proactive approach in restorative practices to reduce ... · the shifting to a more proactive...
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Proactive Approach in Restorative Practices to Reduce Disproportionality
Kevin Curtis and Alan Krenek, Texas Educators for Restorative Practices
Pres
ente
rs:
Kevi
n W
. Cur
tis
Lead
ing w
ith a
Resto
rativ
e Min
dset
Diff
eren
tiate
d D
isci
plin
e A
ppro
ach
to C
ampu
s D
isci
plin
e w
ith R
esto
rativ
e Pr
actic
es
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EXRP
Con
sulta
nts
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w.fa
cebo
ok.co
m/t
exrp
.com
@TE
XRPE
2E
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sulta
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sulta
nts
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sulta
nts
1000
6th,
7th
, 8t
h G
rade
rs
50%
His
pani
c/La
tino
30%
Afr
ican
-Am
eric
an
10%
Whi
te
65%
Mob
ility
93%
SES
60%
Cor
e Te
ache
r Tur
nove
r
Acc
…Fe
dera
l or S
tate
1149
Type
s of S
uspe
nsio
n
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sulta
nts
1st
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sulta
nts
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nts
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nts
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sulta
nts
Diff
eren
tiate
d D
iscip
line
Wha
t exa
ctly i
s Res
tora
tive P
racti
ces?
© T
EXRP
Con
sulta
nts
Res
tora
tive
Prac
tices
are
dif
fere
ntia
ted
rela
tiona
l app
roac
hes
to
build
ing
rela
tions
hips
and
man
agin
g st
uden
t beh
avio
r.
The
clas
sroo
m
envi
ronm
ent i
nten
tiona
lly
focu
ses
on b
uild
ing
rela
tions
hips
, tru
st,
empa
thy,
resp
ect,
and
a se
nse
of b
elon
ging
and
co
mm
unity
in th
e cl
assr
oom
.
The
rest
orat
ive
proc
ess
prov
ides
op
port
uniti
es to
ack
now
ledg
e th
ose
who
hav
e be
en h
arm
ed,
and
to
repa
ir th
e re
latio
nshi
p by
mee
ting
the
need
s of
the
harm
ed. I
t ser
ves
as th
e pl
atfo
rm fo
r mea
ning
ful
acco
unta
bilit
y, w
ith a
n at
tem
pt to
di
smis
s ex
clus
iona
ry c
onse
quen
ces
and
avoi
d ze
ro to
lera
nce
polic
ies.
Wha
t mak
es th
is ap
proa
ch di
ffere
nt?
© T
EXRP
Con
sulta
nts
•Th
e sh
iftin
g to
a m
ore
proa
ctiv
e re
latio
nal a
ppro
ach
of b
uild
ing
rela
tions
hips
in th
e cl
assr
oom
. •
The
focu
s of
hol
ding
stu
dent
s ac
coun
tabl
e fo
r rep
airi
ng re
latio
nshi
ps, n
ot “
fixin
g th
em”
for b
reak
ing
rule
s.
•Th
e m
inds
et th
at c
halle
nges
our
cur
rent
use
of z
ero
tole
ranc
e po
licie
s an
d di
scip
line
mat
rice
s to
be
mor
e
refle
ctiv
e on
the
use
of p
rope
r str
ateg
ies
targ
eted
to c
hang
e ne
gativ
e be
havi
or.
Proa
ctiv
eR
eact
ive
Bui
ld
Rel
atio
nshi
psR
epai
r
Rel
atio
nshi
psR
eact
ive
Res
pond
D
iffe
rent
iati
on
Rel
atio
nshi
pR
epai
rR
espo
nd
Typi
cally
we R
espo
nd…
.then
Rep
air?
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Con
sulta
nts
Con
sequ
ence
Res
pond
Acco
unta
bilit
y
Rep
air
Wha
t rul
e w
as b
roke
n?W
ho b
roke
the
rule
?W
hat s
houl
d th
e pu
nish
men
t be?
