25
Early Warning Systems Opening Strong! Conference
Early Warning Systems Opening Strong! Conference
Connecting Restorative Practices
to Early Warning Systems
What are Restorative Practices?
An emerging social science that studies how to
strengthen relationships between individuals as well as social connections within
communities.Restorative practices is being applied in the following settings:
• K-12 and Higher Education• Community Health• Organizational Leadership• Criminal Justice• Counseling and Social Work
Benefits of Restorative
Practices
Through participatory learning and decision making, restorative practices help to:• reduce crime, violence and
bullying• improve human behavior• strengthen civil society• provide effective leadership• restore relationships• repair harm
What is an Early Warning
System?
Early Warning Systems (EWS) combine predictive
student data with a response system to
ensure that all students have the support in order
to be on-track to high school graduation and
post-secondary success.
Benefits of EWS
SCHOOL & TEACHER
• Provide teachers an opportunity for collaboration that ensures more individuals are involved in the success of students.
• The structured EWS process keeps data at the forefront and ensures that student needs are met and impactful work is recognized.
STUDENTS• Students are provided the
environment and support system that pushes them to not only stay on-track for high school graduation, but to continually push toward high achievement.
• Students discuss with adults what their goals are, are reminded if they start to slip, and are supported so they can achieve at higher levels.
Making Connections To EWS
TRUST STRONG RELATIONSHIPS
COLLABORATION
TEAMWORK RESPONSIVE TO STUDENT
NEEDSPROACTIVE
ENGAGEMENT
REQUIRES A MINDSET SHIFT
Pillars of Restorative Practices
Essential Elements Understanding
FUNDAMENTAL HYPOTHESIS
•Human beings are happiest, healthiest and
most likely to make positive changes in their behavior when those in positions of authority do things WITH
them rather than TO them or FOR them.
SOCIAL DISCIPLINE WINDOW
FAIR
PR
OC
ESS
Affiliate
Engage
Stop, look,
listen
Stay away
Comfort
Get rid of
Get away
AttackAFF
ECT
THEO
RY
REI
NTE
GR
ATI
VE
MA
NA
GEM
ENT
OF
SHA
ME
UN
DER
STA
ND
ING
SH
AM
E A
ND
A
FFEC
T
FUN
DA
MEN
TAL
HY
PO
THES
IS &
SO
CIA
L D
ISC
IPLI
NE
FAIR
P
RO
CES
S
RES
TOR
ATI
VE
PR
AC
TIC
E C
ON
TIN
UU
M
Making Connections
TRUST STRONG RELATIONSHIPS
COLLABORATION
TEAMWORK RESPONSIVE TO STUDENT
NEEDSPROACTIVE
ENGAGEMENT
REQUIRES A MINDSET SHIFT
Agreements
Examining & Analyzing
Reflection & Refinement
Facilitation
Supportive Climate
Making Connections
TRUST STRONG RELATIONSHIPS
COLLABORATION
TEAMWORK RESPONSIVE TO STUDENT
NEEDSPROACTIVE
ENGAGEMENT
REQUIRES A MINDSET SHIFT
Agreements
Examining & Analyzing
Reflection & Refinement
Facilitation
Supportive ClimateTiered Supports
Intervention
Stakeholder Voice
Proactive RP Practices
• Affective Statements – (tone & temperament; modeling)
• Affective/Restorative Questions – (how we illicit information & data to determine what happened and why; root cause/deeper dive)
• Small Impromptu Conferences – (addressing the problem in real time; tempering escalation)
• Circles – (group dialogue to build/strengthen relationships; student voice)
• Staff Development – applicable practices and protocols
Proactive/Responsive RP Practices
• Affective Statements – (de-escalation through tone; owning feelings)
• Affective/Restorative Questions – (inquiry without assigning blame; platform for “my story” to be heard)
• Small Impromptu Conferences – (promote understanding and platform to express remorse with minimal shame)
• Circles – (group problem-solving; safe environment for diverse emotions, thoughts, & feelings)
• Staff Development – (group problem-solving; safe space for hard conversations)
Responsive RP Practices
• Affective/Restorative Questions – (inquiry without assigning blame; platform for “my story” to be hear)
• Circles – (group problem-solving; safe
environment for diverse emotions & feelings)
• Restorative Conferences – (reparation of harm; re-integration into school community)
• Staff Development – (platform to repair harm and provide a path for reintegration into classroom)
Making Connections
• Classroom circles (whole school) to illicit thoughts, feelings, and ideas about student dress code policy.
• Classroom Circle to check for understanding of school rules.• Restorative questions/small impromptu conference helps to understand the why.
STUDENT DRESS CODE
• Restorative dialogue focus on intervention and solutions, rather than blame and shame.• Targeted circles with small group of students with common attendance issues that help
develop tools to help address absenteeism concerns.• Restorative conference after prolonged absence from the building to aid in re-integration
and agreements for success.
CHRONIC ABSENTEEISM
• Socratic Circles• Practices that build relationships as a foundation for cooperative grouping and student
teaming.• Strengthen communication practices.
ACADEMIC INTERVENTION
Fair ProcessAhead
Engagement
Explanation
Expectationclarity
Keys To Success
• Authentic school-wide effort.
• Leadership MUST set the tone for this mindset shift.
• Intentional allocation of time to foster these practices and support implementation.
• Alignment and refinement of school policies to include restorative languages, restorative practices, and restorative approaches.
• Sustained and continuous support for
use of restorative practices.
• Modeling of practices by school leaders.
• Doing this WITH, rather than TO and FOR.
