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Board hears multiyear plan for restorative practices and social-emotional frameworks
Summary
Superintendent described plans to expand restorative-practice trainers, measure success indicators (teacher training rates, repeat-offender reductions) and connect those efforts to the portrait-of-a-graduate work; principals will be involved in midyear reporting.
The superintendent said restorative practices are a central component of the district's culture and well-being goals and that the district has trained internal administrators to serve as restorative-practice trainers. The plan emphasizes internal capacity-building rather than relying exclusively on outside consultants and will include professional development for teachers and follow-up measures to track success.
As possible indicators of success the superintendent identified teacher training numbers, frequency of restorative conversations, staff comfort, and whether the work results in fewer repeat disciplinary incidents. The board asked for concrete examples and the superintendent said principals could present real-world case contrasts midyear so the board could see how restorative approaches differ from traditional disciplinary responses.
