This survey is designed as self-assessment for schools to evaluate themselves on the restorative practices present in their schools at the current point in time. It is hoped that the self-assessment will allow schools to better see what is currently existing and what is missing in their systems towards better decision making related to restorative practices.

Question Title

* 1. Exploratory Stage

  None In Process Achieved
Staff & leadership generally open to Restorative Practice concepts (Climate)
Group established to explore Restorative Practice as a focus for the school (Climate)
Expertise in successful practices sought out (Climate)
Reflection on current strategies used (e.g. exploratory / show and tell, reading circles) (Circle)
Explore how Restorative Practice conferencing aligns with progressive discipline (Conference)

Question Title

* 2. Initial Implementation Stage

  None In Process Achieved
Leadership establishes and supports a safe environment for staff engagement sharing learning & experimentation (Climate)
Implementation plan created collaboratively and shared (Climate)
Emerging early adopters and champions supported (Climate)
Resources and training are put into place (Climate)
Initial training in restorative process principles and key practices (Climate)
Mentorship and support available (Climate)
Staff initiate the use of restorative questions (Climate)
Training is provided to staff for class circle implementation (Circle)
Established social and communication skills that reflect Restorative Practice and principles (modeling and teaching) (Circle)
Circle norms co-created and upheld (Circle)
Circles being introduced using low risk questions (e.g. pulse check, minds on) (Circle)
Reflecting on and modifying practices in place (Circle)
Circle practices include equality, shared leadership and respect for all perspectives (Circle)
Affective statements used in conversations to develop social communication skills (Circle)
Administration and a core group of staff trained in Restorative Practice conference facilitation approach (Conference)
Training available to all school staff for using restorative questions to resolve conflicts (Conference)
Leadership provides staff with time and support for facilitation (Conference)
Conferencing considered for use as a re-entry and re-integration process post suspension/expulsion (Conference)
Conferences are implemented as a way to resolve conflict (Conference)
The Restorative Conference Script and Agreement are fundamental to the conference (Conference)

Question Title

* 3. Full Implementation

  None In Process Achieved
Leadership advocates for and promotes Restorative Practice as key approach (Climate)
Staff take responsibility for co-creating a restorative climate (Climate)
Processes are clear and transparent (Climate)
Key staff are confident in their skills, knowledge and practice of Restorative Practice (Climate)
Students understand Restorative Practice approach (Climate)
School-wide consistent use of the restorative questions and affective statements (Climate)
Circles used to build relational knowledge and understanding (Circle)
Circles used for problem solving (Circle)
Mixed circles used school wide to promote community development (Circle)
Circles used in staff meetings (Circle)
Higher risk (personal sharing) questions used (Circle)
Conferencing is embedded in Progressive Discipline and is the recognized approach for problem solving (Conference)
Key staff are trained in restorative conferencing (Conference)
Conferencing used in a re-entry (with all affected) for integration and support post suspension/expulsion (Conference)
Students and parents understand how to request a conference (Conference)
Restorative conversations used in response to harm that has occurred (Conference)

Question Title

* 4. Innovation Stage

  None In Process Achieved
Full school community engagement integrates restorative principles into the daily life of the school in new ways (e.g. sports, parent council) (Climate)
Students request circle for problem solving (Circle)
Students create their own circles (Circle)
Circles used appropriately to cover curriculum (Circle)
Conferencing is used to resolve teacher/student disputes (Conference)
Outside partner agency staff is trained and involved in conferencing

Question Title

* 5. Sustainability Stage

  None In Process Achievement
Policies, mission and vision statements clearly reflect Restorative Practice values (Climate)
Restorative Practice is promoted as a key initiative within the Board's strategic plan (Climate)
Administration plays a key role in advocating for and promoting Restorative Practice (Climate)
Resource are allocated to support Restorative Practice (Climate)
More student leadership and empowerment in restorative processes (Climate)
New staff, students, parents understand the Restorative Practice initiative in the school and their rights and responsibilities associated with it) (Climate)
Decision making practices align with restorative practice (Climate)
Staff are mentored as needed with circle facilitation (Circle)
Classroom and school wide circles are embedded as regular practice (Circle)
Circle process information is widely distributed by all community members (Circle)
Curriculum circle ideas are shared and supported (Circle)
All new staff are trained and supported with circle facilitator (Circle)
Time is allotted in school day for community circles (Circle)
Students are able to facilitate class circles (Circle)
Conferencing is understood throughout the community as the preferred way of resolving conflict (Conference)
Admininstration and staff develop processes to support one another in actively facilitating conferences as needed (Conference)
Students are able to assist with conference facilitation (Conference)

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