{"id":6593,"date":"2014-08-11T12:45:33","date_gmt":"2014-08-11T16:45:33","guid":{"rendered":"http:\/\/emu.edu\/now\/peacebuilder\/?p=6593"},"modified":"2014-08-11T12:45:33","modified_gmt":"2014-08-11T16:45:33","slug":"grad-pioneers-restorative-justice-in-second-largest-school-system-in-usa","status":"publish","type":"post","link":"https:\/\/emu.edu\/now\/peacebuilder\/2014\/08\/grad-pioneers-restorative-justice-in-second-largest-school-system-in-usa\/","title":{"rendered":"Grad Pioneers Restorative Justice in Second-Largest School System in USA"},"content":{"rendered":"
\"JosephLuciani\"<\/a>
Joseph Luciani, MA \u201913, did a practicum with EMU\u2019s internal conflict transformation office before heading to California for his current role in a Los Angeles school system.<\/figcaption><\/figure>\n

Joseph Luciani<\/strong>, MA \u201913, has spent the last year leading a restorative justice pilot program in the Los Angeles Unified School District, the second-largest school system in the United States.<\/p>\n

Luciani coaches all the teachers at one Los Angeles school, Augustus Hawkins High School (AHHS), enabling them to run community-building circles with their students at least once per week. He also facilitates circle processes to address disciplinary matters at the school, providing an alternative to traditional methods like suspension. In a low-income neighborhood in South Los Angeles, AHHS students \u2013 about 70% Latino and 30% African American \u2013 are often dealing with the effects of domestic violence, gangs and poverty in their lives. (Luciani is employed by the California Conference for Equality and Justice, which runs the pilot program at AHHS.)<\/p>\n

One goal for the restorative justice program at the school is to interrupt the \u201cschool-to-prison\u201d pipeline. Luciani points to data showing that students who are suspended are more likely to drop out of school and become involved with crime. By using restorative justice principles as an alternative method to deal with disciplinary problems, Luciani and his colleagues aim to keep students in school as much as possible, heading off the long-term negative consequences that suspension can set in motion.<\/p>\n

According to a preliminary analysis of the program, 124 circle processes involving 1,144 participants were held at the school between September 2013 and March 2014. That total includes 48 community-building circles and 76 conflict and healing circles. Anecdotal evidence from teachers, Luciani says, shows that the community-building circle processes have helped create better learning environments for students.<\/p>\n

\u201cEverybody really bought into the process because they saw the transformation that restorative justice was bringing,\u201d said Luciani.<\/p>\n

Circles are also becoming a part of the school\u2019s culture, and have even been initiated by students who become aware of conflict.<\/p>\n

\u201cThe great thing is that it becomes natural,\u201d says Luciani. \u201cIf something is happening, it becomes the response: \u2018Let\u2019s have a circle.\u2019\u201d<\/p>\n

The restorative justice pilot program at AHHS is an early step toward an ambitious goal set by the Los Angeles Unified School District: to implement restorative justice programs across the district by 2020.<\/p>\n

Deborah Brandy, school operations coordinator for the district, said that implementation will begin with restorative justice training at all the division\u2019s hundreds of schools. Central office staff will then provide ongoing support to teachers using circle processes and other restorative practices now being put to use by Luciani and his colleagues at AHHS. Several other schools have also begun similar pilot programs.<\/p>\n

\u201cThe schools that have begun implementing the restorative practices \u2026 have seen a difference in the behavior of the students, in terms of feeling more comfortable communicating with peers and with adults,\u201d Brandy said. \u201cIf there is a need or an issue, they feel comfortable coming to an adult to discuss it prior to taking action on their own.<\/p>\n

\u201cThose skills are critical for helping students become more successful in schools, as well as in society,\u201d she added.<\/p>\n

Luciani applauds the district\u2019s commitment to restorative justice, but cautions that it will need significant investment to succeed. Suspending a student is an easy, five-minute process, he says. Facilitating a circle process can take hours, and requires having qualified facilitators already in place. \u00a0<\/span>\u2014 Andrew Jenner<\/i><\/p>\n","protected":false},"excerpt":{"rendered":"

Joseph Luciani, MA \u201913, has spent the last year leading a restorative justice pilot program in the Los Angeles Unified School District, the second-largest school… Read more about Grad Pioneers Restorative Justice in Second-Largest School System in USA<\/span><\/a><\/p>","protected":false},"author":148,"featured_media":6594,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1073],"tags":[1218,557],"issues":[1172],"class_list":["post-6593","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-magazine","tag-joseph-luciani","tag-restorative-justice","issues-spring-summer-2014"],"_links":{"self":[{"href":"https:\/\/emu.edu\/now\/peacebuilder\/wp-json\/wp\/v2\/posts\/6593","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/emu.edu\/now\/peacebuilder\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/emu.edu\/now\/peacebuilder\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/emu.edu\/now\/peacebuilder\/wp-json\/wp\/v2\/users\/148"}],"replies":[{"embeddable":true,"href":"https:\/\/emu.edu\/now\/peacebuilder\/wp-json\/wp\/v2\/comments?post=6593"}],"version-history":[{"count":1,"href":"https:\/\/emu.edu\/now\/peacebuilder\/wp-json\/wp\/v2\/posts\/6593\/revisions"}],"predecessor-version":[{"id":6595,"href":"https:\/\/emu.edu\/now\/peacebuilder\/wp-json\/wp\/v2\/posts\/6593\/revisions\/6595"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/emu.edu\/now\/peacebuilder\/wp-json\/wp\/v2\/media\/6594"}],"wp:attachment":[{"href":"https:\/\/emu.edu\/now\/peacebuilder\/wp-json\/wp\/v2\/media?parent=6593"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/emu.edu\/now\/peacebuilder\/wp-json\/wp\/v2\/categories?post=6593"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/emu.edu\/now\/peacebuilder\/wp-json\/wp\/v2\/tags?post=6593"},{"taxonomy":"issues","embeddable":true,"href":"https:\/\/emu.edu\/now\/peacebuilder\/wp-json\/wp\/v2\/issues?post=6593"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}