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APS presents restorative approaches plan; eight schools piloting training, districtwide expansion planned
Summary
The district presented a restorative approaches initiative aligned to its strategic plan. Eight early-adopter schools completed initial training in spring; district leaders described a proactive, tiered model and said a four-day district training is planned this summer.
Albuquerque Public Schools staff presented a districtwide plan on June 4 to expand restorative approaches as a strategy to support school climate, reduce exclusionary discipline and strengthen student-adult connections.
What district presented
Deputy and associate superintendents said the district will emphasize proactive, relationship-building (tier 1) activities while maintaining tiered responses for higher-level incidents. Staff described restorative approaches as both prevention (culture-building and adult-student connection) and intervention (restorative conferences and reintegration) and said training covers Tier 1–3 supports.
Early adopters, training and data
District officials identified eight early-adopter schools that sent teams to multi-day training in spring; the teams included site leaders and staff and are expected to pilot tiered restorative practices schoolwide. Officials cited student survey results showing gaps in connectedness and self-regulation: about 33% of surveyed students reported feeling connected to adults on campus; under 50% reported they could stay calm when bothered; and roughly 40% reported self-efficacy for academic perseverance. District leaders said those measures informed the emphasis on proactive supports.
Board questions and community input
Board members pressed for clarity on how restorative practice will be paired with meaningful consequences. District staff said restorative work does not eliminate accountability — it reframes responses to harm as teachable moments and includes reintegration steps and restorative conferences when appropriate. Staff emphasized restorative conferences require participant willingness and are designed to involve advocates and families for both harmed and harming students.
Scaling and timeline
District staff said they plan further cohort trainings in July (including a four-day training for additional staff) and a phased scale-up tied to the strategic plan. Officials also said the initiative is a standing item to monitor and that the program will solicit student voice and include culturally relevant approaches. Several board members requested baseline discipline and demographic data to monitor whether the approach reduces exclusionary discipline for targeted populations.
Speakers and presenters
- Dr. Kenneth Salazar, Associate Superintendent, School Climate and Supports - Tanya Campos, Chief of Equity - Deputy/Assistant leaders in academic affairs and school supports
Provenance
- topicintro: presentation on restorative approaches and strategic plan alignment (transcript ~s=6230–6260) - topfinish: end of restorative approaches discussion and public requests for baseline discipline data (transcript ~s=7512–7512)
