Brief Program Summary: Level 1 Restorative Practices: This full-day workshop, which can be
offered in two parts, focuses on the social-emotional basics and mindset needed to engage in
restorative work. It will also inform participants on proactive strategies, relationship building, and
community building. Participants will learn how to hold restorative chats, an informal way to
Level 2 Restorative Practices: This full-day workshop, which can be offered in two parts, builds
upon learning from Level 1 to inform participants about the use of Responsive Circles and Formal
Restorative Practices Implementation: This 3-hour workshop focuses on implementing restorative
practices in a school context for practitioners who want to spend time tackling the work it takes to
institutionalize these practices.
Train the Trainer: This 4.5 day workshop series guides participants through sessions dedicated
to the basics of Restorative Justice, implementation, and Restorative Conferencing. Time will also
be spent learning about implicit bias and its role in Restorative Practices. Finally, participants will
be given specific guidance on implementing Restorative Practices in their context and provided
with the resources necessary to train others.
Self-Paced Individual or Group Learning: Restorative Module 1 & Restorative Module 2 are each
2-hour videos that cover restorative practice basics. Each module has an accompanying reflection
Peers Making Peace (PMP): This youth-serving program is centered on evidence-based
prevention and resiliency strategies. School and afterschool staff will be trained on how to
appropriately implement a peer mediation program in their own setting. PMP can help students
build social competence, equip them with personal problem-solving skills, foster a sense of
autonomy, and provides many opportunities for meaningful participation. It is best suited for
students in grades 7 – 12.
Success Metrics: A program evaluation found of the Peers Making Peace (PMP) program found
that assaults decreased by 90.2 percent in treatment schools, while increasing by 33.0 percent in
control schools; expulsions decreased by 73.0 percent in treatment schools, but increased by 6.2
percent in control schools; discipline referrals decreased by 57.7 percent in treatment schools,
but increased by 8.4 percent in control schools; and the PMP program reduced the number of
days absent on an average of more than one day per student.
The PMP group also had significantly greater improvement in self-efficacy as measured by the
composite score, and it had significantly greater improvement in academic performance as
measured by the Texas Assessment of Academic Skills score.