© T
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Con
sulta
nts
Path
to C
onse
quen
ces
1149
The F
our R
’s of
Puni
shm
ent
Res
istan
ce
Rel
ucta
nce
Res
entm
ent
Rev
enge ©
TEX
RP C
onsu
ltant
s
Wha
t nee
ds to
be
do
ne to
mak
e it
right
?W
ho h
as b
een
affe
cted
?W
hat h
appe
ned?
© T
EXRP
Con
sulta
nts
Path
to A
ccou
ntab
ility
How
do w
e Res
pond
in th
e Rep
air Pr
oces
s?
© T
EXRP
Con
sulta
nts
•Th
e fo
cus
of h
oldi
ng s
tude
nts
acco
unta
ble
for r
epai
ring
rela
tions
hips
, not
“fix
ing
them
” fo
r bre
akin
g ru
les.
•
The
min
dset
that
cha
lleng
es o
ur c
urre
nt u
se o
f zer
o to
lera
nce
polic
ies
and
disc
iplin
e m
atri
ces
to b
e m
ore
re
flect
ive
on th
e us
e of
pro
per s
trat
egie
s ta
rget
ed to
cha
nge
nega
tive
beha
vior
.
Rep
air
R
elat
ions
hips
Res
pond
D
iffe
rent
iati
on
Rep
air
Res
pond
Repa
ir vs
Rea
l Life
Rep
arat
ive
Proc
ess t
akes
an
inci
dent
that
mig
ht
othe
rwise
resu
lt in
pun
ishm
ent a
nd c
reat
e
oppo
rtun
ities
for s
tude
nt to
:
•Be
com
e aw
are
of th
e im
pact
of
thei
r beh
avio
r.
•U
nder
stand
the
oblig
atio
n to
take
resp
onsib
ility
fo
r the
ir ow
n ac
tions
.
•Ta
ke st
eps t
owar
d m
akin
g th
ings
righ
t.
© T
EXRP
Con
sulta
nts
Wha
t Res
tora
tive P
racti
ces i
s NO
T?•
A S
ilver
Bul
let…
or M
agic
Wan
d
•A
qui
ck fi
x…
•A
pro
gram
…it
is a
pro
cess
•C
hang
e 30
kid
s in
30 d
ays…
•It
is n
ot so
met
hing
you
DO
…it
is
som
ethi
ng y
ou G
O T
HRO
UG
H!
•W
eak
with
no
cons
eque
nces
…
•Ju
st a
noth
er “
gim
mic
k”…
© T
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Con
sulta
nts
Rest
orat
ive
Dis
cipl
ine
is a
pre
vent
ion-
orie
nted
app
roac
h th
at fo
ster
s acc
ount
abili
ty a
nd a
men
ds-m
akin
g to
reso
lve
scho
ol co
nflic
t suc
h as
bul
lyin
g, tr
uanc
y an
d di
srup
tive
beha
vior
. The
$52
1,00
0 gr
ant w
ill b
e us
ed to
cond
uct
trai
ning
sess
ions
in R
esto
rativ
e D
isci
plin
e in
10
Educ
atio
n Se
rvic
e C
ente
rs, w
hich
pro
vide
supp
ort t
o sc
hool
dis
tric
ts
and
char
ter s
choo
ls th
roug
hout
the
stat
e.
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$1.3
Mill
ion
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sulta
nts
Res
tora
tive
Prac
tices
Ju
stice
Disc
iplin
e
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Con
sulta
nts
Res
tora
tive
Prac
tices
R
epar
ativ
e Pr
oces
sR
epai
r R
elat
ions
hips
Relat
iona
l Pra
ctice
s Who
le Sc
hool
App
roac
h
Build
ing
Rel
atio
nshi
psR
epai
ring
R
elat
ions
hips
Rel
atio
nshi
ps Rel
atio
nshi
psRel
atio
nshi
ps
Con
nect
Bef
ore
Yo
u C
orre
ct!
