Restorative Practices***

Relational Practices***

What are Barriers to Staff Buy-in?***

Our Role***

National Educators for Restorative Practices

60 Sec. Relate Break: A 60 Second Relate Break is similar to a typical “brain break” that takes place in the classroom. The teacher presents a question to the class. Sets a timer for 60 seconds and guides students to start sharing in a “turn and talk” manner to those around them. The teacher walks around the class listening to students share their responses. At the end of the time, the teacher shares their personal response to the prompted question so students can learn about you. Focus on students learning about each other and you learning about them!

90 Sec. Spark: A plan for teachers to create opportunities to build and sustain relationships with students by developing a plan to “Meet-n-Greet" their students in a way that is genuine and authentic. In addition, this plan provides a structure to provide a positive interactions between students to increase the “positive energy” in the classroom. Focus on students experiencing and demonstrating care and empathy during these interactions!

2 Min. Connection: Invest two minutes by having students stand around the room (NOT in a circle) for a “Stand and Share” session. Pose a question(s). Set a timer. Teacher shares first. Pick direction and guide students to respond to the prompted question by a head turn making sure students feel safe to share but are not required. The physical space between students and teacher will allow students to connect with others as they listen to students respond to the question(s). Focus on students learning about each other and you learning about them!

Pulse Meter:A tool to use with students that helps develop a students own social and emotional vocabulary by allowing them to choose a color, number or some other scale that will help them describe their current state of emotions. These are great tools to check-in, check-up or check-out with students. Focus on allowing the students to feel safe in sharing their “pulse” when these tools are utilized in the classroom!

Treatment Agreement:This is a three section social compact that is introduced into the classroom to help establish norms and guidelines on how we treat each other. Classroom communities have found this to be a powerful tool that empowers students and teachers to develop a sense of ownership and accountability and within the classroom space. Focus on using this as a redirect tool and extending this concept into a weekly Relationship Goal for students to strive to improve the way they treat each other.

Powerful Proactive Tools to Build and Sustain Relationships.

6.0 Connection Toolkit

GTKY Circles:These classroom circles are designed to build community by getting to know each other while in the shape of a circle. These are non-content based circles where students are encouraged to share responses that are fun and enlightening. These are not trauma based or deep-ended circles. The circle components consist of 3-5 guidelines, a talking piece, and 4 GTKY questions. Focus on creating a safe space where students can pass if they need to but have a voice when it is their turn!

Name: _________________________

Grade: _________________________�

Date: _____________________________

Connection Plan

ToolM

ondayTuesday

Wednesday

ThursdayFriday

60 Second Relate

Break

2 Minute C

onnection

90 Second Sparks

Treatment Agreem

ent&

Relationship G

oal

Pulse Meter

Give Me 10Instructions: Generate 10 simple, fun, shallow get-to-know-you questions for you and your students to answer below.

Get To Know You Questions

© NEDRP Consultants

Taking Tools Outside the Box & Make them your own…

How to…

60 Second Relate Breaks (Turn and Talk)

2 Minute Connections (Stand and Share)

Step 1: Pose a question to the class. Step 1: Have question(s) prepared.

Step 2: Set timer for 60 seconds, and allow students to turn and talk with their immediate neighbors. If responses take less than 60 seconds, guide students to continue conversing about school appropriate content.

Step 2: Set a timer for 2 minutes. Have students stand and form a square/rectangle in the classroom. Proactively, inform students the direction (left or right) of our conversations.

Step 3: As students are sharing and discovering their peers, walk around the classroom listening to the conversations. Simultaneously, learning about your students.

Step 3: As the teacher, you share first.

Step 4: When the timer sounds, redirect students to wrap up their conversations.

Step 4: (Talking piece is optional) After you share, look in the direction of the student who will share after you. Remind your students that the head turn will signify the passing of your voice. Remember, students may pass.

Step 5: As the teacher, you share last. Step 5: Listen to your students responses as they share to make connections.

Taking Tools Outside the Box

Make these tools your own!

60 Second Relate Breaks (Turn and Talk)

2 Minute Connections (Stand and Share)

Transfer your creative ideas and bring this to you small group breakout during 2 Minute Connections!

