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Success

Ambition is the first step towards

ABOUT ME

Welcome to HTM!

 

My name is Michael Vasquez and I am beginning my 15th year here at High Tech Middle, continuing my role as Dean of Student.  I am really excited for the opportunity to support students across the entire school by helping out in moments of struggle and by celebrating together in moments of success. 

About
Program

Thinking Differently About Discipline

 

Restorative Practices is an alternative response to misconduct that brings together all those involved in conflicts in a way that help people address harms, assume responsibility, move past shame and guilt, work things out to everyone's satisfaction, and build stronger and healthier relationships with each other.

 
Restorative Practices Principles

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The following principles reflect the values and concepts behind our approach to addressing student issues through restorative practices at HTM. 

 

  1. We acknowledge that relationships are central to building community.

    • Restorative practices seek to strengthen relationships and build community by encouraging a caring school climate.

    • Every student, teacher, administrator, staff member, and parent/guardian is a valued member of the school community.

    • Students should be involved in a process of naming the values and principles to live by within their school community.
       

  2. We build systems that address misbehavior and harm in a way that strengthens relationships.

    • Schools establish policies to provide a safe place for learning. Real safety, however, comes from fostering and maintaining caring relationships.

    • Policies should reflect the values and principles agreed to by the school community.

    • Policies need to address the root causes of discipline problems rather than only the symptoms. The causes of misbehavior may be multiple and each should be addressed.
       

  3. We focus on the harm done rather than only on rule-breaking.

    • Misbehavior is an offense against people and relationships, not just rule-breaking.

    • The solution to the offense needs to involve all of those harmed by the misbehavior. 

    • The person harmed is the center of the primary relationship that needs to be addressed. Secondary relationships that may have been impacted might include other students, teachers, parents, the administration, and the surrounding community.

    • Much misbehavior arises out of attempts to address a perceived injustice. Those who are victimized also feel they have been treated unjustly. Discipline processes must leave room for addressing these perceptions.
       

  4. We give voice to the person harmed. 

    • The immediate safety concerns of the person harmed are primary. 

    • Those harmed must be given an opportunity to have a voice in the resolution of the harm.
       

  5. We engage in collaborative problem solving

    • All of us act to satisfy our human needs (for belonging, freedom, power, and fun). Students choose behaviors to meet these underlying needs. 

    • Family, students, and communities are encouraged to help identify problems and solutions that meet needs. 

    • Misbehavior can become a teachable moment if everyone is involved.
       

  6. We empower change and growth. 

    • In order for students to change and grow, we must help them identify their needs and assist them in finding alternative, life-giving ways of meeting those needs. 

    • Interpersonal conflict is a part of living in relationship with others. 

    • Conflict presents an opportunity for change if the process includes careful listening, reflecting, shared problem solving, trust, and accountability structures that support commitments to work at relationship building.
       

  7. We enhance Responsibility. 

    • Real responsibility requires one to understand the impact of her or his actions on others, along with an attempt to acknowledge and put things right when that impact is negative.

    • Consequences should be evaluated based on whether they are reasonable, related to the offense, restorative, and respectful.

    • Students should continually be invited to become responsible and cooperative.

    • Some students choose to resist participation in a process that will allow for change and may need adults to support and guide them in decision-making concerning their accountability.
       

 

“What’s fundamental about restorative justice (practices) is a shift away from thinking about laws being broken, who broke the law, and how we punish the people who broke the laws. There’s a shift to: there was harm caused, or there’s disagreement or dispute, there’s conflict, and how do we repair the harm, address the conflict, meet the needs, so that relationships and community can be repaired and restored. It’s a different orientation. It is a shift.”

                                                       

                                                         - Cheryl Graves- Community Justice for Youth Institute

 

 

Contact
Traditional Approach
  • school rules violated
     

  • justice focuses on establishing guilt
     

  • accountability = punishment
     

  • justice directed at offender, victim ignored

     

  • rules and intent outweigh whether outcome is positive/negative
     

  • no opportunity for remorse or amends

REstorative Approach
  • people and relationships violated
     

  • justice identifies needs and obligations
     

  • accountability = understanding impact, repairing harm
     

  • offender, victim and school all have direct roles in justice process
     

  • Offender is responsible for harmful behavior, repairing harm and working toward positive outcomes​
     

  • ​Opportunity given for amends and expression of remorse

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