While Tier 1 focuses on universal practices for all students, Tier 2 of the MTSS framework is designed for students who require additional support beyond universal interventions. These students may exhibit more frequent behavioral issues or struggle with conflict resolution and social-emotional skills. Restorative Practices (RP) at Tier 2 provide targeted interventions that allow students to repair relationships, reflect on their behavior, and develop the skills needed to succeed in a school environment.
What Does Tier 2 Look Like in MTSS?
In the context of MTSS, Tier 2 interventions are designed for students who are not responding adequately to Tier 1 supports. These students may not have severe, chronic behavioral problems, but they still require additional strategies to help them stay on track. Tier 2 interventions are often delivered in small groups or through structured programs that address specific needs.
Targeted Restorative Interventions for Students in Need
Restorative Practices are highly effective at Tier 2 because they offer a non-punitive approach to addressing behavioral issues. Instead of relying on traditional disciplinary measures like detention or suspension, RP emphasizes accountability, relationship-building, and repairing harm.
Restorative Mediation: Mediation involves a structured conversation between students who are in conflict, with a trained facilitator guiding the process. This intervention is particularly useful for students who are struggling with peer relationships or who have been involved in repeated conflicts. During the mediation, students discuss the impact of their actions, express their feelings, and work together to find a solution that repairs the harm. Research shows that mediation not only resolves conflicts but also helps students develop problem-solving skills and empathy for others (Gregory et al., 2016).
Small-Group Circles: For students with ongoing behavioral issues, small-group circles offer a supportive environment where they can reflect on their actions, share their feelings, and receive feedback from their peers and teachers. These circles are often held regularly—once a week or biweekly—and focus on teaching specific social-emotional skills, such as managing frustration, communicating effectively, and resolving conflicts. By providing a safe space for students to process their emotions, small-group circles help prevent further escalation of behavior problems.
Check-In/Check-Out (CICO): This intervention can be adapted into a restorative approach by incorporating reflective conversations between the student and a trusted adult. In the restorative CICO model, students check in with an adult at the beginning and end of the day to discuss their goals, review their behavior, and reflect on their progress. This process helps students build relationships with caring adults and take responsibility for their actions.
Aligning RP and MTSS Data
One of the key elements of MTSS is the use of data to identify students who need additional support. This is where RP can enhance the Tier 2 process. Schools can use data on office referrals, behavioral incidents, and peer conflicts to identify students who would benefit from restorative interventions. Restorative practices provide an opportunity for students to set behavior goals and track their progress over time. Teachers and school staff can collect data on the effectiveness of these interventions, ensuring that they are responsive to students' needs.
Success Stories: The Impact of RP at Tier 2
Schools that have implemented Restorative Practices at Tier 2 have seen significant improvements in student behavior and school climate. For instance, a study conducted by Anyon et al. (2016) found that students who participated in restorative mediation were less likely to reoffend and reported feeling more connected to their peers. By focusing on repairing harm and restoring relationships, RP offers a compassionate and effective alternative to traditional discipline.
Implementing Tier 2 RP in Your School
To implement RP effectively at Tier 2, schools need to invest in training and resources. Here are some steps to get started:
Professional Development: Provide training for teachers, counselors, and administrators on how to facilitate restorative mediation and small-group circles. This training should include strategies for de-escalating conflict and guiding reflective conversations.
Restorative Teams: Establish a team of staff members who are responsible for coordinating Tier 2 restorative interventions. This team can review data, identify students in need of support, and monitor the progress of restorative interventions.
Family Engagement: Involve families in the restorative process by keeping them informed about their child's participation in Tier 2 interventions. Parents and guardians can play a key role in reinforcing restorative principles at home.
References:
Gregory, A., Clawson, K., Davis, A., & Gerewitz, J. (2016). The Promise of Restorative Practices to Transform Teacher-Student Relationships and Achieve Equity in School Discipline. Journal of Educational and Psychological Consultation.
Anyon, Y., Farrar, J., Mauer, V., et al. (2016). Restorative Interventions and School Discipline Sanctions in a Large Urban School District. American Educational Research Journal.
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