2020-21 Benchmarking tool

	A	B	C	D	E	F	G	H	I	J	K	L	M	N
1	Benchmark Categories			Administrator Question			Teacher Question				Student Question

2	I	General Staff Buy-in		What proportion of your staff do you think believes restorative practices can be effective in changing student behavior? Would you say a few, some, most, or nearly all?	A1	A2	What proportion of your colleagues do you think believes restorative practices can be effective in changing student behavior? Would you say a few, some, most, or nearly all?	T1	T2	T3
3			Few, if any, staff (0-25%) believe Restorative Practices can be effective in changing student behavior.		1	1		1	1	1
4			Some staff (26-50%) believe Restorative Practices can be effective in changing student behavior.		2	2		2	2	2
5			Most believe (51-75%) Restorative Practices can be effective in changing student behavior.		3	3		3	3	3
6			Nearly all (76%-100%) believe Restorative Practices can be effective in changing student behavior.		4	4		4	4	4
7	II	Formal Training In Restorative Practices		What proportion of your staff have been formally trained in Restorative Practices over the past year? Would you say a few, some, most, or nearly all? (Formal training = professional development offered in your building or at the Ed Center, by Jeffco)	A1	A2	What proportion of your staff have been formally trained in Restorative Practices over the past year? Would you say a few, some, most, or nearly all? (Formal training = professional development offered in your building or at the Ed Center, by Jeffco)	T1	T2	T3
8			Few, if any, staff (0-25%) have been formally trained in Restorative Practices.		1	1		1	1	1
9			Some staff, (26-50%) have been formally trained in Restorative Practices.		2	2		2	2	2
10			Most staff (51-75%) have been formally trained in Restorative Practices.		3	3		3	3	3
11			Nearly all (76%-100%) of staff have been formally trained in Restorative Practices		4	4		4	4	4
12	III	Using Restorative Practices		What proportion of your staff frequently use proactive and responsive circles, conferences, or restorative conversation (have the conversation afterwards)? Would you say a few, some, most, or nearly all? (Frequently=minimum weekly)	A1	A2	What proportion of your staff frequently use proactive and responsive circles, conferences, or restorative conversation (have the conversation afterwards)? Would you say a few, some, most, or nearly all? (Frequently= minimum weekly)	T1	T2	T3	How many of your teachers here frequently use restorative circles, restorative conferences, or restorative conversations (have the conversation afterwards)? Would you say a few, some, most, or nearly all? (Frequently= minimum weekly)	S1	S2	S3
13			Few, if any, staff (0-25%) use circles, conferences, or restorative conversations frequently.		1	1		1	1	1		1	1	1
14			Some staff (26-50%) use circles, conferences, or restorative conversations frequently.		2	2		2	2	2		2	2	2
15			Most staff (51-75%) use circles, conferences, or restorative conversations frequently.		3	3		3	3	3		3	3	3
16			Nearly all (76%-100%) use circles, conferences, or restorative conversations frequently.		4	4		4	4	4		4	4	4
17	IV	Community Building		How often do you engage in activities to build community in classrooms, as a staff, and as a whole school? Would you say you do none of these things any of the time, some of these on occasion, some of these frequently, all of these frequently?	A1	A2	How often do you engage in activities to build community in classrooms, as a staff, and as a whole school? Would you say you do none of these things any of the time, some of these on occasion, some of these frequently, all of these frequently?	T1	T2	T3	A.How often do your teachers lead community building circles or other activities to get to know your classmates? B.How often do you come together as a school to do community building circles or other activities do get to know your classmates?	S1	S2	S3
18			No intentional time is scheduled for community building in any area.		1	1		1	1	1		1	1	1
19			Some time (less than monthly) is scheduled for community building in 1 or 2 areas.		2	2		2	2	2		2	2	2
20			Time is regularly scheduled for community building in 1-2 areas.		3	3		3	3	3		3	3	3
21			Time is regularly scheduled for all three areas.		4	4		4	4	4		4	4	4
22	V	Awareness of Discipline Disparities		What proportion of school staff understand that suspensions, expulsions and referrals to law enforcement disproportionately impact students of color and students with disabilities? Would you say a few, some, most, or nearly all?	A1	A2	What proportion of school staff understand that suspensions, expulsions and referrals to law enforcement disproportionately impact students of color and students with disabilities? Would you say a few, some, most, or nearly all?	T1	T2	T3
