we're still in the early phases. >> an important question, superintendent, and as it was said that it is too soon to tell. this has been in existence since 1997. we had an evaluation, a very extensive evaluation, a scientific evaluation, by dr. james gilliam, and there was somebody who wrote a book, an amazing book. he is happy to report that it was a contextual success and that he measured violence in our program compared to violence not in our program, and after three years, there was an 80% reduction in environment korea arrests. they were still being

rearrested, but not on violence -- in violent re-arrests. the in jail violence in that dorm virtually disappeared. we have that same dormitory before, when there was about 65. the first u.s. push and shove, and the last three years, there may be 35 said did not include great bodily injury, so it had a profound positive effect on the jil environment -- there may be 35% that did not include barley injury. a idea that violence is learned and that it can be unlearned. post release is critical. once they're in programs a hours a day, five days a week, we have

to create the safety nets, but it does validates that there was a dramatic behavior change. >> in terms of thinking about the methods, if the counseling, is a one-on-one, so that people can get an understanding. we are looking at it and bringing it into the district about them being expended -- suspended or expelled. that would be very helpful. >> absolutely. and, by the way, we want you to put us out of business. that is exactly right. that is my point, and we are

here to help, by the way. we do not have all the answers, but today in the life. and man wakes up, and he is up and ready to go. 5:00 in the morning, breakfast, cleaning up, so this is about how we behave. working in groups called man alive. this was originally started as a prevention program and now works with the general as well as domestic. domestic violent offenders. it includes some very, very merciless behavior, rape, robbery, assault with a deadly weapon, some 20 hours a week is this man alive program that

deconstructs that situation that few of their violence, very intense, very personal, and it is very effective. at least 10 hours a substance abuse, as i said, and many of the men are addicts. we have a loss of innocence class, also. many of the people, unfortunate, they have suffered abuse, as well. we have parents and classes learning how to parent and we have our five keys curriculum. it is very comprehensive. man alive is not a therapeutic program. it is education, a re-education program. we would bring in the calvary. until we find a pill let

somebody can take to stop their violence, this is our attempt and some of our success, and as i said, because of some budget cuts, 7:00 a.m. until 7:00 p.m., now it is about 8:00 until about 5:00, 6:00. substance abuse, violence prevention. then there is an accountability session after that, because, again, if you look at it, that is what we use, a blueprint. the voice of the victims and community involvement, so we developed our curriculum accordingly. i can be much more specific and provide a schedule for the curriculum when time permits. thank you.

this is a video that shows you a day in a life. >> thank you, i am just here to support. we will together and support each other. visionary ideas, visionary programs, and they all been

successful, and we are just looking forward to this. we just kicked off a new program on june 1 for veterans, another vision where we are house and all of our veterans together in one pot -- we are housing oliver veterans together in one --we are house and all of our veterans together in one -- housing all of our veterans together in one pod. >> restorative justice is basically about repairing the harm was caused by crying. >> their concert -- concept was to take them and put them with counselors and develop some sort of program.

>> and he could not believe it. god bless our sheriff. >> january 20, 1986, i was sound asleep. the only thing i could think of was my little grandson. >> the dormitory, trying to get these men and understanding that a violent act does not end when the violent act is over. the financial burden, the impact on our families. >> and the push the door open, and we could see two adults line on the living room floor. we stepped over their bodies and touched her elbow, she was gone. she had 50 stab wounds before she finally bled to death. in the meantime, we went back to c.f.r. grandson was ok, 23 years old -- 23 months old.

the kid would not shut up. sir richard's answer to that problem was to take him over to the crib, taken over to the doorway where there was light, throw him down on the floor, and proceed to stab him 56 times. >> we want to make sure that we do not set this aside. >> this makes me become more wear and realize that my actions and packed a lot of people. >> richard did not take nancy and paul. he took our live, too. do you understand that?

>> i measure this by the results. i rely heavily on a study done by dr. james guillen, who has studied this program for five years, and he shows that a man in this program is 80% less likely to come back to jail for a violent act. >> and you can see the violin impacted has on the folks inside. as the sheriff said, it is so, it is a risk that we took. -- you can see the violent impact it has on the folks inside. we had such a golden

opportunity, and we still do, both in the context of incarceration and here, and it can be done, folks. we are not satisfied yet. we have some great progress. but there is no ifs, ands, or buts. what a lot of work, we can start replacing punishment with responsive, effective, meaningful approaches in the context of education. i just want to share this one thing. i read this. i do not know if you have ever heard this. it was a restorative justice conversation. if a child cannot read, we teach them to read. if a child cannot do mathematics, we teach her how to do mathematics well. if a child does not know how to do well, we punish him. . stanislaw dems punishment for its own sake is a quick, easy

thing to do. it is much more difficult. thank you for your intentions. we are available to help. if you have questions, please let us know. >> actually, before we open up, we can then open up for a board discussion and comments. >> thank you so much for driving your all of the way from fresno. >> i am a superintendent and

school district. i am pleased to be here to speak on this. i want to talk about our experiences. when teacher just retired after 20 years. -- one teacher. she implemented this program and also directed and developed our para mediation program. she just really enjoy overseeing the restorative discipline program, and i rely heavily on her. her husband, ron, is a director

for a center. he also first developed -- he is known throughout the state, and he is known for the restored to justice. i want to talk a little bit about what it looks like in the schools. a very traditional system, a punitive system is where the punishment becomes the focus. what do korea minister when a student breaks a rule? he/she is not going to want to repeat this. that is what you typically see in the school systems. this becomes on the misbehavior of easily. the moment where the student is held accountable for the

violation of the role. but i want to share a story. what happens, there was an argument that ensued.