�

MONDAY

TUESDAYW

EDNESDAYTHURSDAY

FRIDAY

Build -a- Spark

Select at least 2 options from

your Spark M

enu (E.g.1 m

ovement & 1

Touch; or 1 m

ovement, 1

touch, & 1 verbal interaction).

Consider using an Enhancer to add another layer of fun or depth to your Sparks!

Turn to your neighborHigh Five

Say, “Good m

orning” or “G

ood afternoon”Sm

ileQ

uote

Video Clip

Music

Tangible Object

•Hand each student a Post-it Note or Popsicle stick with another student’s nam

e on it as they enter the classroom.

•Use 4 colors and designate a different color for each desk. Identify which colors should interact for Sparks.

•Hand each student a playing card from

a deck of cards. Randomize based on suits, num

bers, colors, etc.•

Request students to interact with more than 1 student for Spark to increase opportunity for all students to experience Sparks with

different students. (E.g. Spark with 3 students)

Meet-n-Greet

Ways to randomize

Positive Spark Plan

Spark Menu

Movem

entTouch

Verbal InteractionNonverbal Interaction

Enhancer (Optional)

Big Spark PlanAdm

in/Leadership to Staff 1. 2.

3.

Staff to Staff 1. 2.

3.

Treatment Agreement

How we treat each other...

But when this doesn’t happen, we need to ‘Make It Right’ by:

AND We will commit to a weekly RELATIONSHIP GOAL.

What Circle is NOT!

Teachers

• Circle is not used to fix kids or classroom issues and is not a substitute for classroommanagement. When a teacher wants to say “Circle does not work,” ask yourself, whatwas it supposed to do?

• Circle is not therapy. Although at times it can be therapeutic, it is not designed toget to a student to reveal deeper issues.

• Circle is not counseling. Just listen!• Circle is not a time to evaluate a student’s response to an answer, or coach a

student to the answer we want or think they should share.• Circle is not conducted to make students cry. The success of a circle cannot

be determined by its depth or brevity.• Circle is not used to force students to share. Students may pass at any time.• Circle is not designed to facilitated without a plan. Just like a content lesson…

don’t “wing-it.”• Circle does not have a formulated outcome. Let the circle take its shape by

remembering that the questions start the circle but the answers shape the circle.• Circle is not an expenditure of time, it is an investment. Learning about WHO is in my

class can be more crucial at times than the lesson. Connections before content!

Students

• Circle is not a time to be on stage or be silly. Speak from the heart but don’t beKevin Hart.

• Circle is not mandatory; a student can opt out and Pass!• Circle may not be a time to share things that are confidential or traumatic in nature.• Circle is not all about solving problems. Focus on getting to know each other!• Circle is not a time to judge other students’ responses. Don’t laugh or make fun

of other students.• Circle is not an excuse to miss classes.• Circle is not always teacher led. Work towards students leading circle!• Circle is should not be a scary process. Trust the process and focus on building

relationships as the key driver allowing organic outcomes to naturally come to thesurface.

• Circle is not an assignment. Teachers should not be judging, grading responsesor reluctancy to participate.

�

Get T

o K

now

You

Circles

GT

KY

Circle C

reatio

n T

emp

late

Talking Piece: ________________________________________________________________

Circle G

uidelines: (R

em

em

be

r to g

et s

tud

en

t bu

y-in

with

Gu

ide

line

s)

1.2.3.Get To K

now You Q

uestions: (S

ha

llow

- Sh

allo

w - S

ha

llow

- Sh

allo

w)

1._____________________________________________

2._____________________________________________

3._____________________________________________

4._____________________________________________

Get To K

now You Q

uestions: (S

ha

llow

- Mid

dle

- Mid

dle

- Sh

allo

w)

1._____________________________________________

2._____________________________________________

3._____________________________________________

4._____________________________________________

GTKY

GTKY

Themed Get To Know You Circles Themed GTKY Circle Creation Template

Circle Theme: _______________________________________________________________________

Talking Piece: _______________________________________________________________________

Circle Guidelines: (Remember to get student buy-in with Guidelines)

1.

2.

3.

Get To Know You Questions:

1. _________________________________________________________________________________

2. _________________________________________________________________________________

3. _________________________________________________________________________________

4. _________________________________________________________________________________

Themed Themed

GTKY Circle Guide

Components

Do you have a GTKY Circle plan?

