Our MISSION
Disparately impacting teens and young adults of color, punitive school discipline and juvenile justice policies activate tragic cycles of youth violence, incarceration, and wasted lives. Founded in 2015, LeBlanc Consulting's Restorative Justice Program works to interrupt these cycles by promoting institutional shifts toward restorative approaches that actively engage families, communities, and systems to repair harm and prevent re-offending. LeBlanc Consulting focuses on reducing racial disparities and public costs associated with high rates of incarceration, suspension, and expulsion. We provide education, training, and technical assistance and collaboratively launch demonstration programs with our school, community, juvenile justice, and research partners.

Our Goal
Our Goal is to reduce violence, arrests, and suspensions  while decreasing associated costs and promoting parent and community engagement. Therefore, effectuating a fundamental shift from punitive, zero tolerance approaches to youthful wrongdoing that increase harm toward more restorative approaches that heal it.

What is Restorative Justice?
Restorative justice invites a fundamental shift in the way we think about and do justice. In the last few decades, many different programs have arisen out of a profound and virtually universal frustration with the dysfunction of our justice system. What distinguishes restorative justice from all these programs is that it is not a program. It is a theory of justice which challenges the fundamental assumptions in the dominant discourse about justice.

What are the dominant assumptions?
If you commit a crime, you incur a debt to society, you create an imbalance in the scales of justice. The only way to pay back the debt and re-balance the scales is to be given your just deserts. This is based upon the Roman, Justinian notion of “to each his due”. If you caused someone to suffer, you will be caused to suffer. If you have inflicted pain upon someone, pain will be inflicted upon you. Pain, suffering, isolation, deprivation, even death are often viewed as the only way to make right the wrong, the only way to pay back the debt and the only way to re-balance the scales.

In this sense, dominant justice may be viewed as officially-sanctioned vengeance. Instead of the person harmed who retaliates, it is our justice system that strikes back on the victim’s behalf. Our criminal justice system tends to focus on determining blame and administering pain – judging and sentencing. The retributive essence of our current system has spawned the highest absolute and per capita incarceration rates in the history of the world. Scholars speak of how it has “prisonized” the entire North American landscape. We see this phenomenon very clearly in our urban schools which are beginning to look and function more like jailhouses than schoolhouses.

However, in the last three decades, humanity has been making has been making an historic shift from a justice as harming to a justice as healing. From a retributive justice to a restorative justice.

Our criminal justice system asks these three questions:

1. What law was broken?
2. Who broke it?
3. What punishment is warranted?

Restorative justice asks an entirely different set of questions:

1. Who was harmed?
2. What are the needs and responsibilities of all affected?
3. How do all affected parties together address needs and repair harm?

An emerging approach to justice rooted in indigenous cultures, restorative justice is reparative, inclusive, and balanced. It emphasizes:

1. Repairing harm
2. Inviting all affected to dialogue together to figure out how to do so
3. Giving equal attention to community safety, victim’s needs, and offender accountability and growth

​Restorative Justice has diverse applications. It may be applied to address conflict in families, schools, communities, workplace, the justice system, and to even to address mass social conflict (such as the Truth and Reconciliation Commission in South Africa).

Effectiveness
Though contemporary restorative justice began only about thirty years ago, the effectiveness of these practices in reducing violence, incarceration, recidivism, and suspensions and expulsions in schools is increasingly being documented. It is recognized as a model in the Office of Juvenile Justice and Delinquency Prevention’s Model Programs Guide.

A meta-analysis of all restorative justice research written in English, Restorative Justice: The Evidence, concluded in at least two trials, that when used as a diversion, restorative justice reduced violent re-offending, victim’s desire for revenge, and costs. A 2007 University of Wisconsin study found that Barron County restorative justice program led to significant declines in  violence, arrests, crime, and recidivism. Five years after the program began, violent  offenses decreased almost 49%. 