as i sat with emily and went through the questions, over the weekend, her family had become aware that a family member had become very sick to the point that -- maybe she wanted to be with her. when emily overheard the conversation, she was very discouraged, because her mother was undocumented. if her mother went to mexico, she was concerned maybe she would never see her mother again.

this is a way to acknowledge the students. and, of course, acknowledge that she was not aware of the situation, but when she became aware of it, she was willing to work with it. she is worried that you leaving and not coming back. so this is why i am such a proponent an advocate of this. there are rules that need to be non-negotiable, but when we look at those students as a whole, we find out that there is the risk behavior. i also find a process very empowering. many of our students lack the skills needed, and we do is we start the year with a very powerful process. this is to develop a respect

agreement in four quadrants, and the first one means how does a student display of respect for another classroom debate -- another classmate? another is how does a teacher and staff member show respect for the student, and finally, the facilities, the campus. the students develop this agreement. i go into the classroom, review it, the kids will sign it, and it is something they referred to throughout the school year. that is our foundation for this process, respect. some students learn how to navigate, and they're always the consequences. it is a very, very powerful process. i am open to any questions.

>> thank you. any board comments or questions? >> thanks, everybody, for being here. we will start with the questions about the school. tell us what experience you have when violence is involved? from my point of view, i am very supportive of this effort, but one of the things, the conundrum, we have this obligation that is difficult, making sure that students are safe in schools.

this is more like adult violence, so by removing the student from it, it is not only the best thing for that, but it is more done that it would be a larger number of students. if you have any insight into that, and then, another question that is related to that a little bit, asked the sheriff's department. >> first of all, let me qualify that it was a high-school principal. this is a very valid question. there is room for discipline in

the program that is non- negotiable. we ensure that the kids are safe, but there may be a suspension. say there is a fight, and that there is a consequence of suspension. the student is going to return to school, and the parties involved are not given a chance. how we can avoid it reoccurring, we have not really done that but administered punishment. let's say you have an agreement. what can you do in the future to keep that fight from reoccurring? and you have a follow-up. what is critical -- it does not happen overnight. they need to be checked in on an given guidance. are you keeping to your

agreement, creating rumors, giving them dirty looks, checking in to see that they are respected one another? so there are parts of the process that are non-negotiable. if a student, for example, brings a weapon to school, expulsion is the case in many situations, but i think for the most part, before we started discipline process, it should be part of that. >> if i may, i appreciate that, but i think one of the issues that we face, we're very interested in the situation. what usually is going on for us,

sometimes, what we struggle with is the students in that situation, when it does not go back to that. we might, and we have been working with students. we do not leave them unresolved. their actual conflicts. we want to get the students backed in the regular schools, and that is very difficult. that is a long-term issue and there is this feeling like things are restored. those kids, they're in another environment. i think that our staff needs strategy is to help us to address those when it is not

something like that. >> let me respond by saying this. it is a process. if you have this in the school system, students are seeking not authority. kids are looking for me or another adult, trying to abide a punitive consequences. an individual to come and sit with me and create the mediation process, so when they see it modeled by the adults, with smaller issues, then there are more likely to help you resolve conflict. it is a process. >> hi, commissioner wynns.

we work at george washington high. we have assisted in a program at the middle school, and definitely, some of the approaches have been integrated and we are available for the probation officers. we have said numerous meetings about it. what we're doing in the jail has been replicated, ironically more out of state than in our own backyard, but the sheriff and the of a share from more than happy to have further discussions. now, it is interesting when you talk about the restored to violence part.

but even with the restored to the approach in the context of the jail, there is a fight that is a threat. we will, as much as possible, without compromising the safety and security of that community, have a restorative approach. we will separate that person, because you cannot compromise the safety of the community where the students. and it is a victim driven program. what does the victim want to prove sometimes a survivor does not want to engage. but the studies show that once they do, and it is done, and it is authentic, it is a very long process sometimes. there is an enormous amount of

community satisfaction. there is something that we have not talked much about. it is really important for us, and i have to say that some of this information is not current. however, in the years that i have paid more attention to what was going on, and happily sometimes, because there were problems, but one of the issues is that there was an inherent tension with the people running the schools and just like in the county jail, they are in and out, and they are not there that long. they're not able to supervise the way that we want to.

they do not get to go to class. this gives us an opportunity we have not discussed before to make sure there is some discussion about restorative process. >> you mean ygc? >> yes. president kim: commissioner maufas. commissioner maufas: i already have my own knowledge, but we already know a lot.

the whole community has come forward. can you speak to what that shift has been, from going to a site location, a school, or a facility? because i think that is an imperative before really the restorative process and services, interaction, can begin. can we all speak a little bit to how that shift happens? and then, regarding the turnover that happens, not everyone is aware of the community, and that has happened in our schools. kids graduate,