“You can dislike the behavior, but that doesn’t mean you dislike the student.”

Restorative Practices Team
 

Family and Community

The following community programs offer excellent resources.

Center for Restorative Processes

Center for Restorative Process
Amos Clifford: Restorative Schools Trainer and Consultant
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Center for Restorative Process
145 Mountain Meadow Road
Santa Rosa CA 95404
530-228-1994

ExCEL After School Programs
(Expanded Collaborative for Excellence in Learning)

ExCEL After School Programs

The ExCEL After School Programs mission is to create and sustain "safe havens" at public schools where students and community members can access expanded learning opportunities and integrated education, health, social service, and cultural programs in the out-of-school hours.

The ExCEL After School Program has launched its Restorative Practices initiative in the after school program this year.  In alignment with the District’s goal of reducing expulsions and suspension, the ExCEL After School Program provided the Restorative Practices introductory training to all after school providers. More importantly the Restorative Practices initiative in the ExCEL After School Program is designed to create community. The initiative will continue next year as the ExCEL After School Program provides more training to incorporate the RP model into the after school program and supports the alignment with the day program.

Incorporating restorative practices into the after school program setting is a transformational change from focusing on behavior policy that relies heavily on rules for behavior and consequences for breaking those rules to building a community that transforms community members to repair and restore community should conflicts, disagreements, or disputes arise.

The components that are priority in ASP implementation are as follows:

Restorative Practice Component How to integrate into program

Using circles to build community

  • Integrate the circle process into staff meetings at least once a month
  • Integrate circle process into after school program at least once a month
  • Incorporate into one after school event for families and friends

Shift away from traditional/punitive discipline practices

  • Review behavior policies and revise to incorporate punitive practices

Embrace the concept of doing things “with” one another and creating a sense of inclusion and shared responsibility

  • Review parent, student, staff agreements (or develop if don’t exist) and incorporate the concept of inclusion and shared responsibility. Build the agreements into activities

Use restorative questions to repair harm and restore community

  • Incorporate into conflict resolution process

Use circle process to address larger behavior issues and response to harm

  • Incorporate into conflict resolution process

 

Light a Spark

Public GlassLight a Spark is the glass arts education program at Public Glass. It serves youth ages 12 - 18 in the Bayview neighborhood. This program aims to develop communication skills, trust, resiliency and confidence in participants through glasswork and life-skill workshops. Youth in the Light a Spark program use the circle process each week to reflect on the art they create, and upon community responsibility, friendship, and daily life. After participating in the program youth will have a body of work that they can sell at the bi-annual gala event celebrating their accomplishments. For more information on Light a Spark visit www.publicglass.org.

 

LYRIC

Peer Lyric

LYRIC’s School-Based Initiative goes beyond traditional existing
approaches to creating safe and supportive school environments for LGBTQQ youth by implementing innovative, research-based methods that address two core goals:

(1) Create immediate, practical solutions to eliminate the emotional, psychological and physical harms caused by pervasive and under-addressed LGBTQQ hate speech, threats and violence in the school community.

(2) Build the long-term, strategic capacity of the school community to promote the inclusion and
well being of LGBTQQ youth by cultivating leadership among students, teachers and families.

LYRIC's holistic model for school transformation empowers students in a weekly class, supports school staff in professional development trainings and technical assistance  and engages families in support groups around how to support their children around issues concerning gender and sexual orientation. 

 

Peer Resources

Peer ResourcesPeer Resources creates just change in our schools and communities through the leadership of young people engaging, training, and advocating for young people.

Our goals are to empower youth as agents of change, and transform schools into youth empowerment institutions.

Since 1979, Peer Resources has been a partnership with the San Francisco Unified School District, embedding youth empowerment in schools through an academic elective class.  Students in the class--non-traditional leaders--develop their core skills of communication, collaboration, and problem-solving, and identify injustice they will change collectively.  Services led by students include mentoring, tutoring, education workshops, and restorative mediation.  Themes our Peer Leaders have taken action on in the past include systemic racism, homophobia, and bullying.  Peer Resources is currently partnered with 13 SFUSD middle and high schools.  We trained 574 Peer Leaders last year, who served 13,921 of their peers.

You can learn more about Peer Resources, including how to get involved and how to support the program, at our website: www.peerresources.org

San Francisco Board of Education Parent Advisory Council (PAC)

Parent Advisory Council

The Mission of the Parent Advisory Council is to advise the San Francisco Board of Education on existing and proposed education policies, bring forth issues of concern, and make suggestions about changes that will improve the achievement of students and the effectiveness of schools.

During community meetings over the past few years, PAC members have heard from hundreds of families who voiced concerns about unfair or inconsistent school discipline policies, as well as worries about bullying and school safety. We believe restorative approaches to school climate and student discipline are effective in addressing issues that contribute to these problems. SFUSD policy emphasizes Restorative Practices to improve school climate and reduce student suspensions. The PAC is working in partnership with SFUSD staff to engage families in this process, to help shape and strengthen implementation of Restorative Practices across the district.

 

UCSF HEARTS

HeartsThe goal of UCSF Healthy Environments and Response to Trauma in Schools (HEARTS) is to promote school success for students who have experienced complex trauma by creating school environments that are more trauma-sensitive and supportive of the needs of these students.  We aim to increase productive instructional time and school engagement by collaborating with SFUSD to provide prevention and intervention at many levels of the school community: student, caregiver, school staff, school district, and policy.  We take a public health approach to addressing trauma in schools, and have found that more safe and supportive school environments benefit not only traumatized children and youth, but also those who are affected by these students, including their peers and the school personnel who work with them. 

 

Restorative Practices Logo

Restorative Practices
Student, Family, and Community Support Department
727 Golden Gate Avenue, Floor 2
San Francisco, CA 94102
Phone: (415) 241-3030
Fax: (415) 241-6213
Email:

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Student, Family and Community Support DepartmentSan Francisco Unified School District