Use function-based thinking (access vs. escape, direct vs. socially mediated) to form a working hypothesis about what a behavior is accomplishing and whether adult responses may be maintaining it.
Distinguish restorative consequences from punitive ones by asking what the response repairs, reteaches, or practices, and what active responsibility it asks of the student.
Apply the FAIR framework (function, accommodations and modifications, interaction strategies, response strategies) to build and revise a plan for one student, including when to intervene, fade, or remove supports.
Identify the building-level systems elements, such as restorative language, clear expectations, initiative alignment, hiring, and staff and youth voice, that help restorative practices hold across a whole school.
