, threatening, intimidating, spitting, pushing, etc. • Proper language is to be used at all times. • Children will follow directions given by a school staff member. • Note passing is not permitted. • Demonstrate anti-bullying behavior • Bullying is not permitted. • Children will report incidents of bullying behavior. • Children will demonstrate inclusive friendship skills.

31. TINICUM CODE OF CONDUCT • Treat all personal property and school property with care • Children will ask permission to borrow or use property of others. • All found items will be turned into the teacher or “Lost and Found.” • Children will not write on, draw on, or deface property. • Personal equipment should not come to school without teacher permission: computer games, tape players, etc. • Gum chewing is not permitted. • Knives, matches, or other dangerous items are not permitted. • Children will walk in the school at all times. • Wearing hats in school is not permitted.

32. ROARING TIGER PROGRAM • The first day of school there will be a kick-off assembly on “Responsibility” and then each marking period, we will celebrate the featured trait (i.e. honesty, fairness, compassion). • At the end of each marking period, we will have a Roaring Tiger Day to celebrate positive behavior. Activities may include a movie, dance party, bingo, or cooperative games. Students who have chosen to chronically misbehave will not participate. • Caring Children Making Caring Choices buttons will be worn on Roaring Tiger Day. Teachers collect buttons at the end of the day and store in the classroom. • Staff will recognize students who have made positive choices by giving them a Tiger Paw.

33. ROARING TIGER PROGRAM Classroom Rules • Classroom rules should be tied into the Roaring Tiger Program. • Reflection Session: this is a time for children to think and write about their choices. Quarterly Words • Responsibility, Compassion, Respect, Honesty, & Fairness Pledge I promise each day to be the best student I can be. I will be respectful, responsible, compassionate, fair, and honest. I will choose to be a caring person making caring choices. Intercom • Intercom messages will reflect the quarterly word.

34. AMBASSADOR PROGRAM • Each month a different student is chosen by the classroom teacher as the ambassador who will represent their homeroom. • These students attend a lunch meeting with the Principal and come prepared to share any thoughts, concerns, questions, suggestions, etc. about the school.  Following the meeting, they report back information from the discussion to their class.