Restorative Practices Self-Evaluation (internal team/teachers)

Please reflect on the trauma-informed restorative practices of your school and how they compare to the following. Use your assessment to identify top implementation priorities for your school. 

Please assess your school on each element according to the following scale:
1- Element is NOT AT ALL in place
2- Element is PARTIALLY in place
3- Element is MOSTLY in place
4- Element is FULLY in place

This form has been adapted from Joe Brummer's Trauma-informed Restorative Practices Checklist. 

Sign in to Google to save your progress. Learn more
Overall School Climate
Restorative Practices look like/sound like/feel like 
1- Element is NOT AT ALL in place
2- Element is PARTIALLY in place
3- Element is MOSTLY in place
4- Element is FULLY in place
Parents are aware of and have ownership of trauma-informed restorative justice in the school community.
Students are aware of and have ownership of trauma-informed restorative justice in the school community.
All staff across the school are aware of and have ownership of trauma-informed restorative justice in the school community.
Clear and consistent processes exists to welcome new members (staff, students, and parents) into the community, ie “Entry Process"
“Sense of Belonging” or Relational Ecology is tracked as a metric for all levels (admin, staff, students, parents)
Every Student is connected with an adult in the building for per week.
Clear selection
Overall School Climate: Circles are used regularly as a tool for:
Restorative Practices look like/sound like/feel like 
1- Element is NOT AT ALL in place
2- Element is PARTIALLY in place
3- Element is MOSTLY in place
4- Element is FULLY in place
Community building & Social-Emotional Learning
Discussing Critical Incidents (death, arrests, fights, lock downs, witnessing of fights)
Academic Circles
Repairing harm Circles
Re-entry Circles
Parent involvement Circles
Circles for Staff & Team Meetings
Clear selection
Overall School Climate:  School Climate is both trauma-informed and trauma-responsive: 
Restorative Practices look like/sound like/feel like 
1- Element is NOT AT ALL in place
2- Element is PARTIALLY in place
3- Element is MOSTLY in place
4- Element is FULLY in place
All-staff, students, and parents are trauma-informed
Focus on co-regulation of staff, student, and parent stress factors
All staff are aware of their own ACE scores
Stress management is a foundational practice of the school culture for both students and staff.
A process is in place to identify and refer students of concern.
Mindfulness and Socio-emotional learning are recognized as vital practices interwoven into all curricula
Students are greeted by staff as they come into the building each morning. Students of concern of flagged for check-ins.
Clear selection
Overall School Climate:  Equity has been a consideration in policy, climate and culture, and school discipline procedures: 
Restorative Practices look like/sound like/feel like 
1- Element is NOT AT ALL in place
2- Element is PARTIALLY in place
3- Element is MOSTLY in place
4- Element is FULLY in place
Students and staff are aware of issues surrounding power, privilege, and oppression.
Dress codes are inclusive
Considerations/accommodations have been made for non-gender conforming students to access restrooms.
Restorative practices take language barriers into consideration.
Clear selection
Overall School Climate:  Respect Agreements are living documents with frequent engagement 
Restorative Practices look like/sound like/feel like 
1- Element is NOT AT ALL in place
2- Element is PARTIALLY in place
3- Element is MOSTLY in place
4- Element is FULLY in place
In classrooms
Between staff and admin; staff and staff
Between staff and staff
With parents in groups (site council, PTA, etc) and also as a tool for engagement
Clear selection
School contains predictable and safe environments (including classrooms, hallways, playgrounds, and school bus) that are attentive to transitions and sensory needs.
Restorative Practices look like/sound like/feel like 
1- Element is NOT AT ALL in place
4- Element is FULLY in place
Clear selection
Ongoing partnerships exist with state and community agencies to facilitate access to resources including mental health and basic needs, ie, access to counseling, food, resources, snacks, backpack programs, food pantry.
Restorative Practices look like/sound like/feel like 
1- Element is NOT AT ALL in place
4- Element is FULLY in place
Clear selection
Overall School Climate: When conflict happens, Restorative Dialogue exists between: 
Restorative Practices look like/sound like/feel like 
1- Element is NOT AT ALL in place
2- Element is PARTIALLY in place
3- Element is MOSTLY in place
4- Element is FULLY in place
Admin with Teacher/Staff/Parents
Admin with Students
Teachers/Staff with Teachers/Staff
Teachers/Staff with Students
Students with Students
Parents with Admin with Staff
Clear selection
Overall School Climate:  Community Events are in place to facilitate connections and sense of belonging (community-building).
Restorative Practices look like/sound like/feel like 
1- Element is NOT AT ALL in place
2- Element is PARTIALLY in place
3- Element is MOSTLY in place
4- Element is FULLY in place
Includes non-school-based community
Incoming students
Pep Rallies
Clear selection
A regular and intentional system of co-care or buddy system exists for teachers and staff. 
Restorative Practices look like/sound like/feel like 
1- Element is NOT AT ALL in place
4- Element is FULLY in place
Clear selection
Visible symbols of community are in place (Examples: Posters, worry stones, climate-positive visuals that reflect empowerment for all student identities, posters promoting Restorative Justice and Restorative Practices) 
Restorative Practices look like/sound like/feel like 
1- Element is NOT AT ALL in place
4- Element is FULLY in place
Clear selection
Next
Clear form
This form was created inside of essdack.org.

Does this form look suspicious? Report

Google Forms