The SLRP Framework | Student-Led Restorative Practices

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The SLRP Framework

Overview

The strongest improvements in student outcomes emerge at the confluence of a highly engaged learner and a highly effective educator. The ideal culture and climate, then, is one that creates learner engagement by maximizing student agency, autonomy, and empathy. And it’s one that supports educator effectiveness by freeing them up to focus on instructional delivery. Both of these strategies are brought to life through Student-Led Restorative Practices.

The intention of the Student-Led Restorative Practices framework is to invite a reimagining of the role of students in creating effective learning environments. SLRP does this by translating existing research and the collective experience of students and educators across the country into a set of tools that student-led Restorative Leadership Teams (RLTs) can use to identify their implementation strengths and weaknesses as well as to track progress along their journey toward improving student outcomes.

The framework is built around six competencies that correlate with improvements in building culture and climate: Leadership, Goals, Community Circles, Mediation Circles, Restorative Circles, and Continuous Improvement.

How To Use

This document is best used by the RLT with guidance from a facilitator specifically trained in its application. After receiving an orientation to the framework, each individual RLT member should fill out the Restorative Practices Quarterly Self Evaluation. Using the self evaluation instrument will reveal a score between 0 and 100, where a 0 indicates that the RLT is not at all focused (yet) on its restorative goals and a 100 which indicates that the RLT has mastered the behavior of focusing on restorative practices. Then the facilitator should lead the RLT through a process of collectively completing the self evaluation for the first time. This will create the RLT’s starting point data which, in addition to providing a measurable score, provides the RLT with clarity about its strengths and weaknesses relative to being focused on implementing restorative practices.

Student-Led Restorative Practices Framework
LEADERSHIP: The Restorative Leadership Team (RLT) is created and guides the implementation of restorative practices.
Does Not Meet Restorative Focus (0pts) Approaching Restorative Focus (5pts) Meeting Restorative Focus (10pts) Mastering Restorative Focus (20pts)
The RLT Does Not Meet Restorative Focus if any of the following are true: No items from the Does Not Restorative Focus column, and: All items from the Approaching Restorative Focus column, and: All items from the Meeting Restorative Focus column, and:
◻ A Restorative Leadership Team (RLT) has not been created.

◻ The RLT has not provided information to campus staff about restorative practices.

◻ The RLT has not received training on restorative practices.

 ◻ An RLT has been created, members have been selected, and the RLT has met a few times.

◻ Restorative practices are part of campus policies and procedures, including the student manual.

◻ The RLT has “buy-in” or support from central office and campus administrators to begin restorative practices implementation.

◻ The RLT has recommended and the principal has agreed to hire a coordinator to guide restorative practices implementation.

◻ The RLT has ensured a sense of ownership or support from the majority of campus staff to begin restorative practices implementation.

◻ Campus and district senior leadership teams have done intensive training to understand the whole continuum of restorative practice and philosophy.

 ◻ The RLT meets regularly and members actively participate in decision-making regarding restorative processes in order to change school climate and culture.

◻ A group of parents and/or community members has received training in restorative practices and at least one parent is a member of the RLT.

◻ The RLT has ensured a sense of ownership or support from at least 75% of campus staff to begin restorative practices implementation.

◻ Campus staff members, including administrators, use affective statements and affective questions when addressing students’ behaviors a majority of the time.

◻ Students, families, teachers, and community members were involved in the restorative practices planning and/or implementation process in such a manner that there is strong campus and community ownership of the RLT’s guidance of restorative practices implementation.

◻ Restorative practices are part of campus and district-wide policies and procedures, including all apprpriate manuals.

◻ Implementation of restorative practices has strong and visible support from campus and district senior leadership teams.
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GOALS: The Restorative Leadership Team (RLT) works collaboratively with students, staff, and community to develop goals.
Does Not Meet Restorative Focus (0pts) Approaching Restorative Focus (5pts) Meeting Restorative Focus (10pts) Mastering Restorative Focus (20pts)
The RLT Does Not Meet Restorative Focus if any of the following are true: No items from the Does Not Restorative Focus column, and: All items from the Approaching Restorative Focus column, and: All items from the Meeting Restorative Focus column, and:
◻ An RLT has not been created.

◻ The RLT has not adopted goals.

◻ The RLT does not use data in its creation of goals.

 ◻ The RLT has adopted no fewer than one and no more than five goals. Three is the recommended number.

◻ The RLT has adopted one to three interim goals for each goal.

◻ Each goal and interim goal describes a measure, population, starting point, an ending point, a starting date, and an ending date.

◻ The RLT uses school discipline data for goal setting.

◻ The goals are all focused on student outcomes (they all describe what students know or are able to do) as distinct from adult inputs, adult outputs, student inputs, and student outputs.

 ◻ The RLT’s goals address disproportionality.