23			Few staff (0-25%) understand that suspension disproportionately impacts students of color and students with disabilities.		1	1		1	1	1
24			Some staff (26-50%) understand that suspension disproportionately impacts students of color and students with disabilities.		2	2		2	2	2
25			Most staff (51-75%) understand that suspension disproportionately impacts students of color and students with disabilities.		3	3		3	3	3
26			Nearly all (76-100%) understand that suspension disproportionately impacts students of color and students with disabilities		4	4		4	4	4
27	VI	Behavior Team		Do you have a group of people who meet to discuss student behavior? How often do they meet?	A1	A2	Do you have a group of people who meet to discuss student behavior? How often do they meet?	T1	T2	T3
28			No behavior team exists or there is limited awareness of its existence.		1	1		1	1	1
29			Behavior team meets as needed		2	2		2	2	2
30			Behavior team meets regularly		3	3		3	3	3
31			Behavior team meets regularly and there are avenues of communication created and utilized		4	4		4	4	4
32	VII	Restorative Practices Interventions		Who typically requests restorative interventions? No one, students, staff, or family members?	A1	A2	Who typically requests restorative interventions? No one, students, staff, or family members?	T1	T2	T3	Have you or any of your friends requested a restorative practice circle, conference, or conversation? (1= unaware, 2= aware, but not utilized, 3= I have once or twice, 4= I have and it has been productive)	S1	S2	S3
33			No one requests restorative interventions		1	1		1	1	1		1	1	1
34			Only school staff requests restorative interventions		2	2		2	2	2		2	2	2
35			School staff and either students or families request restorative interventions		3	3		3	3	3		3	3	3
36			School staff, students, and families request restorative interventions.		4	4		4	4	4		4	4	4
37	VIII	Stakeholder Input into School Rules and Discipline Approach		This school year, who has had input in school rules and the school’s discipline approach? Students, administration, families, and/or teachers?	A1	A2	This school year, who has had input in school rules and the school’s discipline approach? Students, administration, families, and/or teachers?	T1	T2	T3	This year, did students have input in school rules and the school’s discipline approach? (1=never asked for input; 2=sometimes asked for input but don't see it utilized; 3= sometimes asked for input and see it utilized; 4= frequently asked for input and see it utilized)	S1	S2	S3
38			Only one stakeholder group has had input (admin, students, families, or teachers)		1	1		1	1	1		1	1	1
39			Two stakeholder groups		2	2		2	2	2		2	2	2
40			Three stakeholder groups		3	3		3	3	3		3	3	3
41			All stakeholder groups had input and approaches are routinely reviewed and stakeholders are able to provide continued input		4	4		4	4	4		4	4	4
42	IX	Coaching & Feedback on Restorative Practices		Is there a process to provide staff with RP coaching & feedback, outside of an official performance review?	A1	A2	Is there a process to provide staff with RP coaching & feedback, outside of an official performance review?	T1	T2	T3
43			There is not a process to provide staff with RP coaching & feedback.		1	1		1	1	1
44			There is a process to provide staff with RP coaching & feedback though it is not used routinely.		2	2		2	2	2
45			A process is routinely used to provide staff with RP coaching & feedback		3	3		3	3	3
46			A process is routinely used to provide staff with RP coaching & feedback and there is growth as a result of that process.		4	4		4	4	4
47	X	RP Visibility		How do you increase awareness of RP and when it should be used at your school (e.g. handbook, posters, website, conduct code, prevention & intervention manual, referral form)?	A1	A2	What kind of materials have in your classroom related to restorative practices (e.g. posters, reflection forms, peace corner)?	T1	T2	T3
48			Zero (0) indicators that the school’s commitment to RP is visible (discipline or prevention/intervention handbook, office referral form, website, classroom, reflection form, conduct code)		1	1		1	1	1
49			1-2 indicators that the school’s commitment to RP is visible (discipline or prevention/intervention handbook, office referral form, website, classroom, reflection form, conduct code)		2	2		2	2	2