Alternate Academic Plan/Alternate Placement Prepared

Review Circle Guideline(to determine if students are ready to circle) Remind students that participating in Circle is voluntary

Review the Pass - Students DO NOT have to share

Redirect any student that is not ready to circle to alternate assignment or alternate classroom

Invite Students to Circle Physically Move into the Circle

(Once Seated) Welcome/Thank Participants to Circle and Review Guidelines Again

Review Three Ways to Actively Participate in the CircleFocus on Not Speaking without the Talking Piece by: Being an Active Listener Raising Hand for Clarifying Questions (3) Thumbs up/Thumbs down

Introduce your talking piece

Begin your GTKY questions

Question Round - (Start in the shallow end) Pause/Give Think Time Pass Talking Piece Right or Left - DO NOT Zig Zag or Toss Suspend the talking piece to have open discussions Don’t Teach/Judge Responses - “Take off Teacher Hat” Only Interrupt if Violations of Guidelines Occur If student violates - remind them that they chose to join in circle signifying they were “ready” to be held accountable to the Circle Guidelines. Create self-accountability!

End Circle by asking students to reflect on one new thing they learned about their teacher or classmates today. Thank them for sharing!

Why We Circle?

Teachers• Listen! Take your “teacher hat off” and listen from your heart and not your head.• Relationships, Relationships, Relationships. Circle is a designated platform that

serves as the platform to proactively build, and reaffirm relationships.• Circle Time is an investment, designed to cultivate relationships, and build a strong

sense of community in the classroom.• Circle allows the teacher to become an active listener, while also

increasing vulnerability, and genuine empathetic moments.• Circle can be used to teach the soft skills. Listening, Reflecting, and Understanding

are natural bi-products of circle when done correctly, regularly, and with fidelity.

• Circle can be used as a creative way to teach content.• Using Circle to Check-in, Check-up, and Check out, allows the teacher to have an

in depth understanding of the student perspective.• Relationships built during circle, and engaging lessons can potentially result in

better classroom management.• Circle time creates a safe, nonjudgmental space, for teachers to value

student perspective and create a sense of belonging.• Circle can be used to connect quickly using the Two-minute connection or Step-in• Circle can be used to talk with student not to students.• To learn more about my students beyond the content setting in my classroom.

Students• VOICE! Circle gives every student the opportunity to share and have a voice

by respecting the talking piece.• Circle allows students to build relationships with one another.• Circle increases awareness, of circumstances and appreciation.• Circle is fun!• Circle is a safe place for students to share their perspective and learn from each

other.• Circle allows students to know more about their teachers and administrators.• Circle builds strong bonds and trust.• Circle can be a segway to friendships.• Circle helps students talk with adults.

Teacher:

Shepherding Protocol S

tudent:

Reflection

Questions

What can I already say about this child?

(complete before m

eeting with the student)

How

have your responses changed since the first tim

e you reflected? (complete

after meeting w

ith this student)

What do you find

challenging about this student?

What reaction does

this student typically get from

you?

What does this child

value? What is

important in his/her

life?

What does this child

struggle with and

what are som

e challenges this child has in life?

What is this child

proud of?

© N

ED

RP

Consultants

WHO WAS IMPACTED AND HOW?

How did this impact you and in what ways?

Who else do you think was affected and in what way?

RESTORATIVE CONVERSATION

WHAT ROLE DID YOU PLAY IN THIS SITUATION?

What part do you take responsibility for?

What could you have done differently?

WHAT CAUSED THIS TO HAPPEN?

Why do you think this happened?

What contributed to this?

Has this happened before?

BY FOCUSING ON JUST THE FACTS, WHAT HAPPENED?

What is going on with you?

Tell me about…

I am hearing…

I am concerned about…

(CONNECT WITH STUDENT)

Greet student with…

How are you?

Nice to see you…

I like your shoes/hair/clothing…

WHAT NEEDS TO HAPPEN TO MAKE AS RIGHT AS POSSIBLE?

What ideas do you have to make it right as possible?

What help do you need to make that happen?

© NEDRP Consultants 5/2019

Will 1.

2.

3.

Mr. McAfee 1.

2.

3.

Teacher 1.

