Implement Restorative PBIS® Across Your District
A structured, multi-year approach to train staff, align schools, and build lasting behavior systems.
Powered by the Restorative PBIS® Schoolwide Training Program.
Led by Laura Mooiman, creator of Restorative PBIS®, with over a decade of district-level implementation experience.
Most districts are not lacking initiatives. They are struggling with consistency.
- Schools are using different approaches
- Staff respond to behavior in different ways
- Expectations vary across classrooms and sites
- New initiatives are introduced—but don’t stick
Even within the same school:
- Staff are not aligned
- Responses to behavior are inconsistent
- Students receive mixed messages
You may already be using PBIS.
You may already value restorative practices.
Why Current Approaches Break Down
Even strong districts run into the same challenges:
- Fragmented implementation across schools Too many competing initiatives
- Limited time for staff learning
- Staff turnover and inconsistent onboarding
- Overloaded teachers and leaders
- Different beliefs about behavior
Over time, this leads to:
frustration, inconsistency, and systems that never fully take hold.
What Districts Are Really Looking For
School leaders are not looking for another program. They are looking for:
- alignment across staff
- consistency across classrooms and schools
- clarity in how to respond to behavior
- a shared approach that actually works
Not more ideas.
A system they can implement.
The Restorative PBIS® Schoolwide Training
Program gives your district a clear, practical way to:
- Train all staff using a consistent approach
- Align PBIS and restorative practices into one system
- Implement through existing staff structures (no extra PD days required)
- Build consistency across schools and classrooms
From everyday interactions to more intensive supports, this model creates clarity across your entire system.
But don't just take my word for it....
Maite Iturri
Superintendent, Cotati-Rohnert Park Unified School District
Laura helped our district build a shared understanding of restorative practices and how they connect with PBIS. Instead of each school doing something different, we now have a clearer, more consistent approach to supporting student behavior.
Janet Handley
Assistant Superintendent, Oroville Elementary School District
After implementing Restorative PBIS with Laura’s support, our district saw a 67% reduction in suspensions. More importantly, our staff now have clear tools for responding to behavior while keeping students connected to school.
Proven in District Implementation
This approach is grounded in real district implementation, including:
- 75% reduction in suspensions
- 99% reduction in expulsions
- Among the highest school climate scores in California
Restorative PBIS® is now used by schools across the U.S., Canada, Australia, New Zealand, and international school communities to support:
- improved student behavior
- stronger relationships
- consistent systems across staff
What a 3-Year District Rollout Can Look Like
Districts don’t need another initiative.
They need a plan that works over time.
Most districts implement Restorative PBIS® over multiple years so the work can be trained, practiced, refined, and sustained. The exact plan can be customized by district, but a typical rollout looks like this.
YEAR 1
Train & Align
Train staff, establish expectations, build shared language.
YEAR 2
Deepen & Expand
Onboard new staff, reinforce Tier 1, expand targeted supports.
YEAR 3
Sustain & Embed
Build internal capacity, use data, maintain alignment.
In Detail
The 3 Year District Rollout
YEAR 1:
Train Staff & Build the Foundation
Build a common foundation across schools. Train staff, establish consistent expectations, and begin implementation through existing staff meetings and leadership teams:
- Train all staff using the Schoolwide Training Program
- Establish shared expectations and consistent responses to behavior
- Build common language across schools and classrooms
- Begin implementation with leadership team support
YEAR 2:
Deepen Practice & Expand Support
Strengthen consistency and build internal capacity. Use training modules to onboard new staff, reinforce Tier 1 practices, and expand support for students with greater needs:
- Onboard new staff consistently
- Reinforce Tier 1 practices across schools
- Strengthen leadership implementation routines
- Expand targeted and intensive behavior supports
YEAR 3:
Sustain & Embed Systems
Make the work last. Use data, leadership routines, and internal capacity-building to maintain alignment across schools over time:
- Build internal leadership capacity
- Use data to refine implementation
- Maintain consistent onboarding for new staff
- Sustain alignment across schools and departments
Optional
On-Site Training & Coaching
Districts can add on-site support to strengthen implementation, build internal capacity, and provide direct coaching across schools.
Year 1 On-Site Launch Support
- Leadership team training
- Supervision and discipline training
- On-site coaching and observation
Years 2–3 Deepening Practice
- IIRP-certified trainings
- Coaching, modeling, and leadership support
- Advanced restorative conference training
Minimum booking: 3 days. Availability is limited each year
Optional Advanced Training to Build Internal Capacity
As districts deepen implementation, staff and leaders may add advanced, internationally recognized professional learning through the International Institute for Restorative Practices (IIRP).
Laura Mooiman is a certified IIRP trainer authorized to deliver these trainings. She is not employed by IIRP.
This advanced training helps districts move from foundational implementation to more confident, skillful restorative practice across schools.
It is often added in Years 2–3 as districts deepen practice, strengthen staff skill, and develop internal expertise.
Restorative Practices for Educators
Build the relational and restorative skills teachers and staff need for daily classroom practice.
For: Teachers, staff, and administrators
Includes: Official IIRP certificate of completion + 12 hours of professional learning
Restorative Practices for Educators
Participants learn how to:
- build strong relationships and classroom community
- set high expectations while remaining supportive
- use restorative questions to guide student accountability
- facilitate circles that build trust and connection
- respond to conflict in ways that repair harm
Restorative Conferencing (Advanced)
Advanced Training
Prepare leaders and support staff to respond to more serious incidents using structured restorative processes.
For: Administrators, counselors, deans, and student support staff
Includes: Official IIRP certificate of completion + 12 hours of professional learning
Restorative Conferencing (Advanced)
Participants learn how to:
- facilitate formal restorative conferences
- guide students and families through accountability and repair
- rebuild relationships after conflict or harm
- support all voices involved in a situation
Building Internal Capacity
These trainings create a pathway for districts to build internal expertise over time.
Participants who complete IIRP trainings may become eligible to pursue further certification through IIRP’s Training of Trainers process, allowing districts to develop their own internal trainers.
This helps districts:
- sustain the work beyond initial implementation
- onboard new staff consistently
- reduce reliance on external training over time
District Investment
District partnerships are structured as an annual, per-school investment, with customized estimates available for multi-school and multi-year implementation plans.
Restorative PBIS® School Recognition
Calm. Connected. Consistent.
Schools implementing the program with fidelity may be eligible to be recognized as Restorative PBIS® Schools.
Restorative PBIS® Schools
- Digital badge for websites and communication
- Certificate of recognition
This reflects a school culture where expectations are clear, relationships are strong, and students and staff feel a genuine sense of belonging—supported by consistent, skillful responses to behavior.
This is not about launching another initiative.
It’s about building a system your schools can actually implement— and sustain over time.
