Resources for The Ready to Return Conversation
Read tips and guidance for the interview process, along with helpful steps and templates to guide you through various scenarios. Your own saved interview must be uploaded into Branching Minds.
Ready to Return: root cause interview
Documenting Your Efforts
All schools have a system to monitor their efforts towards intervention. Documenting efforts to establish a history of interventions is critical not only to save time--avoiding redundancy and unsuccessful strategies-- but more importantly, to enable schools and school teams to understand what has transpired on behalf of a student.
CPS uses Branching Minds as the main platform to capture intervention efforts, be it a strategy or a service. Within Branding Minds, you can find:
- The Ready to Return Root Cause Interview. The template can be found within the platform. There, a copy will be made, it will be completed, and then uploaded to the recipient student’s file.
- Attendance strategies and services. Schools should look at the ES/HS Interventions, Strategies, Support Plan, and PM Library with attendance, or more specifically, chronic absenteeism in mind.
Purpose
The Ready to Return Protocol promotes a discussion to identify and develop support systems that address the root cause(s) of a student’s absences. It offers a prioritized framework for the student's return to the school community, reaffirming that the student is welcome. Additionally, it creates a documented plan for both short- and long-term support.
Key Participants
Ideal participants include the student, counselor, school psychologist, social workers, a representative teacher, a trusted adult, parent/guardian, and other school staff, as schedules allow. A student's absence provides additional guidance on who should participate. Depending on the student's situation, a parent or guardian may also participate. Refer to the table below for common types of absences and suggestions for participants.
Systems that are Integral to the Ready to Return Protocol
Schools supporting a student’s reconnection will benefit from establishing clear systems and protocols before the student leaves the building. The list of supports below is not required for all schools to develop, but all have been identified as contributing to a consistent and welcoming reconnection process.
Recommended Adults to participate in the Student’s Return
Upon learning that a student has returned to school, identified individuals should be informed and prepared to initiate engagement. Potential participants should be aware of their roles and entry points in the ready-to-return protocol, based on the student's absence.
| Common Types of Absence and Suggested Participants (not exhaustive) | |
|---|---|
| Types of Absences | Suggested Participants |
| Hospitalization/Illness: Health concerns | Counselor, Social Worker, Homebound Coordinator |
| Travel/Immigration: Overseas visa renewal, overseas travel | Counselor |
| Trauma: Death in the family, relocation due to abuse or domestic violence | Counselor, Social Worker, Dean, Student Support Interventionist/Advocate |
| Physical/Mental Health: Returning from Homebound, psychiatric treatment, Virtual Academy | Counselor, Social Worker, Nurse, Administrator, Homebound Coordinator |
| Other high-risk Circumstances: Absent for 10+ consecutive days, weeks, or more, returning dropout, SOAR participant, refugee, Newcomer SLIFE status, STLS, gap in school enrollment; chronically absent due to unspecified reasons (not consecutive) | STLS Liaison, Counselor, Administrator, Student Support Interventionist/Advocate, Special Education Case Manager |
| Disciplinary Reasons: Safety Transfers, returning from expulsion, suspension | Counselor, Dean, Administrator, Student Support Interventionist/Advocate |
Readying the Adults
Returning students may carry visible or invisible burdens from their time away. As such, the presence and behavior of adults during this reintegration process are critical. Adults must be ready to provide warmth, understanding, and consistency, regardless of the reason for the student's absence.
Types of Re-Engagement Conversations
Ready to Return Conversation
Goal: Root Cause Understanding
When to Use:
- Tailored for student situations
- Can be used in whole or in part
- Purpose is to determine the root cause of a student’s absences so a plan can be established to remove, address, accommodate, or acknowledge the barrier
Restorative Reconnection Conversation
Goal: Re-entry After the Event
When to Use:
- Specific to the student situation
- Should be used in full
- The purpose is to bring together all stakeholders who are involved in the return of a re-entering student, typically, justice-involved, so supports can be attached and transition can be successful
Restorative Conversation
Goal: Root Cause Understanding & Creating Shared Agreements
When to Use:
Used to resolve and create shared agreements for a situation wherein individuals may have a disagreement or a disconnection when working together or with others