2.

3.

It’s NOT About the Hat!

18

WHAT HAPPENED? (JUST FACTS)

STUDENT PREPARATION FORM

STUDENT NAME: ____________________________ DATE: ___________________

WHAT CAUSED THIS TO HAPPEN?

WAS ANYONE PHYSICALLY INJURED OR HURT? IF SO, HOW?

HOW ARE YOU FEELING ABOUT WHAT HAPPENED AND WHAT DO YOU NEED?

ADDITIONAL INFORMATION

© NEDRP Consultants 5/2019

HOW WERE YOU HARMED?

WHO WAS IMPACTED AND HOW?

FACILITATOR PREPARATION FORM

ADMINISTRATOR: ____________________________ DATE: ___________________

WHAT PART DO YOU TAKE RESPONSIBILITY FOR?

WHAT COULD YOU HAVE DONE DIFFERENTLY?

ARE YOU WILLING TO PARTICIPATE IN A RESTORATIVE CONFERENCE/CIRCLE? YES____ NO____WHAT DO YOU NEED TO MAKE THINGS AS RIGHT AS POSSIBLE?

ADDITIONAL INFORMATION

© NEDRP Consultants 5/2019

FACILITATORS NAME:Restorative Agreement Form

DATE:

PARTICIPANTS NAMES:

CIRCLE: FACILITATOR REVIEWS THE ROOT ISSUE OR ISSUES LEADING TO THIS CIRCLE

CONFERENCE: FACILITATOR SETS NORMS & REVIEWS THE FACTS FROM THE PREPARATION

DISCUSS THE ISSUE(S) AND POSSIBLY FEELINGS INVOLVED

DISCUSS THE NEEDS & REPAIRING THE HARM

DISCUSS HOW WE CAN PREVENT THIS FROM HAPPENING AGAIN (FUTURE)

LIST PLAN OF ACTION(S)

PLAN FOR SUPPORT/CHECKING IN

RECORD SPECIFIC TIME, DATE AND PLACE OF CHECK-IN

WHO WILL BE RESPONSIBLE FOR CHECKING-IN? (POSSIBLE INVOLVEMENT OF OTHER STAFF MEMBERS)

Agreement Signatures:I have read the above agreement, and understand all of the obligations in which I am responsible.

I intend to fulfill those obligations to the best of ability, and will ask for assistance if I cannot.

Participant Signature:

Participant Signature:

Participant Signature:

Participant Signature:

Facilitator Signature:

Staff Signature:

ADDITIONAL INFORMATION/NOTES

Re-Entry Circle Guide

How to prepare

Who should be invited

Circle roundsPlanning for the future

Accountability

Re-Entry Circles

The purpose of a Re-Entry Circle is to welcome and assist students in re-entering the school in a healthy and positive way after being

removed. Metaphorically speaking, a Re-entry Circle should feel like a big hug. In order to ensure a successful re-entry circle, careful consideration needs

to be given to the preparation and planning. How to prepare: The goal is to have the Re-entry Circle as soon as possible for the returning student. If at all possible to have it a day or 2 prior to the student's return, that would be best. Who should be invited: Re-entry circles should be conducted on the home campus, and those in attendance may include, but are not limited to:

• The student • Student's parents • DAEP representative • Student's teachers (remember it is voluntary) • Campus admin • Circle Facilitator • Support people identified by the student (may be a peer, custodian, community

member, counselor, etc.). Anyone the student already has a relationship with and can help assist with the transition plan.

Circle Rounds: The actual circle should allow for the same structure as a relationship building circle (i.e. talking piece, centerpiece, values, opening, closing) with an addition of a supports, needs and responsibilities round. With the addition of Supports, Needs, and Responsibilities Rounds; these are going to be question rounds that help identify the needs of everyone, and help the support team begin to formulate a plan for how the student will be supported and by who once back on campus. Planning for the future: After Supports, Needs, and Responsibilities are identified and assigned, and an idea is agreed upon for how the plan will be kept "alive," close the circle. Accountability: It is necessary to set a date/time to meet again to review how the plan has been going, and to make any necessary changes.

