Final Prototype

• Color-coded display of student data for attendance, administrative referrals, and academics to show when a student's data is trending positively, negatively, or remaining neutral

• Ability to schedule circles that will appear on participating student's data so trends can be compared to the implementation of the circle

• Ability to send alerts to other support specialists in the school and/or recommend students to the school's Intervention Team if more interventions are deemed necessary for a student

• The second testing session took place in a large science classroom in Wake Forest Middle School, Wake Forest, North Carolina.

• Each of the three testers had a laptop with to be able to use our prototype. Jackie Healey observed and facilitated tester #1 on her own. Brian Barrett observed and recorded tester #2 and #3. David Russo facilitated tester #2 and #3. Alex Conte observed and took notes on all testers depending on where they were in the testing process.

The participants consisted on three Wake Forest Middle School Teachers from varying subject areas and grade levels. Each teacher had more than 5 years of teaching experience and had been trained in the use restorative circles as well has had experience in their implementation.

1. Tester #1 - 22 years teaching experience English Language Arts in 6th-8th grade, currently teaching 7th grade ELA, attended training in restorative circles and has implemented them in her classroom

2. Tester #2 - 11.5 years teaching experience in English Language Arts and Social studies in 6th-8th grade, currently teaching 7th and 8th grade ELA and social studies, attended training in restorative circles and has implemented them in her classroom

3. Tester #3 - 17 years teaching experience in Science in 6th-8th grade, currently teaching 7th grade science, attended training in restorative circles and has implemented them in her classroom

• Can teachers determine positive or negative trends using student data following the implementation of circles?

• Can teachers evaluate data points and trends in student data to determine if the implementation of a restorative circle was successful?

• Can teachers identify students who need further interventions provided trends in student data?

*The following is the task information that was provided for the second round of testers. It was updated after the first testing session to alleviate some initial confusion that testers had. It was made clearer when the circle was completed following the conflict, who was involved in the conflict. We also clarified when circle information was initially imputed, and that the testing session would be taking place two weeks after the initial circle.

Restorative Justice Circle Information:

1. Restorative circles are a tool that teachers, administrators, and restorative justice county officials are being trained to implement into schools to practice relationship building skills to strengthen relationships and connections within communities. Ultimately, WCPSS is implementing circles to reduce, prevent and improve harmful behavior within schools.

2. Restorative circles work by having participants and a facilitator sit in a circle. Norms are established, and a talking piece is shared, which allows one participant to speak at a time. The facilitator asks meaningful and thought-provoking questions to the participants that allow them to share thoughts and insights either to get to know each other better, or to get to the root of an issue.

You are a 7^th grade science teacher at Wake Forest Middle School. Two weeks ago, you had 3 students who were involved in a bullying incident. You completed a circle with the students the next day.

Incident Background:

Tanya Sandler and Brittany Ballard were making fun of Carla Henderson's new haircut during group work. You completed a circle the next day to resolve any conflicts between the students. You checked in with Carla once since the circle and she says that she is "fine," but you want to be sure that this incident isn’t continuing to affect the girls.

Task:

1. It is two weeks after the bullying incident, use the Circle Keeper program to determine the success of your circle.

2. Determine which students the circle was successful or unsuccessful

3. Share your thoughts and feelings out loud as you progress through CircleKeeper

Data collection was taken both through hand-written notes, and video and audio recordings. Video and audio recording information was only taken from testers #2 and #3, thus verbatim statements will only be used from these two testers.