Tier 3 of the MTSS framework is designed for students with the most significant behavioral challenges, requiring individualized and intensive support. For these students, traditional disciplinary approaches—such as suspensions and expulsions—are often ineffective and can exacerbate underlying issues. Restorative Practices (RP) provide a more humane and constructive approach to addressing severe behavioral concerns by focusing on healing, accountability, and reintegration.
In this post, we will explore how Tier 3 Restorative Practices can be used to provide intensive, individualized interventions that promote healing and prevent students from being marginalized.
What Does Tier 3 Involve?
Tier 3 interventions are the most intensive supports in the MTSS framework, reserved for students who have not responded to Tier 1 and Tier 2 interventions. These students may exhibit chronic behavioral problems, experience significant conflict with peers or teachers, or face emotional challenges that interfere with their ability to succeed in school.
Restorative Conferences: A Key Tier 3 Intervention
One of the most powerful tools at Tier 3 is the Restorative Conference, a formal process that brings together the student who has caused harm, the affected parties, and a trained facilitator. The goal of the conference is to repair relationships, hold the student accountable, and create a plan for moving forward.
Restorative conferences follow a structured process that includes:
Pre-conference Preparation: Before the conference, the facilitator meets with the student who caused harm and the affected parties separately. This allows everyone to prepare emotionally and ensures that the conference is productive.
The Conference: During the conference, all parties come together to discuss the incident. The student is given an opportunity to explain their actions, while the affected parties share how they were impacted. The focus is on accountability, empathy, and making amends.
Creating a Plan for Repair: At the end of the conference, the group works together to create a plan for repairing the harm. This plan might include actions like apologizing, participating in community service, or agreeing to specific behavior goals.
Research shows that restorative conferences are highly effective at reducing recidivism and improving relationships between students and staff. A study by McCold and Wachtel (2002) found that 89% of participants in restorative conferences felt that the process was fair and that it helped them move forward.
Individualized Support through Restorative Practices
For students with chronic behavioral issues, Restorative Practices can provide the intensive support they need to succeed. In addition to restorative conferences, schools can implement individualized interventions, such as:
Restorative Counseling: One-on-one restorative sessions with a counselor can help students reflect on their behavior, identify the root causes of their actions, and develop strategies for making better choices.
Behavior Contracts: Students can work with teachers and administrators to create behavior contracts that outline specific goals for improving behavior. These contracts should be restorative in nature, focusing on how the student can make amends and rebuild trust with the school community.
Family Involvement: At Tier 3, it is crucial to involve families in the restorative process. Family members can participate in restorative conferences and support their child in implementing the repair plan.
Restorative Justice: A Framework for Healing
Restorative Justice (RJ) is a philosophy that underpins Tier 3 Restorative Practices. While RP focuses on building relationships and addressing behavior, RJ emphasizes healing and justice. For students who have caused significant harm, restorative justice offers an alternative to exclusionary discipline by providing a path to accountability and reintegration.
RJ practices include:
Community Conferences: In cases where a student's behavior has affected the entire school community, community conferences can be held to address the harm and create a collective plan for repair.
Reintegration Circles: For students returning to school after suspension or expulsion, reintegration circles provide a structured way to reenter the school community. These circles allow the student to express their feelings, apologize, and rebuild relationships with their peers and teachers.
The Benefits of Restorative Practices at Tier 3
When implemented effectively, Tier 3 Restorative Practices offer numerous benefits:
Reducing Exclusionary Discipline: RP provides an alternative to suspensions and expulsions, keeping students in school where they can receive the support they need. This is especially important for students from marginalized groups, who are disproportionately affected by exclusionary discipline practices.
Healing Relationships: Restorative Practices focus on repairing relationships, which is key for students who have caused significant harm. Rather than isolating students, RP encourages them to reflect on their actions, make amends, and reintegrate into the school community.
Empathy and Accountability: Tier 3 interventions emphasize personal accountability while also fostering empathy. Students learn to understand how their actions have impacted others, which can lead to meaningful behavior change.
Improving School Climate: By addressing the root causes of behavioral problems and preventing recidivism, Tier 3 RP interventions help improve the overall school climate. Students feel more connected to their peers and teachers, and incidents of conflict are reduced over time.
Implementation Tips for Tier 3 Restorative Practices
Invest in Specialized Training: Tier 3 interventions, such as restorative conferences and individual counseling, require facilitators with specialized training. Schools should invest in professional development for staff members to ensure they can implement these practices effectively.
Engage Stakeholders: Involve families, community members, and external support services in the restorative process. Tier 3 interventions are more successful when the student receives support both at school and at home.
Monitor Progress: Collect data on student behavior, participation in restorative interventions, and overall school climate. Use this data to evaluate the effectiveness of your Tier 3 interventions and make adjustments as needed.
References:
McCold, P., & Wachtel, T. (2002). Restorative Justice Theory Validation. Restorative Practices E-Forum.
Armour, M. (2016). Restorative Practices: Righting the Wrongs of Exclusionary School Discipline. Youth Violence and Juvenile Justice.
Internet Resources:
International Institute for Restorative Practices (IIRP)
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