School Culture & Restorative Practices
Providence
Restorative practices are used in schools to improve climate and culture, and to provide alternatives to exclusionary discipline (types of discipline such as suspension and expulsion that remove students from school).
Research studies have shown that exclusionary discipline is both ineffective in changing student behavior, and harmful to young people. Additionally, research has shown disparities in exclusionary discipline, with students of color (particularly Black students) and students with disabilities disproportionately subjected to suspension and expulsion, often for minor offenses. [4] In contrast, restorative practices aim to help students understand the root of their behavior and work to restore the relationship between the student and the victim of that student’s offense.
Our Providence SCORE Community Research Team was particularly interested in measures that show the degree to which restorative practices are integrated into school live in Providence Public Schools, including:
Teacher training in restorative practices and the quality of restorative practices at the classroom level;
The extent to which students are supported in resolving conflicts .
See below for more information about the SCORE Instructional Equity goals and indicators, and click on the links to see available indicator data!
The SCORE School Culture and Restorative Practices indicators are separated into three goal areas that focus on the degree to which restorative practices are integrated into school life in Providence Public Schools:
| Number | Goal |
|---|---|
| 6 | % of teachers trained in restorative practices. |
-
Currently, the active indicator links represent data that is publicly available (i.e., enrollment data and SurveyWorks climate survey). However, in many cases, our community-identified indicators differ from those that are publicly available. We are working to request data that the school district collects but is not yet made public. As new data and visualizations are ready, we will add them to the SCOREcard.
Additionally, some of what community members have asked to be measured in the SCOREcard is, to the best of our knowledge, not currently being collected In these cases, this SCOREcard represents a call to action for the school system, in partnership with community organizations, to collect data in areas that matter to the community, and to make it publicly accessible. As we get access to more data, more indicators will be populated and our SCOREcard will be stronger.
GOAL 2:
Students feel supported in resolving conflicts
GOAL 3:
Teachers are trained in restorative practices
GOAL 1:
Teachers given a curriculum that incorporates restorative practices into daily activities
| Number | Indicator | 1 | Student satisfaction with teacher's classroom restorative practices. |
|---|---|
| 2 | Administrator, peer educator, and/or staff satisfaction with teachers’ classroom restorative practices. |
School Culture & Restorative Practices
Providence
Restorative practices are used in schools to improve climate and culture, and to provide alternatives to exclusionary discipline (types of discipline such as suspension and expulsion that remove students from school).
Research studies have shown that exclusionary discipline is both ineffective in changing student behavior, and harmful to young people. Additionally, research has shown disparities in exclusionary discipline, with students of color (particularly Black students) and students with disabilities disproportionately subjected to suspension and expulsion, often for minor offenses. [4] In contrast, restorative practices aim to help students understand the root of their behavior and work to restore the relationship between the student and the victim of that student’s offense.
Our Providence SCORE Community Research Team was particularly interested in measures that show the degree to which restorative practices are integrated into school live in Providence Public Schools, including:
Teacher training in restorative practices and the quality of restorative practices at the classroom level;
The extent to which students are supported in resolving conflicts .
See below for more information about the SCORE Instructional Equity goals and indicators, and click on the links to see available indicator data!
The SCORE School Culture and Restorative Practices indicators are separated into three goal areas that focus on the degree to which restorative practices are integrated into school life in Providence Public Schools:
| Number | Goal |
|---|---|
| 6 | % of teachers trained in restorative practices. |
-
Currently, the active indicator links represent data that is publicly available (i.e., enrollment data and SurveyWorks climate survey). However, in many cases, our community-identified indicators differ from those that are publicly available. We are working to request data that the school district collects but is not yet made public. As new data and visualizations are ready, we will add them to the SCOREcard.
Additionally, some of what community members have asked to be measured in the SCOREcard is, to the best of our knowledge, not currently being collected In these cases, this SCOREcard represents a call to action for the school system, in partnership with community organizations, to collect data in areas that matter to the community, and to make it publicly accessible. As we get access to more data, more indicators will be populated and our SCOREcard will be stronger.
GOAL 2:
Students feel supported in resolving conflicts
GOAL 3:
Teachers are trained in restorative practices
GOAL 1:
Teachers given a curriculum that incorporates restorative practices into daily activities
| Number | Indicator |
|---|---|
| 1 | Student satisfaction with teacher’s classroom restorative practices. | 2 | Administrator, peer educator, and/or staff Satisfaction with teachers’ classroom restorative practices. |