3 Tiers of Restorative practices

I came across this diagram explaining three levels of intervention as it applies to the use of Restorative Practices.

For those involved in School-Wide Positive Behaviour Support or PBIS, this diagram will be very familiar!!

It is really the same idea as the triangle of universal, secondary and tertiary SWPBS interventions.

In simple terms, the three ties of intervention using restorative practices are as follows:

• School-Wide Prevention Practices include the
  • use of affective statements
  • extensive use of circles for a wide range of everyday purposes
  • and all the SWPBS universal interventions
• Managing Difficulties includes
  • the use of the restorative questions
  • more use of circles focused on existing and/or emerging issues with selected students
  • restorative meetings
• Intense Intervention includes
  • restorative conferences

The diagram is from Restorative Justice - a working guide for our schools - a sound, easy-to-read guide to implementing what some call "restorative practices" at the school or school district level.

Explicit teaching & positive reinforcement of expectations

One school's example

The expectations of Tasmania's Evandale Primary School are based on PURRing!!  Students are explicitly taught to P.U.R.R.

• Perseverance: 
• By always trying our best and taking pride in our achievement.  
• Learn all we can by listening, participating and completing work on time
• Understanding: 
• For each other, being courteous, cooperative and friendly
• Respect: 
• Our school - by keeping classrooms and grounds clean, tidy and free of litter, vandalism, graffiti.  
• Respect other people - their feelings, personal space and property
• Responsibility: 
• Care for our equipment.  
• Follow established classroom rules and routines.  
•  Work, move and play safely

Students receive recognition of positive behaviour with PURR points:

• 20 = icy pole; 
• 40 = classroom book; 
• 60 = small prize; 
• 80 = passport to help out in another class; 
• 100 = recognition morning tea.

This positive reinforcement scheme is a nice example of using "free and frequent" reinforcement to build a continuum of recognition.

Thanks to Deb Rigby at Evandale for sharing her school's great practice!