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Stamford presenters outline restorative practices rollout, emphasize relationship work and data monitoring
Summary
District staff and consultants described a staged professional development plan to implement restorative practices across Stamford schools following 2023 state school‑climate legislation, stressing circles, affective language and data to monitor fidelity and outcomes.
Lisa Saba Price, a Stamford presenter, told the board that 2023 changes in state school climate legislation require districts to adopt restorative practices and identify school climate coordinators. She introduced CES consultants who detailed principles and a district rollout plan.
Dana Bosseo of CES described restorative practices as relationship‑centered techniques—affective statements, structured restorative questions, circles and formal restorative conferences—meant to build school community and reduce repeat disciplinary referrals. Bosseo and other presenters emphasized the approach is a school‑climate shift (tier‑1 supports) that complements, rather than replaces, existing disciplinary policies.
Paola Ochoa, the district’s coordinator of Access and Opportunity, outlined the Stamford PD sequence: an initial February orientation for administrators, March sessions on circles (elementary and secondary breakouts), a May session focused on restorative conferences and reentry meetings, and manuals for building staff and families to be prepared over the summer. Presenters said some districts that implemented restorative practices with training and internal coaching have seen substantial drops in office discipline referrals, particularly at the elementary level, when data and leadership buy‑in supported fidelity.
Board members asked whether parents can opt out. Dana Bosseo replied that restorative practices are a shift in daily school culture and not a therapy; conferencing is a voluntary protocol and families would be asked for their willingness to participate when convening formal conferences. Presenters also stressed that discipline flowcharts and handbooks remain in place and that restorative work adds teaching and repair steps rather than eliminating consequences.
Questions from board members emphasized consistency across many buildings and resources required for implementation; presenters recommended a train‑the‑trainer model, building‑level teams for ongoing support, and continued monitoring of disciplinary data to assess fidelity and outcomes.
The board thanked presenters and then moved to the meeting’s final item and adjournment.