Repa
rativ
e Pro
cess
- Rep
air
© T
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Con
sulta
nts
The
repa
rativ
e pr
oces
s hol
ds st
uden
ts
acco
unta
ble
by cr
eatin
g op
port
uniti
es
to a
ckno
wle
dge
thos
e w
ho h
ave
been
im
pact
ed,
and
to re
pair
the
rela
tions
hip
by m
eetin
g th
e ne
eds o
f th
e ot
her p
erso
n(s)
.
Rec
onci
le -
Rec
onci
liatio
nR
esol
ve -
Res
olut
ion
Res
tore
- R
esto
ratio
n
The R
epar
ative
Acc
ount
abili
ty Pr
oces
s
Ref
erra
l Is
sue-
Base
d C
onfli
ct
Con
front
atio
n H
arm
Rea
ctiv
e C
onve
rsat
ions
. Cir
cles
& C
onfe
renc
es c
an b
e us
ed fo
r:
1st:
Acco
unta
bilit
y:
•ac
know
ledg
e th
ose
impa
cted
•ch
oice
to re
pair
the
rela
tions
hip
•
mee
ting
the
need
s of
the
impa
cted
•
Rem
orse
•
Empa
thy/
Apo
logy
•
Res
titut
ion/
Rep
arat
ion
•R
epai
r Har
m
•U
nder
stan
ding
how
thei
r be
havi
or a
ffec
ts o
ther
s -
Res
tora
tive
Cha
ts, S
urfa
ce
Cir
cles
, NO
-Bla
me
Cir
cles
•In
volv
ing
Fam
ily M
embe
rs
from
all
part
ies
- Fam
ily G
roup
C
onfe
renc
e
•R
eint
egra
ting
Stud
ents
from
D
AEP
/Sus
pens
ion
•Su
ppor
t Int
ensi
ve B
ehav
ior
Stud
ents
-Cir
cle
of S
uppo
rt a
nd
Acc
ount
abili
ty
*In
orde
r to
kee
p th
e ba
lanc
e in
A
LL v
oice
s - w
e re
com
men
d th
at
you
DO
NO
T fa
cili
tate
you
r ow
n
Rea
ctiv
e C
ircl
es &
Con
fere
nces
if
YO
U w
ere
the
one
harm
ed.
Rep
air
Rel
atio
nshi
p
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Con
sulta
nts
Any
and
all c
onse
quen
ce a
re c
onsi
dere
d in
the
Res
pond
Pha
se
HO
LD
STU
DEN
T
ACC
OU
NTA
BLE
NO
T
CO
NSE
QU
ENC
ES
Prep
arati
on B
efore
Fac
ilitat
ion
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Con
sulta
nts
The F
our F
’s
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Con
sulta
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The F
our F
’s
Fact
s
Feel
ings
Fix
Futu
re © T
EXRP
Con
sulta
nts
The F
our R
’s in
Dev
elopi
ng a
RAP -
Rep
air A
ction
Plan
Rec
ogni
ze
Rec
onsid
erR
ight
Refl
ect
© T
EXRP
Con
sulta
nts
Rec
ogni
ze
Wha
t hap
pene
d?
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EXRP
Con
sulta
nts
Wha
t who
was
impa
cted
?
Fact
s
The F
our R
’s in
Dev
elopi
ng a
RAP -
Rep
air A
ction
Plan
Rec
onsid
er
How
did
it m
ake
them
feel
? yo
u?
Wha
t has
bee
n th
e ha
rdes
t par
t for
you
?
© T
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Con
sulta
nts
Feel
ings
The F
our R
’s in
Dev
elopi
ng a
RAP -
Rep
air A
ction
Plan
Rig
ht
Now
that
it h
as h
appe
ned…
W
hat n
eeds
to h
appe
n to
mak
es
thin
gs a
s ri
ght a
s po
ssib
le?