50			3-4 indicators that the school’s commitment to RP is visible (discipline or prevention/intervention handbook, office referral form, website, classroom, reflection form, conduct code)		3	3		3	3	3
51			More than 4 that the school’s commitment to RP is visible (discipline or prevention/intervention handbook, office referral form, website, classroom, reflection form, conduct code)		4	4		4	4	4
52	XI	Data Collection and Data Sharing		Do you have an agreed upon system for documenting RP activities? Are school staff using the agreed-upon process? Are you analyzing the data from that system? Do you use the RP data to inform your discipline practices the building?	A1	A2	Do you have an agreed upon system for documenting RP activities? Are school staff using the agreed-upon process? Are you analyzing the data from that system? Do you use the RP data to inform your discipline practices the building?	T1	T2	T3
53			There is no system for documenting RP in the building (e.g. teachers' and administrators' activities, ways of following up on how well restorative plans or agreements are carried out, and whether harmful incidents are occurring repeatedly in spite of restorative practices.)		1	1		1	1	1
54			The school staff, including teachers and administrator(s), have agreed on a process for documenting RP.		2	2		2	2	2
55			School staff are using the agreed-upon process upon to document RP activities.		3	3		3	3	3
56			The school is analyzing data collected on RP and relating it to discipline data.		4	4		4	4	4
57	XII	Staff Ownership of RP		Who is seen as the champion(s) of restorative practices in your building? Is it no one, one staff member, a group of folks, or does the whole staff take on championing this work?	A1	A2	Who is seen as the champion(s) of restorative practices in your building? Is it no one, one staff member, a group of folks, or does the whole staff take on championing this work?	T1	T2	T3
58			No one is championing restorative practices.		1	1		1	1	1
59			One person is championing the work.		2	2		2	2	2
60			Multiple individuals in the building, either at the classroom level or administratively, are champions of the work.		3	3		3	3	3
61			All staff including admin, classroom teachers, and classified staff are championing the work.		4	4		4	4	4
62	XIII	Adult Modeling of Accountability		When there have been conflicts or challenges, have you seen adults in this building acknoweldge their responsibility and/or admit to making mistakes? Do they commit to repairing harm they've caused and follow through on repairing that harm?	A1	A2	When there have been conflicts or challenges, have you seen colleagues and administrators in this building acknoweldge their responsibility and/or admit to making mistakes? Do they commit to repairing harm they've caused and follow through on repairing that harm?	T1	T2	T3	When there have been conflicts or challenges, have you seen adults in this building acknoweldge their responsibility and/or admit to making mistakes? Do they commit to repairing harm they've caused and follow through on repairing that harm?	S1	S2	S3
63			Adults rarely acknowledge their own role in behavior and conflict.		1	1		1	1	1		1	1	1
64			Adults sometimes acknowledge their own role in behavior and conflict.		2	2		2	2	2		2	2	2
65			Adults often acknowledge their own role in behavior and conflict.		3	3		3	3	3		3	3	3
66			Adults almost always acknolwedge their own role in behavior and conflict.		4	4		4	4	4		4	4	4
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68	Exploration		Identifying the need for change, learning about possible interventions that may provide solutions, learning about what it takes to implement the innovation effectively, developing stakeholders and champions, assessing and creating readiness for change, and deciding to proceed (or not).	80-133	1
69	Installation		Establishing the resources needed to use an innovation and the resources required to implement the innovation as intended	134-186	2
70	Initial Implementation		The first use of an innovation by teachers and others who have just learned how to use the innovation working in school and district environments that are just learning how to support the new ways of work.	187-239	3
71	Full Implementation		The skillful use of an innovation that is well- integrated into the full repertoire of teachers and routinely and effectively supported by successive building and district administrators.	234-295	4
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