On March 11th, over 100 local educators, administrators and community leaders gathered at the Restorative Practices Symposium to explore, learn and experience from experts and practitioners in the field.  The event was organized in response to the increasing interest in restorative practices in the region.  The morning consisted of a keynote speaker and three practitioner presentations, while the afternoon allowed participants to experience different aspects of restorative practices based upon interest.  Let’s take a look at what we learned about throughout the morning!

The keynote speaker, Dr. Tom Cavanagh of Colorado State University shared evidence and research specific to restorative practice in schools.  He noted the significance of creating a culture of care using the principles and practices of restorative justice in the school environment.  Dr. Cavanagh’s work with Hinkley High School in Aurora, Colorado was a great example of the application of a “culture of care” and related positive outcomes.  Based on his research, Dr. Cavanagh concluded the implications for restorative schools include improved graduation rates, decreased discipline referrals, increased learning time and greater equity.

Deb Golley and Mollie Lapi, of CA BOCES Exceptional Education Programs spoke about the implementation process and daily practices within special education programs.  They shared the reality of the 80/20 rule with restorative practices.  The majority (80%) of practices are proactive, leaving the reactive practices happening much less of the time (20%).  Therefore, reinforcing that restorative schools are heavily invested in practices that build relationships and community.  This investment enables the responsive practices, such as conferences or corrective circles, to have greater influence and success in repairing harm and relationships when harm has occurred.

Representatives from East High School in the Rochester City School District, Dr. Lia Festenstein and Michelle Garcia offered insight into the revitalization of climate and culture in an urban school, through the implementation of restorative practices.  Garcia introduced the social discipline window and noted that the ideal restorative response is a combination of high control (limit setting, discipline) and high support (encouragement, nurturing).  Dr. Festenstein highlighted the process and stages of implementation and shared details of the journey from year one into year four.  Finally, Dr. Festenstein spoke of the noteworthy impact that restorative practices has had at EAST.  Outcomes include, a decrease in school referrals and suspensions, a decrease in the severity of school offenses and a narrowing discipline gap that disproportionately punishes students of color.
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Finally, participants heard from local superintendent Lori DiCarlo.  DiCarlo walked participants through the three tiers of restorative practices.  She illustrated how the multi-tiered system of support aligns with the restorative practices continuum and what this looks like at Randolph Academy UFSD.  For each of the three tiers, DiCarlo gave examples of what the practice looks like, how it is implemented and what the benefits are. 
 
By: Katie Mendell, CA BOCES Community Schools Coordinator 

​CA BOCES welcomed special education and inclusion teachers from Andover, Bolivar-Richburg and Olean to collaborate and discuss the research-based practices for special needs students. 
 
Teachers collaborated to understand the clear differences between accommodation-a change that helps a student overcome or work around the disability. Removing the barriers not content, modification-a change in what is being taught or expected from the student.  (Change in content, expectation, etc.) and an intervention-a specific skill-building strategy implemented and monitored to improve a targeted skill (i.e. what is actually known) and achieve adequate progress in a specific area (academic or behavioral). This often involves a changing instruction or providing additional instruction to a student in the area of learning or behavior difficulty.
 
 
Discussion about Executive Function and the impact it has on learning sparked a lot of interest. The Executive Functions are skills everyone uses to organize and act on information.  These skills are required to help perform or accomplish everyday life tasks.  One of the eight key functions is working memory.  Working memory helps the child keep key information in mind.

Teachers were provided the opportunity to network and share strategies that support the students they work with. Teachers were provided opportunity for inquiry and research for new strategies and best practices for services and interventions for students we teach.
 
Next workshop is August 22, 2017 at CA BOCES – The Barn, Olean
 
Resources:

• www.brookespublishing.com/just-give-him-the-whale
• Systematic Instruction for Students with Moderate and Severe Disabilities, Collins
• From Tutor Scripts to Talking Sticks: 100 Ways to Differentiate Instruction in K–12 Inclusive Classroom
• Building Comprehension in Adolescents: Powerful Strategies for Improving Reading and Writing in Content Areas by Linda H. Mason and colleagues

​Facilitators:  Marguerite Andrews, Deanna Wilkinson and Karen Insley

Whether a student is suspended, sent to the office, or disrupting a lesson, valuable class time is missed by the student and those affected by their actions. Research shows traditional ways of discipline are proving to be ineffective and even pushing students into the prison pipeline. Restorative Practice supports school districts by creating healthy, equitable, caring school communities by preventing and addressing behavioral disruption in a non-punitive way that supports accountability and healing.
 
In June of 2016, both Deb Golly and Melanie Kerns CA BOCES Special Education Supervisors attended the Restorative Practice Summit facilitated by the WNY Restorative Practices Team. This training provided an understanding of the power of using restorative practice in the educational setting. Guest speakers included Dr. Tom Cavanagh, researcher for Restorative Practice in Education, Ian Grugan, Criminal Justice Program Representative, Office of Juvenile Justice, Brian McLaughlin, Commissioner, Erie County Department of Probation, and Lori DeCarlo, Superintendent for Randolph Academy. Throughout this workshop participants had an opportunity to expand their knowledge in regards to building a culture of community in schools, participate in circle experiences, and gain a better understanding of restorative practice conferencing.
 
As the school year began, both Deb Golly and Melanie Kerns decided that it would be best practice to utilize this approach in both the Olean and Pioneer CA BOCES special education classrooms. On August 31st CA BOCES Special Education staff from both locations participated in a full day training to learn more about utilizing restorative practices in their settings. This training opportunity provided staff with an approach to proactively build positive school communities, an in depth understanding of the research behind restorative practice, and gaining an understanding of the spectrum behind restorative practices by providing a starting place for classroom level implementation. Staff had the opportunity to participate in experiential activities and break-out sessions that provided in depth discussion of the practice and opportunities for leadership practices through role play scenarios.
 
In order to dig deeper into Restorative Practice implementation with the CA BOCES Special Education staff both Deb and Melanie have established additional training and support for teachers throughout the 2016-17 school year. 

By:  Jillian Putnam, CA BOCES Professional Development