Creating a RP Implementation Plan

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COURSE OVERVIEW

A school can have all of the frameworks and strategies in the world, but the key to the success of any behavior initiative will always be implementation. Regarding behavior initiatives, there are commonalities from school to school as to why they failed. If you want to give yourself a chance at being successful in the future, you need to start by looking at your past. Why were some of your past initiatives successful, and why did some of your past initiatives fail? This is a question that everyone needs to ponder before they take on what could arguably be the most challenging behavior initiative ever. What makes implementing Restorative Practices so challenging is that you are challenging a mindset that has existed for over 100 years. To complicate things even more, Restorative Practices has a branding problem. Many people believe that Restorative Practices mean that you are going to let students do whatever they want with no accountability. Your version of Restorative Practices can and will hold students accountable by synergizing Restorative Practices with traditional consequences. This may be your intention, but it needs to be communicated through your implementation plan. Having the right plan and team to execute that plan is essential.

This course teaches participants specific guidance and support to help campuses develop an implementation plan specific to the needs of their campus and how to create a restorative practices implementation plan that ensures the fidelity of the initiative and creates buy-in with the majority of the campus stakeholders.

SUPPORTING RESOURCES

COURSE OUTLINE

Creating a RP Implementation Plan

MEET THE CONSULTANT

Kelvin Oliver

Kelvin Oliver is an educational consultant specializing in supporting schools by developing and implementing behavior management systems that synergize restorative practices, PBIS (Positive Behavioral Interventions and Supports), and traditional consequences. As a campus administrator, he was instrumental in supporting the integration of Restorative Practices with PBIS and Traditional Consequences. Kelvin created a campus-based support model with weekly professional development and an implementation support team. In 2007, Kelvin started his career in Texas as a special education teacher before transitioning to general education as a sixth-grade math teacher. He transitioned to campus math specialist and district curriculum specialist before becoming an assistant principal and later campus principal. 

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Since 2017, Kelvin has been a consultant supporting educators, schools, and districts nationwide. In his journey as a consultant, he has had the opportunity to train educators from all 50 states. He has worked directly with school districts in states such as California, Texas, Ohio, New York, New Jersey, Alabama, South Carolina, Louisiana, Idaho, Maine, and Utah, to name a few. International educators from as far as New Zealand have traveled to attend his workshops. Kelvin has extensive experience in working with various types of schools. He’s worked with medium to large urban school districts, small rural school districts, charter schools, private schools, and Native American reservations, as well as educators supporting students at state schools for deaf students. Kelvin is renowned for communicating the complexities of student behavior in schools today in a digestible way while providing concrete strategies to address challenging behavior. Currently based out of Washington, D.C., he continues to work year-round with educators, schools, and districts in all regions of the country.