© T
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Con
sulta
nts
Fix
The F
our R
’s in
Dev
elopi
ng a
RAP -
Rep
air A
ction
Plan
Refl
ect
In th
e fu
ture
…
How
can
we
keep
this
from
hap
peni
ng a
gain
? W
hat d
o yo
u ne
ed?
Whe
n sh
ould
we
chec
k in
?
© T
EXRP
Con
sulta
nts
Futu
re
The F
our R
’s in
Dev
elopi
ng a
RAP -
Rep
air A
ction
Plan
Rec
ogni
ze
Rec
onsid
erR
ight
Refl
ect
© T
EXRP
Con
sulta
nts
Revie
w: R
AP - R
epair
Acti
on Pl
an
© T
EXRP
Con
sulta
nts
Mee
ting o
ur ne
eds…
© T
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Con
sulta
nts
Wha
t is h
appe
ning
on yo
ur ca
mpu
s?W
hat d
o th
ese
stud
ents
nee
d?
© T
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Con
sulta
nts
Stru
gglin
g Stu
dent
in th
e Clas
sroo
m
Wha
t do
you
need
in o
rder
to b
e su
cces
sful t
oday
?
Stra
tegi
es &
Out
com
es
© T
EXRP
Con
sulta
nts
Wha
t is y
our S
trate
gy?
© T
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Con
sulta
nts
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Con
sulta
nts
The R
espo
nd Pr
oces
s
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EXRP
Con
sulta
nts
2 D
ay O
CS
Sam
e C
lass
Let A
dults
Kno
w
Do
Not
Fig
ht
New
to C
ampu
s
Wor
kout
Diff
eren
ces
Stra
tegy
Use
resp
ectfu
l wor
ds
Con
trol O
utbu
rst
Do
Not
Wal
k O
ut
Get
to c
lass
on
time
Kee
p H
ands
& F
eet
Mal
e R
ole
Mod
elLo
ve
Posit
ive
Atte
ntio
n
Brea
kfas
t
Coo
l Dow
n Pl
ace
Som
eone
to L
isten
Stra
tegy
Stra
tegy
Stra
tegy
Stra
tegy
1 D
ay O
CS
X
Effic
ient v
s Effe
ctive
Resp
ond v
s Rea
ct
Repa
rativ
e Pro
cess
- Res
pond
© T
EXRP
Con
sulta
nts
It se
rves
as t
he p
latfo
rm th
at is
de
sign
ed to
lead
stud
ents
’ to
mea
ning
ful a
ccou
ntab
ility
by
requ
iring
edu
cato
rs to
sele
ct a
n ap
prop
riate
stra
tegy
that
add
ress
es
the
stud
ents
beh
avio
r, w
hile
at
tem
ptin
g to
mee
t the
stud
ents
’ id
entifi
ed n
eeds
and
out
com
es.
*The
eff
ecti
vene
ss o
f an
y po
tent
ial
excl
usio
nary
con
sequ
ence
s an
d ze
ro
tole
ranc
e po
licie
s sh
ould
be
cons
iste
ntly
eva
luat
ed.
Rec
ogni
ze
Ree
valu
ate
Refl
ect
Res
pond ©
TEX
RP C
onsu
ltant
s
The F
our R
’s in
Dev
elopi
ng a
RAP -
Res
pons
ive A
ction
Plan
Rec
ogni
ze
Exam
ine
the
fact
s su
rrou
ndin
g
the
inci
dent
© T
EXRP
Con
sulta
nts
The F
our R
’s in
Dev
elopi
ng a
RAP -
Res
pons
ive A
ction
Plan
Ree
valu
ate
Dat
a, P
ast,
Pre
sent
, Im
pact
s At
titu
de, R
emor
se, R
ight
© T
EXRP
Con
sulta
nts
The F
our R
’s in
Dev
elopi
ng a
RAP -
Res
pons
ive A
ction
Plan
Refl
ect
Stra
tegi
es, N
eeds
, Out
com
es
© T
EXRP
Con
sulta
nts
The F
our R
’s in
Dev
elopi
ng a
RAP -
Res
pons
ive A
ction
Plan
Res
pond
Con
side
r po
ssib
le c
onse
quen
ces
or th
ird
alte
rnat
ives
wit
h go
al th
at le
ads
to m
eani
ngfu
l ac
coun
tabi
lity
© T
EXRP
Con
sulta
nts
The F
our R
’s in
Dev
elopi
ng a
RAP -
Res
pons
ive A
ction
Plan
Rec
ogni
ze
Ree
valu
ate
Refl
ect
Res
pond ©
TEX
RP C
onsu
ltant
s
The F
our R
’s in
Dev
elopi
ng a
RAP -
Res
pons
ive A
ction
Plan
Wha
t mak
es th
is ap
proa
ch di
ffere
nt?