Re-Entry Circle Script

Welcome: Circle facilitator welcomes everyone and thanks the student for participating in this circle experience. Centerpiece: Whiteboard to symbolize a clean slate Talking piece: Dry eraser to go with the clean slate Opening Quote: “We repeat what we don’t repair.” Values:

-What is one thing/ you need in order to feel it’s safe to speak without judgement in this circle today? (i.e. patience, open-mindedness) -What is one value you are bringing to circle today to help everyone feel comfortable to share? (i.e. understanding, empathy, patience)

Icebreaker: Any question that can help participants see each other as human beings. (i.e. favorite superhero, ice cream, football team) Affirmation Round: “One thing I love about (insert students name) is _____” Level the playing field: Name a time when you made a choice you regret. Imagine someone was making a movie of your life. What part of the movie would you want them to edit out? (This lets the child know that adults were once in their shoes and also allows adults the chance to remember that everyone makes mistakes) What you bring to the table: Ask the adults in the room what they are willing to do to support the student (i.e. morning tutoring, greeting them in the morning, a cool down room) Needs (student and adults): -Student first: What do you need from each adult here in order to be successful? -Adults: What do you need from this student in order to help him be successful? Plan: What is the plan moving forward? Who is assigned to which roles? Closing: (Can vary) After Circle: How are we monitoring the plan? What are some dates we can meet again to discuss progress? Is everyone held accountable to their piece of the plan?

Re-Entry Circle Planning Guide

Welcome: _________________________________________________________________________ ____________________________________________________________________________________ Centerpiece: ______________________________________________________________________ Talking piece: _____________________________________________________________________ Opening Quote: ___________________________________________________________________ Values: ____________________________________________________________________________ ____________________________________________________________________________________ Icebreaker: ________________________________________________________________________ Affirmation Round: ________________________________________________________________ Level the playing field: _____________________________________________________________ ____________________________________________________________________________________ What you bring to the table: ________________________________________________________ ____________________________________________________________________________________ Needs (student and adults): ________________________________________________________ ____________________________________________________________________________________ Plan: ______________________________________________________________________________ Closing: ___________________________________________________________________________ After Circle: _______________________________________________________________________

Re-Entry Circle Preparation Notes

Things to remember: Needs already discussed: Concerns:

Re-Entry Circle Checklist

� Location confirmed

� Time confirmed

� Participants confirmed

� Met with student prior

� Met with adults prior

� Centerpiece

� Talking piece

� Script

Student Support Plan

Date: _______________

Time: _______________

Student: __________________________________________

Supports, Needs, Responsibilities Addressed:

Need #1: ___________________________________________________________________________

Need #2: ___________________________________________________________________________

Need #3: ___________________________________________________________________________

Need #4: ___________________________________________________________________________

Adults identified to support those needs:

Need #1: ___________________________________________________________________________

Need #2: ___________________________________________________________________________

Need #3: ___________________________________________________________________________

Need #4: ___________________________________________________________________________

Signatures:

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Traditional vs Restorative Practices

© N

EDR

P Consultants

Traditional Consequences

Restorative Practices

Violation of rules

Violations of relationships

Focus on establishing guiltIdentifies needs and obligations

No opportunity for rem

orse or am

endsO

pportunity to express remorse

and make am

ends

Accountability = Punishm

entA

ccountability = Understanding

impact repairing the harm

Expecting appropriate behaviorTeaching appropriate behavior

Troubled StudentsA

LL Students

Symptoms vs Problems

Symptom (Behavior) Symptom (Behavior)

Symptom (Behavior) Symptom (Behavior)

Problem Problem

Problem Problem

Outside the Box - Third Alternatives Outside the Box - Third Alternatives

© NEDRP Consultants 5/2019

NEEDS MAP

What does this student N

EE

D m

ore than anything else to be successful on your campus?

OU

TCO

ME M

AP

What are the outcom

es (changes) that you would like to see from

your struggling student to be successful on your cam

pus?

Needs Strategy/Plan

Outcome

What does this student need from you & others in order to be successful?

Before you decide on a strategy, be careful about your thinking: Taking the time to identify the desired outcomes means you can select a strategy that will

deliver them.

Differentiated Discipline Strategies/Needs/Outcomes (SNO)

© NEDRP Consultants 5/2019

What are the outcomes (changes) that you would like to see from your struggling student

to be successful on your campus?