The purpose of this study was to provide a measurement of the relationship between implementing Restorative Practices and Office Referrals. The background of this study was primarily rooted in the researcher's role in discipline and the restorative practices training the researcher was involved in. This training subsequently became the primary focus of discipline in the researcher's school. The question remained, do restorative practices impact student success as measured in suspension rates? This study analyzed quantitative data from administrator surveys, perception data collected by way of electronic survey as well as DESE data pertaining to district discipline. The study was designed to assess whether there was a correlation between the implementation of Restorative Practices and overall student success, as defined by discipline data illustrating the use of exclusionary practices. This study included participants from KC Metro public schools. All school districts included in the study were public and governed by a local school board. This study included three research hypotheses that guided the investigation. The themes that emerged from the research included the importance of implementing Restorative Practices to eliminate the use of exclusionary discipline as a form of a consequence. The data indicated that the use of Restorative Practices lessened the need for exclusionary discipline. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]