© T
EXRP
Con
sulta
nts
•Th
e sh
iftin
g to
a m
ore
proa
ctiv
e re
latio
nal a
ppro
ach
of b
uild
ing
rela
tions
hips
in th
e cl
assr
oom
. •
The
focu
s of
hol
ding
stu
dent
s ac
coun
tabl
e fo
r rep
airi
ng re
latio
nshi
ps, n
ot “
fixin
g th
em”
for b
reak
ing
rule
s.
•Th
e m
inds
et th
at c
halle
nges
our
cur
rent
use
of z
ero
tole
ranc
e po
licie
s an
d di
scip
line
mat
rice
s to
be
mor
e
refle
ctiv
e on
the
use
of p
rope
r str
ateg
ies
targ
eted
to c
hang
e ne
gativ
e be
havi
or.
Rel
atio
nshi
pR
epai
rR
espo
nd
Rel
atio
nshi
p Ag
reem
ents
Rel
atio
nshi
p La
ngua
ge
Rel
atio
nshi
p C
ircl
es
Rel
atio
nshi
p M
eter
s
Rec
ogni
ze
Rec
onsi
der
Refl
ect
Rig
ht
Rec
ogni
ze
Ree
valu
ate
Refl
ect
Res
pond
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EXRP
Con
sulta
nts
Let’s
Thi
nk?
© T
EXRP
Con
sulta
nts
Reac
tive T
hink
ing
© T
EXRP
Con
sulta
nts
Rea
ctiv
e
Con
sequ
ence
s
Reac
tive T
hink
ing
© T
EXRP
Con
sulta
nts
Rea
ctiv
e
Con
sequ
ence
s
Effic
ient v
s Effe
ctive
Ever
y kid
is a
nail…
and a
ll I ha
ve is
this
ham
mer
!
© T
EXRP
Con
sulta
nts
Diff
eren
tiate
d D
iscip
line
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
How
do yo
u play
your
susp
ensio
n car
d?
OSS
© T
EXRP
Con
sulta
nts
ISS
Susp
ensi
on
Rem
ove
from
Clas
sDAEP
& JJ
AEP
Det
entio
n
Arr
est/
Tick
et
Thin
k ou
tsid
eth
e bo
x
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
aditional
Tr
Restor
®e
© T
EXRP
Con
sulta
nts
Tier
II &
III S
tude
nts
Min
dset
Cha
nge
- stu
dent
s hav
e to
und
ersta
nd th
at th
ey a
re n
o lo
nger
just
brea
king
RU
LES
but a
re c
ausin
g H
AR
M.