◻ All RLT Members agree that the goals and interim goals are all SMART (specific, measurable, attainable, results-focused, timebound), will challenge the organization, and will require adult behavior change.

◻ The RLT uses the numbers of in-school and out-of-school suspensions, attendance rates, and discipline referrals by student populations for goal goal setting.

◻ The interim goals are all student outputs or student outcomes, as distinct from adult inputs, adult outputs, and student inputs. Interim goals are most commonly student outputs.

◻ All RLT Members agree that the interim goals are all predictive of their respective goals, and are influenceable by the RLT.

◻ Students, families, teachers, and community members were involved in the goals development process in such a manner that there is broad campus / community ownership of the RLT’s goals.

◻ Community Circles, Mediation Circles, and Restorative Circles are part of the regular daily and weekly classroom routine.

Notes: Notes: Notes: Notes:
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COMMUNITY CIRCLES: The RLT guides the use of Circles focused on creating connection and inclusion.
Does Not Meet Restorative Focus (0pts) Approaching Restorative Focus (5pts) Meeting Restorative Focus (10pts) Mastering Restorative Focus (15pts)
The RLT Does Not Meet Restorative Focus if any of the following are true: No items from the Does Not Restorative Focus column, and: All items from the Approaching Restorative Focus column, and: All items from the Meeting Restorative Focus column, and:
◻ Community Circles are not supported by the RLT.

◻ Campus staff have not received information on the use of Community Circles.

◻ Campus and district staff have received training regarding various uses of Community Circles such as:
  • Academic
  • Check-In
  • Celebration
  • Decision-Making
  • Gratitude
  • Integrity


◻ Campus staff members have facilitated Community Circles.

◻ The RLT has discussed which students might be recruited to become peer facilitators for Community Circles and have begun planning for their training.

◻ Several classrooms use Community Circles at least once per week.

◻ At least ten students have received training to facilitate Community Circles.

 ◻ The majority of classrooms use Community Circles at least three times per week.

◻ Community Circles have been used for Check-In and Celebration purposes.

◻ Students have co-facilitated Community Circles.

◻ Students, families, teachers, and community members were included in training and/or implementation of Community Circles in such a manner that there is broad campus and community ownership in and use of Community Circles.

◻ Community Circles have been used to discuss Academics and for Decision-Making.

◻ Students have facilitated Community Circles and have chosen the topics addressed.

◻ RLT members have led or co-led at least one training per year for students, families, teachers, and/or community members on Community Circles.

Notes: Notes: Notes: Notes:
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MEDIATION CIRCLES: The RLT guides the use of Circles focused on creating connection when conflict exists.
Does Not Meet Restorative Focus (0pts) Approaching Restorative Focus (5pts) Meeting Restorative Focus (10pts) Mastering Restorative Focus (15pts)
The RLT Does Not Meet Restorative Focus if any of the following are true: No items from the Does Not Restorative Focus column, and: All items from the Approaching Restorative Focus column, and: All items from the Meeting Restorative Focus column, and:
◻ Mediation Circles are not supported by the RLT.

◻ Campus staff have not received information about the use of Mediation Circles.

◻ Campus staff have not yet implemented Community Circles.

 ◻ Campus and district staff have received training regarding various uses of Mediation Circles such as:
  • Conflict Resolution
  • Peacemaking
  • Family Group Conferences

◻ Campus staff members have facilitated Mediation Circles.

◻ The RLT has discussed which students might be recruited to become peer facilitators for Mediation Circles and have begun planning for their training.

◻ Mediation Circles have been used for Conflict Resolution purposes with groups of students or whole classes when necessary to restore relationships.

◻ At least ten students have received training to facilitate Mediation Circles.

◻ Campus staff members and students have created and use Restorative Agreements to complete Mediation Circles and parents are aware of this process.

◻ Mediation Circles have been used for Family Group Conferences and/or Peacemaking.

◻ Mediation Circles have been used for Conflict Resolution purposes with parents and/or teachers when necessary to restore relationships.

◻ Students have co-facilitated Mediation Circles.

◻ Campus staff members, including administrators, utilize a restorative practice such as Mediation Circles in place of traditional discipline measures a majority of the time.

◻ The RLT conducts pre-conferences with parents, students, and other involved parties, using the questions for repairing the harm prior to a student's return to class. All collaborate on the agreement to repair the harm.

◻ Mediation Circles have been used for Conflict Resolution purposes among students, parents, teachers, and/or campus administrators when necessary to restore relationships.

◻ Students, families, teachers, and community members were included in training and/or implementation of Mediation Circles in such a manner that there is broad campus and community “buy-in” and use of Mediation Circles.

◻ Students have facilitated Mediation Circles.

◻ RLT members have led or co-led at least one training per year for students, families, teachers, and/or community members on Mediation Circles.

