The successful integration of Restorative Practices (RP) within the MTSS framework requires a collaborative effort among educators, counselors, administrators, and the broader school community. Just as MTSS relies on data-driven decision-making to provide tiered support, Restorative Practices depend on teamwork, reflection, and accountability to build a positive school culture. In this post, we’ll explore the role of collaboration and data in effectively implementing RP within the MTSS framework.
Collaboration: A Cornerstone of MTSS and Restorative Practices
Both MTSS and RP are rooted in the idea that schools function best when there is collaboration among all stakeholders. Below are strategies for fostering collaboration in an MTSS-RP framework:
Team-Based Problem Solving: Schools can form dedicated teams that include administrators, teachers, school counselors, and other staff members to review student behavior data and identify those who may benefit from restorative interventions. These teams should meet regularly to discuss progress and make adjustments to interventions.
Teacher and Staff Training: Successful implementation of RP requires that all staff members—teachers, administrators, and support personnel—understand and buy into restorative approaches. Ongoing professional development can equip staff with the skills needed to facilitate restorative circles, conferences, and other practices.
Student and Family Involvement: Engaging students and their families in the restorative process is crucial for building trust and accountability. Schools should create opportunities for families to participate in restorative conversations and support their children’s social-emotional growth.
The Role of Data in Integrating Restorative Practices
Just as MTSS relies on data to identify students who need additional support, Restorative Practices can benefit from data-driven decision-making. Schools should collect and analyze behavioral data to determine where and when to implement RP interventions.
Key data points to track include:
Behavioral Referrals: Tracking office referrals can help identify patterns of conflict or misbehavior. Schools can use this data to determine which students may benefit from Tier 2 or Tier 3 restorative interventions.
Restorative Practice Participation: Keep a record of students who participate in restorative circles, mediations, or conferences. Monitoring their progress can provide insights into the effectiveness of the interventions and highlight areas where additional support is needed.
Social-Emotional Learning (SEL) Metrics: Incorporate SEL assessments to evaluate students' progress in developing skills like empathy, conflict resolution, and self-regulation. These metrics can provide valuable insights into how Restorative Practices are impacting students’ social-emotional growth.
Benefits of Collaborative and Data-Driven RP
By using data to inform restorative interventions and fostering collaboration among staff, students, and families, schools can create a more supportive environment that addresses behavior holistically. This approach has several key benefits:
Improved Student Outcomes: Collaborative and data-driven RP helps ensure that interventions are tailored to students’ individual needs, leading to better outcomes in terms of behavior, academic performance, and social-emotional development.
Proactive Interventions: Data can be used to identify students who may be at risk of future behavioral problems, allowing schools to intervene proactively before conflicts escalate.
Increased Equity: When RP is implemented collaboratively and based on data, it can help ensure that all students—especially those from marginalized groups—are treated equitably and receive the support they need to thrive.
Implementation Tips
Data Review Protocols: Establish regular protocols for reviewing behavior and SEL data to ensure that RP interventions are effective. Teams should analyze trends and adjust interventions as necessary to meet students’ evolving needs.
Restorative Practice Liaisons: Designate staff members to serve as RP liaisons, responsible for facilitating communication between teachers, administrators, students, and families. These liaisons can help coordinate interventions and ensure that all parties are involved in the restorative process.
References:
Daly, B. P., Shin, R. Q., Thakral, C., Selders, M., & Vera, E. (2016). School-Based Restorative Justice as an Alternative to Zero-Tolerance Policies: Lessons from West Oakland. Urban Education.
Zakszeski, B. N., Ventresco, N. E., & Jaffe, A. R. (2021). Implementing Restorative Practices in Schools: Challenges and Solutions. Psychology in the Schools.
Internet Resources:
International Institute for Restorative Practices (IIRP)
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