Restorative Justice
​Class and Program 

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Course Description
Conflict Management presents negotiation theory – strategies and styles – within an employment context. This class will meet through the duration of the semester. With a different topic each week, which is why students should commit to attending all classes. In addition to the theory and exercises presented in class, students practice negotiating with role-playing simulations that cover a range of topics, including difficult situations such as cross-cultural, interpersonal, intercultural and mentoring. This will take place both as a class and in emergency situations. Other special cases discussed include abrasiveness, dangerous, racism, sexism, whistle-blowing, and ethics. The course covers conflict management as a first party and as a third party: third-party skills include helping others deal directly with their conflicts, mediation, investigation, arbitration, and helping the system change as a result of a dispute.

Course Materials
The books for the class are often provided or are on reserve and these textbooks are classics which may be useful for reference in the future.

Course Expectations
The course is based on: readings, simulations and class discussions, four self-assessments, your analysis of the negotiations of others (known as Separate Pages), writing each week in your journal, and writing three Little Papers. There is no exam.  This class will meet only during the semester – with a different topic each week – which is why I ask for a commitment that students come to all classes, barring health or family emergencies. (Students basically cannot do a "make-up.") The course ends a week early. There is a double class for the last session with a potluck and a perhaps a guest speaker so the course can end early.

Ethical expectations 
Students are encouraged to work together with a classmate on any assignment. However, in preparing for a role, they may only work together with someone else who has the same role.

Grading
Grades are based 50% on class work and 50% on writing: your Little Papers, the journal and Separate Pages. Students should write in their confidential journals and write evaluations of their colleagues every week. I will read the papers, keep them confidential, and return them at the next class – no one else sees them.

Instructional Goals         

• To achieve success in all content area classes.
• To develop and reinforce study and organizational skills. 
• To promote student responsibility and personal life skills.
• To strengthen self-advocacy and knowledge of IDEA.

Instructional Purpose         
The purpose is to assist the students with testing, re-testing, study skills, organizational skills, job-related skills and individual needs.

•  Teacher direction, guidance, and assistance will be available to each student who comes for support.
• Each student’s progress will be monitored routinely.  These progress reports will be available to each student and his/her teachers and parents.  This direct communication with the student’s teachers and parents is an essential part of this support.
• The individual needs and goals (personal and academic) of each student will be addressed and considered in all aspects of this support.  Modifications will be made as necessary.

Student Responsibilities      

• Each student is responsible for bringing all necessary materials. (i.e.  Pencils, pens, paper, textbooks)             
•  Active participation in all teacher-directed and independent activities is required.
• Each student is expected to use this time and the assistance available to ensure his/her academic success.
• Each student is expected to behave in an appropriate manner and follow all school rules and policy. Dress code will be enforced.
• Restroom policy:  Students are expected to visit restrooms before or after class.  If there is an emergency, the student may use the restroom and serve 1 minute after class.  If the student refuses to serve this detention, they will be given a referral. 

Behavior Management Plan 

•  Bring all necessary materials (i.e.  Pencil, pen, paper, textbooks)
•  Follow all instructions UPON FIRST REQUEST
•  Be alert and attentive
• Respect all teachers, students, and property
• Do not move beyond the area designated for students

Consequences

• If the student chooses not to follow these rules, the following consequences will be implemented
•  Warning
•  Conference with the teacher
• Removal from the academic support classroom

Severe Clause: Any behavior which is detrimental to the learning atmosphere or to the safety of the teacher or students warrants immediate action.

Topics to be covered will include but are not limited to the following
 
Introduction to Student Success- the student will go through the School Student Handbook in detail with the academic support teacher. They will go on a full tour of Northwestern and be able to meet some of the important faculty and staff members that keep our school moving.  The students will also learn the promotion and graduation requirements for Adult school.

