Tell Me Something Good- Chase-Raymond USD 401
Something So Good!
In the 23/24 school year Kylee McDonald and her administrative team applied for a comprehensive grant to promote wellness and stronger school to community connections in the district. They were awarded, and part of Kylee’s vision for the grant was to bring a restorative approach to the campus with staff, students, and families. Both her principals jumped on board, and they hosted Professional Development with ESSDACK to bring this philosophy to staff.
Staff experienced trauma-informed training, and bought into the mission. Dr. McDonald, the admin team, and staff selected educators to ignite the process.
This past summer, we had the pleasure of working with the two teacher leaders selected from the Chase-Raymond School District through our Restorative Practice Coaches model. They came eager to learn and started envisioning how they could implement restorative practices within their district and classrooms.
This is no small task. Roxanna and Grace, the Restorative Practice Coaches for USD 401, quickly won the hearts of the Resilience Team. In August, their journey to bring restorative work to life had begun. Our team's role was to coach from the sidelines, helping them navigate the inevitable challenges that come with systemic change. One of the most difficult parts of this process is the initial launch, followed by embedding the work so deeply that it becomes a part of who we are.
Then, Ginger Lewman and I, visited Chase-Raymond to observe the work in action, and wow—what an exciting experience! What Roxanna and Grace have achieved with their peers is remarkable. Here’s what we witnessed:
Community Circles are now happening every Friday with the School Family groups, and the kids are fully embracing it. Is it perfect yet? No. But are the staff invested? Absolutely!
Here’s what we heard:
During a sports trip, something came up with the girls' team, and one of the students suggested using a circle to discuss it—on the bus! The students even identified the need for a talking piece and conducted their own circle.
Teachers shared that secondary students are showing a noticeable improvement in empathy for their peers, which is a huge win for any educator.
One teacher mentioned they had to skip circle time one day, and the kids protested!
With huge smiles and enthusiasm, many of the staff shared their process and progress. We witnessed how meaningful they are finding this work, as we engaged small groups of teachers in Circle.
Of course, we also heard about challenges from the staff, but that's to be expected. What stood out was the staff’s willingness to work through those challenges and remain committed to the process. The adults see the value of restorative practices and recognize the cultural shift that's happening.
Community Circles are just the beginning of this district’s journey toward becoming a trauma-informed, restorative school, but what an incredible start! The teachers are embracing it and the administrators are encouraging it with time, space, and practice.
Chase-Raymond, we are so proud of you! We left that day with all of you energized by your hard work and the progress you're making. We couldn’t stop smiling on the drive home, thinking about your unwavering dedication to building a positive culture and climate. It won’t be long before other schools are lining up to see the incredible things happening in your district.
URRY,
Rebecca Lewis-Pankratz and Ginger Lewman