Page 6 - Restorative Practices Implementation Guide - Introductory Version

Restorative Practices
During the Problem-Solving Process
Step 1: Problem Identi cation
• What problem behaviors are occurring most often?
• When and where are the problem behaviors occurring?
• Who is involved?
Step 2: Problem Analysis:
• Why are problem behaviors occurring?
• Fundamental Hypothesis of Restorative Practices
Step 3: Intervention Design – Develop a Restorative Practices Action Plan
• Prevent: Alter the environment (systems changes, i.e. rearranging classroom, etc.)
• Teach: New skills (replacement behaviors—remember common sense is not always common)
• Reinforce: Appropriate behaviors (new skills—remember positive reinforcement)
Step 4: Evaluation: Response to Intervention
Tier 1-3: Problem Identi cation, A Real Look
Of ce Referral Data
What are the most signi cant problem behaviors?
• Determine what behaviors result in the most referrals across all non-classroom settings.
Where are the problems occurring?
• Look at non-classroom locations: hallway, cafeteria, library, etc.
When are the problem behaviors occurring?
• Determine speci c times of the day: 7-8 a.m., 12:30-1 p.m.. etc.
Who is involved in the majority of the referrals?
• Which students are engaging in the problem behaviors?
• Is it most the students, or only a few?
• Which staff are writing referrals?
• Are most of the staff writing one or more referrals, or only a few staff?
Additional Data:
What consequences are being given and are they effective?
• Calling home, detention, out-of-school suspensions, etc.
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