Allo
w th
ese
stude
nts t
o us
e th
e
Circl
e in
the B
ox to
get
them
to G
row
! - P
PC
Det
entio
n - E
agle
Aca
dem
y &
Bob
cat A
cade
my
Dai
ly c
heck
in d
urin
g th
e A
M a
nd C
heck
out
in th
e PM
Circ
le o
f Su
ppor
t & A
ccou
ntab
ility
Re-
entr
y C
ircle
s/C
onfe
renc
es
“Tra
ditio
nal d
iscip
line
wor
ks w
ell f
or tr
aditi
onal
kid
s fro
m tr
aditi
onal
fam
ilies
with
trad
ition
al v
alue
s”
-Kev
in W
. Cur
tis
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
“We m
ay th
ink t
hat i
f we s
end o
ut th
e ‘d
isobe
dien
t’ ch
ild, w
e hav
e rem
oved
the p
ain
from
our s
yste
m…
We r
ation
alize
the e
xclu
sion
by te
lling
ourse
lves t
hat w
e hav
e pul
led a
weed
fro
m th
e gar
den,
allo
wing
for a
healt
hier
en
viron
men
t for
the o
ther
child
ren t
o gro
w.”
-Jef
f Dun
can-
And
rade
© T
EXRP
Con
sulta
nts
“ALL
my
stude
nts a
re in
dige
nous
to m
y cl
assr
oom
and
th
eref
ore
ther
e ar
e no
wee
ds in
my
clas
sroo
m.”
-Way
ne Y
ang
© T
EXRP
Con
sulta
nts
Are t
here
Wee
ds?
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
Wha
t is y
our w
hy?
© T
EXRP
Con
sulta
nts
© T
EXRP
Con
sulta
nts
DIS
D M
idd
le S
chool D
ata
Com
par
ison
© T
EXRP
Con
sulta
nts
Gas
ton
Mid
dle
Hoo
d M
iddl
e
Med
ran
o M
idd
le S
chool 6t
h G
rad
e R
esto
rati
ve D
isci
plin
e D
ata
© T
EXRP
Con
sulta
nts
DIS
D M
idd
le S
chool D
ata
Com
par
ison
© T
EXRP
Con
sulta
nts
Boud
e-St
orey
M
iddl
e
The D
ata…
How
has i
t help
ed?
© T
EXRP
Con
sulta
nts
2% Atte
ndan
ce In
crea
sed
by
© T
EXRP
Con
sulta
nts
62%
Teac
her R
efer
rals
Dec
reas
ed b
y
© T
EXRP
Con
sulta
nts
33%
Out
of S
choo
l Sus
pens
ions
Dec
reas
ed b
y (w
e al
read
y ha
d a
susp
ensi
on a
s the
onl
y al
tern
ativ
e m
inds
et)
© T
EXRP
Con
sulta
nts
50%
Reci
divi
sm D
ecre
ased
by
© T
EXRP
Con
sulta
nts
70Tr
ansi
tiona
l Circ
les C
ondu
cted
© T
EXRP
Con
sulta
nts 2 Re
cidi
vist
s
© T
EXRP
Con
sulta
nts
The D
ata…
How
has i
t help
ed?
© T
EXRP
Con
sulta
nts
83%
Redu
ctio
n in
out
of S
choo
l Sus
pens
ion
Year
1 to
Yea
r 2
© T
EXRP
Con
sulta
nts
29%
Redu
ctio
n in
ISS
plac
emen
ts Y
ear 1
to Y
ear 2
© T
EXRP
Con
sulta
nts
38%
Dec
reas
e in
Offi
ce R
efer
rals
Yea
r 1 to
Yea
r 2
© T
EXRP
Con
sulta
nts
54N
umbe
r of R
efer
rals
for o
ne st
uden
t 12-
13
© T
EXRP
Con
sulta
nts 4
Num
ber o
f Ref
erra
ls fo
r sam
e st
uden
t 13-
14
© T
EXRP
Con
sulta
nts
acc…
Acc
ount
abili
ty 1
3-14
& 1
4-15
© T
EXRP
Con
sulta
nts
2nd
In th
e st
ate
of T
exas
in st
uden
t gro
wth
am
ong
scho
ols w
ith
sim
ilar d
emog
raph
ics
13-1
4
© T
EXRP
Con
sulta
nts
Num
ber o
f TEA
ear
ned
dist
inct
ions
13-1
4
Read
ing
Mat
hSo
cial
Stu
dies
Top
25%
© T
EXRP
Con
sulta
nts
Top
25%
Dis
tinct
ion
for s
tude
nt g
row
th14
-15
© T
EXRP
Con
sulta
nts
Top
25%
Dis
tinct
ion
for s
tude
nt g
row
th15
-16
© T
EXRP
Con
sulta
nts
“I h
ave
a pi
ctur
e on
my
wal
l of a
hug
e tr
ee w
ith it
s roo
ts. T
he
poin
t of r
esto
rativ
e pr
actic
es is
to g
et to
the
root
s. Th
ese
kidd
os
you
see
in y
our o
ffice
all
the
time
- you
lect
ure
them
, you
su
spen
d th
em, a
nd th
en th
ey co
me
back
and
you
do
it al
l ove
r ag
ain.
