DescriptionWhile research shows promise for the potential of restorative practices to decrease disparities in school discipline, there are still gaps in understanding the mechanisms by which restorative practices could lead to more equitable outcomes. Scholars have begun exploring the extent that explicit, “culturally conscious” modifications to standard models of restorative practices are likely to have an impact on discipline gaps (Gregory & Clawson, 2016). Yet, the conceptualization and measurement of culturally conscious or equity-oriented restorative practices is lacking. The present study’s participants include three restorative justice coordinators from three different middle and high schools that are located in a large urban district in Northeast United States. The restorative justice coordinators implemented RP in these schools with an explicit focus on addressing racial and social justice. They were interviewed during the summer over a span of four years (2016-2019) totaling 11 interviews. Given the gap in understanding what constitutes equity-oriented restorative practice, this study used literature to propose a conceptual model which includes three components: Equity-Focused Data Analysis and Progress Monitoring, Culturally Responsive Pedagogy, and Social Justice Education. Then, using qualitative methodology, the present study identified an additional component (Student Voice) and examined restorative justice coordinators’ identification of the four components. Based on coding found to have inter-rater reliability, all three restorative justice coordinators mentioned the proposed equity-oriented components during yearly interviews. Of note, Social Justice Education was the most mentioned component and Equity-Focused Data Collection and Progress Monitoring was least mentioned by coordinators. The restorative justice coordinators also differed in their emphasis of mentioned components when compared to each other, suggesting some variation in their program implementation. Taken together, the results implicate that equity-oriented restorative practices is multifaceted and should be applied in a way that is sensitive to the needs of the setting and stakeholders. To advance practice in this area, the study offers sample activities that embody equity-oriented approaches, as described by experienced school-based restorative justice coordinators.