Notes: Notes: Notes: Notes:
Next Step, Who's Responsible & By When: Next Step, Who's Responsible & By When: Next Step, Who's Responsible & By When: Next Step, Who's Responsible & By When:


RESTORATIVE CIRCLES: The RLT guides the use of Circles focused on repairing harm when it has been created.
Does Not Meet Restorative Focus (0pts) Approaching Restorative Focus (5pts) Meeting Restorative Focus (10pts) Mastering Restorative Focus (15pts)
The RLT Does Not Meet Restorative Focus if any of the following are true: No items from the Does Not Restorative Focus column, and: All items from the Approaching Restorative Focus column, and: All items from the Meeting Restorative Focus column, and:
◻ Restorative Circles are not supported by the RLT.

◻ Campus staff have not received information on the use of Restorative Circles.

◻ Campus staff have not yet implemented Mediation Circles.

 ◻ Campus and district staff have received training regarding various uses of Restorative Circles such as:
  • Restoration
  • Accountability
  • Reintegration

◻ Campus staff members have facilitated Restorative Circles.

◻ The RLT has discussed which students might be recruited to become peer facilitators for Restorative Circles and have begun planning for their training.

◻ Restorative Circles have been used for Restorative and Accountability purposes with groups of students or whole classes when necessary to repair harm.

◻ At least ten students have received training to facilitate Restorative Circles.

◻ Campus staff members and students have created and used Restorative Agreements to complete Restorative Circles and parents are aware of this process.

◻ Restorative Circles have been used for Reintegration purposes with students, parents, and/or campus staff when students are returning from suspension, expulsion, JJAEP, and/or DAEP.

◻ After RLT and family members create a Restorative Agreement to repair the harm, community resources, as well as school resources, to support the family and the student are discussed and provided as needed, whether the event occurred in school or out of school.

◻ Campus staff members, including administrators, utilize a restorative practice such as Restorative Circles in place of traditional discipline measures a majority of the time.

◻ Restorative Agreements are reviewed, created, and/or completed as is necessary prior to students returning to class from a detention or suspension.

◻ Restorative Circles have been used for Restoration purposes among students, parents, teachers, and/or campus administrators when necessary to repair harm.

◻ Students, families, teachers, and community members were included in training and/or implementation of Restorative Circles in such a manner that there is broad campus and community “buy-in” and use of Restorative Circles.

◻ Students have facilitated Restorative Circles.

◻ RLT members have led or co-led at least one training per year for students, families, teachers, and/or community members on Restorative Circles.

Notes: Notes: Notes: Notes:
Next Step, Who's Responsible & By When: Next Step, Who's Responsible & By When: Next Step, Who's Responsible & By When: Next Step, Who's Responsible & By When:


CONTINUOUS IMPROVEMENT: The RLT creates opportunities to grow the effectiveness of restorative practices.
Does Not Meet Restorative Focus (0pts) Approaching Restorative Focus (5pts) Meeting Restorative Focus (10pts) Mastering Restorative Focus (15pts)
The RLT Does Not Meet Restorative Focus if any of the following are true: No items from the Does Not Restorative Focus column, and: All items from the Approaching Restorative Focus column, and: All items from the Meeting Restorative Focus column, and:
◻ The RLT does not self-evaluate.

◻ At least 1/3 of instructional staff have received training on restorative practices.

◻ Data are shared and used to make decisions regarding interventions/ plan of action.

◻ We review our school discipline report from our PEIMS submission.

◻ The RLT has hosted a restorative practices refresher training for campus staff during the previous 12 month period.

◻ At least one (or more staff members) at each grade level, administration, and police presence have received training on restorative practices.

◻ The RLT has analyzed academic and discipline data for all student populations, and have met to target interventions with a plan of action.

◻ Campus staff, campus administrators, and central office staff have attended training on restorative practices.

 ◻ All campus staff, campus administration, and school resource officers or school district police officers have received training on restorative practices.

◻ The RLT celebrates accomplishments, small and large, with students, campus staff, and campus administration.

◻ The RLT has discipline data readily available and reviews every 3-4 weeks.

◻ The RLT discusses student behaviors and interventions for students at risk.

◻ The RLT has hosted and the RLT members have led or co-led at least one training on Student-Led Restorative Practices for its community during the previous 12 month period.

 ◻ Every employee of the district has received training on restorative practices.

◻ Every employee of the district was screened for alignment with restorative practices prior to being hired.

◻ There is a district-level RLT and each campus has a campus-level RLT.

◻ The RLT self-evaluates using this SLRP instrument at least quarterly, preferably monthly.

◻ RLT members included students in at least one of the Student-Led Restorative Practice trainings during the previous 12 month period.

Notes: Notes: Notes: Notes:
Next Step, Who's Responsible & By When: Next Step, Who's Responsible & By When: Next Step, Who's Responsible & By When: Next Step, Who's Responsible & By When: