La resolución del Inspector del Trabajo: Poder de policía

► Z e ro -to le ra n c e p o lic ie s h a v e n o t w o rk e d (APA, 2008) ► R acial a n d e th n ic disparities in th e m a n n e r d iscip lin e p olicie s a re a p p lie d ► C losing th e d is c ip lin e g a p (Ablamsky, 2017) ^ > O S T ,C E , .

There are m any reasons restorative ju stice o r resto rative practices are becom ing th e next big th in g in educational circles. There is evidence th a t th e zero-tolerance policies o f th e 1990s-early 2000s have failed to achieve th e ir stated outcom es o f reducing offenses, and som e studies have found zero-tolerance policies may exacerbate th e d ro p -o u ts and students repeating offenses. There are also large discrepancies in th e a d m in istra tio n o f discipline policies along racial and eth ic lines. The O ffice o f Civil Rights began publishing and tracking data related to stu d e n t discipline rates by ra c e /e th n ic ity in 2014 and has been raising awareness o f bias and injustice in th e m anne r discipline, p a rticu la rly suspensions and expulsions have negatively im pacted students o f color. There is also g row ing awareness o f how trau m a affects learning at schools. M any urban schools are tu rn in g to restorative practices to in te rru p t th e sch oo l-to -priso n pipeline th a t has em erged fro m disciplina ry referrals to

incarceration, especially am ong m in o rity students.

Strengths o f restorative practices include a focus on relationships, being student centered, using positive peer pressure and a tra n sp a re n t "fa ir" process, teaching life skills, having a positive im pact on school clim ate, and being a holistic, proactive, w h o le -c o m m u n ity approach th a t uses com m o n procedures and expectations. Findings fro m various studies su p p o rt th e positive im pact o f restorative practices in

reducing discipline referrals and increasing stu d e n t engagem ent in school co m m u n itie s (see S tew art Kline, 2016).

There are also lim ita tio n s o f restorative practices. It takes tim e , resources and tra in in g to im p le m e n t. Engaging a stu d e n t in a resto rative conversation takes m ore tim e than assigning a d e te n tio n o r referral, and schools may n o t have enough personnel to im p le m e n t restorative conferences o r m ore fo rm a l processes fo r dealing w ith harm o r offenses. In schools w h e re positive behavior in te rve n tio n s and su p p o rt (PBIS) is in place th e re are many sim ila ritie s and som e teachers may feel like th e y are being asked to reinve nt th e w heel again. Like any school-w ide in te rv e n tio n , th e best results occur w hen th e w h o le s ta ff is on board, tra in e d and supp orted in im p le m e n ta tio n . Teachers have expressed concerns a b o u t to feeling burdened w ith "one m ore th in g " w ith o u t being provided adequate resources.

A note o f cautio n: som e studies have found th a t tra in in g teachers on trau m a and resto rative practices can induce defensiveness and make teachers tu n e o u t the message a b o u t how resto rative practices can be used to su p p o rt stu d e n t success. W hen addressing these sensitive topics in yo u r schools, a slow, delib era te

in tro d u c tio n o f how trau m a im pacts learning, fo llo w e d by th e ways restorative practices can b e n e fit students may create a m ore receptive atm osphere.

(Ablamsky, 2017; Acosta e t al., 2016; Alvis, 2015; APA, 2008, Blitz, Anderson & Saastim oinen, 2016; Karp & Breslin, 2001; Riestenberg, 2012).

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Restorative practices span a co n tin u u m fro m m inim a l in te rve n tio n s to m a jo r shifts in h o w discipline is handled. Teachers in th e Fairbanks N o rth Star Borough School D istrict are already o ve rw h e lm e d w ith changes such as new curricu lu m , personalized learning, th e Danielson evaluation m odel, CHAMPS, Kagan structures and o th e r program s depending on grade level o r building. It is im p o rta n t to em phasize to yo u r s ta ff th a t restorative practices are m ore o f a s h ift o f perspective in focusing on re latio nship w ith students ra th e r than a big new thing. Hopefully, should you choose to in co rp o ra te these practices in y o u r building, teachers w ill recognize ways th e y are already w o rkin g w ith students and experience som e new ideas fo r sh iftin g language o r fra m in g o f problem behaviors.

W ith in th e in fo rm a tio n provided to you, you w ill fin d tw o P o w erpoint ©

presentations a b o u t trau m a and restorative practices. These m aterials have been created and com piled fo r y o u r use w ith y o u r building sta ff and faculty. The fo llo w in g section is to share w ith you th e nature o f these to o ls so you have a fo u n d a tio n o f know ledge to bring to yo u r ow n school.

We w ill s ta rt w ith sh iftin g language used to address students w ith affective statem ents.