But
the
rest
orat
ive
proc
ess y
anks
at t
he ro
ot. I
t hel
ps
stud
ents
real
ize
they
hav
e th
e po
wer
to d
o th
ings
diff
eren
tly."
Rita
Dan
na, R
esto
rativ
e Ju
stic
e Fa
cilit
ator
for
Litt
leto
n, C
olor
ado
© T
EXRP
Con
sulta
nts
Trea
t the
Roo
t….
Not
the
Frui
t!
© T
EXRP
Con
sulta
nts
Rec
ogni
ze
Ree
valu
ate
Refl
ect
Res
pond
Rec
ogni
ze
Rec
onsi
der
Rig
ht
Refl
ect
Rep
arat
ive
Prac
tices
Pro
cess
The
Rep
air P
roce
ss (V
olun
tary
)
Rec
ogni
ze (F
acts
) - W
hat h
appe
ned?
Who
was
im
pact
ed?
Rec
onsi
der (
Feel
ings
) - H
ow d
id it
mak
e th
em
feel
? Yo
u? W
hat h
as b
een
the
hard
est?
Rig
ht (F
ix) -
Wha
t nee
ds to
hap
pen
to m
ake
thin
gs a
s rig
ht a
s po
ssib
le?
Refl
ect (
Futu
re) -
In th
e fu
ture
…Ho
w ca
n we
ke
ep th
is fro
m h
appe
ning
aga
in?
Wha
t do
you
need
? W
hen
shou
ld w
e ch
eck
in?
How
will y
ou
deal
with
the
inst
igat
ors?
Can
we
agre
e to
com
e ba
ck if
any
thin
g ar
ises
agai
n?
Rec
ogni
ze -
Exam
ine
the
fact
s
Ree
valu
ate
- Dat
a, P
ast,
Pres
ent,
Impa
ct,
Attit
ude,
Rem
orse
, Rig
ht
Refl
ect -
Stra
tegi
es, N
eeds
, Out
com
e
Res
pond
- Co
nsid
er p
ossib
le c
onse
quen
ces
or
third
alte
rnat
ives
with
a g
oal t
hat l
eads
to
mea
ning
ful a
ccou
ntab
ility
The
Rea
ctiv
e Pr
oces
s
1. Priortobringingallpartiestogether,thecirclefacilitatormustbeabletoensurethesafetyofeachindividual.
2. Apre-conferencemustbeheldindividuallywithallpartiespriortocomingtocircle,andagreementsforcomingtocircleshouldbeestablished.
3. Inviteallpartieswhohaveastakeinthecircle.Thiscouldinvolveotheradults,students,parentsorcommunitymembers.
4. Findanappropriatetimeandlocation.
5. Selectatalkingpiece,pre-determineguidingquestionsandanyothermaterialsneededforthecircle.
Preparation
RepairActionPlan(RAP)
TheRepairProcess(4R’s)
Therepairprocesscreatesastructuredandsafeenvironmentforthoseaffectedbyharmtosafelyshareandexpresshowtheyhavebeenimpactedandanopportunityforthosewhohavecaused
harmtotakeresponsibility.