Time management – the student will be expected to maintain a monthly calendar and an agenda.  There will be a grade assigned to this agenda and the calendar will be part of their regular notebook checks.  A completed calendar will be modeled for the student and a classroom calendar will be created at the beginning of each month and maintained for the remainder of the school year.

 Accommodations – the student will be expected to know their individual educational plans and accommodations, along with their IEP specifics.  It is important for the student to be aware of why they have an IEP, what constitutes an appropriate accommodation and to begin thinking of these things beyond Adult school.

Study skills – the student will learn various techniques that can used to develop and improve their study skills.  Tools such as graphic organizers, note taking, study systems and learning styles.

Test skills – the student will learn various approaches to tests.   We will address test anxiety, test prep, review tools and organizing for a test.  The student will be given practice tests to put their newly acquired skills to practice.

 Self-advocacy – the student will develop skills that will enable them to become an advocate for themselves.  The student will practice the developing skills first in the Academic Support classroom and later in their other classes.  

Grades come from the following:

• A daily grade is given with a possibility of 100 points.  The students have 5 different areas in which to receive the possibility of a 20 or a 0 (no points in between).  The categories are:
• Are you prepared- do you have your materials, from your academic classes, to work on and receive support
•  Agenda- the students were given an agenda and it is checked for completion everyday
•  Attitude- do you have a positive attitude and willingness to work in class
• Completed work- did you complete the work I gave you (if there was any)  in Academic Support
• On Task- are you on task and working on your assignments from your other teachers during the last 45 minutes
• The students will also give speeches throughout the semester in order to make them a more confident and stronger speaker.  This will also help them when later interviewing for jobs.
• The students will have tests and quizzes at the end of different Units.  The student has the opportunity to earn a elective credit and therefore must complete tests, quizzes, projects, etc in order to receive grades, like any other class.
•  Other projects or group assignments will be given throughout the semester.  The students will receive a grade for these projects just as they would in their regular education classes and are expected to put forth 100% effort.

**THE ACADEMIC SUPPORT AND COACHING SYLLABUS IS SUBJECT TO CHANGE AT ANY TIME.  PLEASE FEEL FREE TO EMAIL ME WITH ANY QUESTIONS YOU MAY HAVE.  THANK YOU, AND TOGETHER WE CAN MAKE A DIFFERENCE.**

 Useful Resources A new website, which offers students stress reduction tools, is: MyStudentBody.com. Students need to use the password KNIGHTS.

The Cornell Method is a system and a format that builds on what is known as the 5R's of note taking. Record, Reduce, Recite, Reflect and Review. This useful website explains why and how to use the Cornell Method. Also, create your own customized Cornell notepaper. Go to the bottom of the page to insert your name, the name of the class, and the date of the class on your notepaper. You can also choose from ruled, graph paper, or blank (we suggest ruled), and whether or not you want it to include places for three-ring binder holes!

Dartmouth College: Learn proven techniques and strategies for improving academic.

VARK: The online questionnaire alerts people to the variety of different approaches to learning. It also supports those who have been having difficulties with their learning. Teachers, trainers and coaches who would like to develop additional learning strategies can also benefit from using VARK.

Funding Your Restorative Justice Program 

Private & Home Schools
We Charge an Annual Fee of $100,000 (Broken up into 5 payments of $20,000) to have one of our Federally Background checked and trained staff members at your school Four (4) days a week for four (4) hours each day for the entire school year. During that time the staff member will take care of any disciplinary issues and after school detention. During detention, a group session on classroom etiquette and restorative justice.  

Public Schools 
The past and present funders for programs like this include Measure Y (City of Oakland’s Anti-Violence Fund), Philanthropic Ventures Fund, the San Francisco Foundation, Butler Family Fund, the Van Loben Sels/Rembe Rock Foundation, Akonadi Foundation, the Marguerite Casey Foundation and The California Endowment. Our former Justice Coordinator was previously subsidized by a justice fellowship awarded from the Soros Foundation. Most school districts have funding set aside for programs like this.