Resources include articles, documents, videos, presentations, and monographs.
About Restorative Practices
This paper discusses terms and concepts of restorative practices as defined and used by the International Institute of Restorative Practices. The purpose is to provide educators with a consistent set of terminology and to create a unified framework.
A guide for educators to learn what is restorative practices, why it is needed, and how to begin the process of bringing restorative practices to schools.
This packet includes documents for Affective Statements, Affective Questions, Circles, Formal Restorative Conference, and Integrating RP within the PBIS-MTSS Framework. Each document provides a brief overview and definition of each practice.
This one-pager from SFUSD provides a guideline on what constitutes affective language and gives examples of how to start an affective statement.
Fishbowl Circle Script
The double circle fishbowl can be used with students and school staff. Here's a script for setting up a school staff fishbowl focusing on problem solving.
A resource from San Francisco Unified School District. This manual provides step-by-step instructions about how to run and facilitate various circles within the classroom with goals to build community and respond to challenging behavior through restorative practices.
A video from SFUSD that highlights circles and how the process allows students' voices to be heard and valued. Students in this video reflect on using circles in the classroom and how it has affected them.
Restorative Practices Formal Conference
Consent form for those participating in a formal conference
Evaluation forms for each participant in a formal conference
Implementing Restorative Practices School-Wide
Whole-School Change is a program through IIRP’s SaferSanerSchools and this document provides steps and practice descriptions for school-wide implementation of Restorative Practices.
A step-by-step guide from SFUSD for implementing Restorative Practices on a school-wide basis with supporting documents.
This paper seeks to provide educators with a basis for restorative practices implementation. It presents the importance of culture change and leadership in schools in order to successfully implement restorative practices along with implementation guidelines.
Phases of Implementation and School-wide Restorative Practices
A matrix to guide the school-wide implementation of restorative practices.
Multi-Tiered Systems of Support (MTSS) and Restorative Practices
A presentation by Dr. Lucy Vezzuto introducing restorative practices and included how each practice can be integrated into a multi-tiered system.
Presented by Lucille Eber, Director of the Midwest PBIS Network and National PBIS TA Center, this webinar is a dialogue about how to embed Restorative Practices into a multi-tiered system of support and in schools.
Fix School DisciplineThis toolkit provides educators with information on alternatives to traditional school discipline including Restorative Practices, PBIS, Social and Emotional Learning, and others. These tools can help change school culture and improve school climate.
The School Discipline Consensus ReportThis report by the Council of State Governments Justice Center aims to provide a comprehensive look into school discipline. It offers recommendations to educators on different philosophies and approaches available in order to change the traditional system that supports students and teachers through a positive school climate.
Bullying and Restorative Practices
Mike Simpson, Superintendent and Principal of Two Rock Elementary School, brings restorative practices to Sonoma County. He shares some of his stories using Restorative Practices with students, parents, and teachers alike.
This article discusses how alternative forms of discipline, such as Restorative Practices, play a major role in reducing school suspensions and expulsions.
Students have filed a lawsuit against Compton Unified School District for failing to meet their educational needs. Under federal educational rules and the Americans with Disabilities act, students claim districts need to provide special mental health services to students with complex trauma, such as the restorative practices.
This report from the International Institute for Restorative Practices presents data from various schools and districts on how the implementation of Restorative Practices significantly reduced misbehavior and punitive discipline, improved teacher-student relationships, and how these improvements narrowed the 'racial-discipline gap'.