RepairCircleGuidelines
Respectthetalkingpiece:Everyonelistenseveryonehasaturn
Speakfromtheheart:Yourtruth,yourperspective,yourexperiences
Listenfromtheheart:letgoofstoriesthatmakeithardtohearoneanother
HonorconNidentiality-Whatissaidincirclestaysincircle
TheRepairActionPlanGuidingQuestionsTheseguidingquestionsaredesignedtotakeparticipantsthrougha
structuredconversationthatthatwillalloweachparticipantanopportunitytorespondtothequestionsandtheirvoicetobeheard.Thesequestionsaredesignedtoleadallparticipantstoaccountabilityandresponsibility.
Recongnize(Facts)
1. Whathappened?
2. Whohasbeenimpactedbythisincident?
Reconsider(Feelings)
3. Howhasthisincidentleftyoufeeling?Howhaveyoubeenharmed?
4. Whathaveyouthoughtaboutsince?
5. Whathasbeenthehardestpartforyou?
6. Whatpartdoyoutakeresponsibilityfor?
Right(Fix)
7. Whatcanyoudotorepairthisharm?WhatwouldhelpNixthis-makethis
asrightaspossible?
8. Whatdoyouneedasaresultofthis?WhatareyouwillingtodotoNixthis?
Tomakethisrightagain?
9. Isthisenough?Doyouneedanythingelse?
Re?lect(Future)
10.Howcanwekeepthisfromhappeningagain?
11.Baseduponwhatweagreed,whenshouldwecheckin?
Restorative Agreement Form
Participants:
Conference/Circle/Chat Date:
Reason for the Conference/Circle/Chat: (The Facts & The Feelings)
Agreement Components: (The Fix & The Future)
How have the participants agreed to repair the harm?
What will the participants do in order to avoid the harm in the future?
What support will the participants need in order to repair the harm?
© TEXRP
Facilitator Name:
Check In Plan: (Monitoring the Agreement)
When have the participants agreed to check in? (Record Specific Time, Date, and Place)
Who will be responsible for checking in with the participants?
Additional Information:
Agreement Signatures:
I have read the above agreement, and understand all of the obligations in which I am responsible. I intend to fulfill those obligations to the best of ability, and will ask for assistance if I cannot.
Participant Signature:
Participant Signature:
Participant Signature:
Participant Signature:
Facilitator Signature:
© TEXRP
Stra
tegi
es fo
r Out
com
es/N
eeds
Nee
dsS
trate
gyO
utco
me
Who
are
the
peop
le y
ou n
eed
to c
onsi
der
in
term
s of
thes
e ou
tcom
es?
(Vic
tims,
by
stan
ders
, edu
cato
rs, p
aren
ts)
Wha
t do
you
wan
t for
eac
h of
them
? (F
eel
safe
, hav
e m
ater
ials
repl
aced
, mee
t obl
igat
ions
, ta
ke re
spon
sibi
lity,
lear
n fro
m e
xper
ienc
e)
Wha
t doe
s th
is s
tude
nt n
eed
from
you
/ot
hers
? (C
larit
y ab
out b
ound
arie
s an
d lim
its,
expl
anat
ion
of d
ecis
ions
, sup
port
to b
e on
han
d,
spac
e to
be
hear
d, a
role
mod
el, c
onsi
sten
cy,
invi
tatio
n to
hel
p so
lve
prob
lem
)
Bef
ore
you
deci
de o
n a
stra
tegy
, be
care
ful
abou
t you
r th
inki
ng: i
f you
don
’t ta
ke ti
me
to
cons
ider
the
outc
ome
ques
tions
, the
co
nseq
uenc
es o
r stra
tegy
you
cho
ose
may
be
coun
terp
rodu
ctiv
e. T
akin
g th
e tim
e to
iden
tify
the
desi
red
outc
omes
mea
ns y
ou c
an s
elec
t a
stra
tegy
that
will
del
iver
them
.