Findlay Middle School adopts restorative sessions in place of in‑school suspension; 29 students have participated

Findlay Middle School staff told the Huntington Union Free School District Board of Education on Jan. 13 that the school has replaced its in‑school suspension (ISS) room with a restorative room and has completed 29 restorative sessions since the model was implemented in September 2024.

The presentation, delivered by Ms. Rofel and Amanda Schaeffer, dean at Findlay Middle School, described a process that begins with parent contact and an investigation, followed by an independent student reflection, one‑on‑one work with a counselor or restorative facilitator, a research project tied to the offense, and a final presentation to affected staff and administrators.

The district said the aim is to repair relationships, promote accountability and teach students how to make different choices. "This gives the students an opportunity to really think about what they had done," Amanda Schaeffer said, describing the independent reflection and structured conversation with a counselor. Presenters emphasized that the restorative room retains academic work while adding activities and adult‑led reflection instead of isolating students for the day.

School leaders told the board the program grew from earlier restorative circles work and pilot visits to other districts. The presenters credited teachers and counselors who rotate through the restorative room and said the room was renovated with rugs, flexible seating and a smart board to support presentations and learning. Ms. Rofel said there is always an adult in the room and a "revolving door" of staff who come in to support students during the day.

Findlay provided monthly participation counts for the program (not including January): September, 9 students; October, 14; November, 10; December, 3; total reported 29. Of those 29 students, six returned for additional sessions; five returned for different offenses and one for the same offense, the presenters said. The school also reported that overall ISS write‑ups have declined since the program began.

Presenters described the range of behaviors referred to restorative sessions (pushing, shoving, physical altercations short of full‑scale fights, racial slurs, inappropriate social‑media posts, inappropriate language and theft) and said repeat offenders may be referred automatically to the Huntington youth court. "The youth court . . . has a defense attorney, a prosecutor, a jury and the students come up with consequences," Ms. Rofel said, describing community‑based sanctions such as community service or educational classes.

Board members asked about staffing and parent reaction. Presenters said facilitators include Angela Wilshaw, three guidance counselors, Catherine Costa and Mary Di Benedetto (social worker/psychologist roles were named in the presentation), plus an aide who is present in the room during the day. Presenters said parents contacted about the process have been supportive and that teachers who observe sessions report stronger relationships with students afterward.

Presenters cautioned that restorative practice is not a replacement for all consequences: some offenses still require formal discipline or out‑of‑school suspension, and those students return and spend their first day back completing the restorative process. School staff described plans to expand supports for students with school‑avoidance or anxiety concerns.

Why it matters: Board members framed the program as a substantive change in disciplinary practice that aims to reduce repeat incidents and strengthen school‑community relationships. The district said the model supports reentry to class with staff and students having already addressed harms and expectations.

The board did not vote on the presentation; it was received as information.