Across the United States, schools are implementing Restorative Practices (RP) to improve school climate and address disparities in discipline. The scope of such RP initiatives can remain ambiguous to school leaders. Given the need for greater clarity about RP initiatives, the current study sought to identify the varying components of RP implementation for building infrastructure, strengthening staff and student capacity, and enacting multi-tiered supports. The current qualitative study draws on interview data with 18 school-based RP practitioners and principals from a large urban district in the Northeast. We used grounded theory to analyze the semi-structured interviews. Qualitative coding and analysis resulted in the development of 12 indicators of RP implementation. The 12 indicators offer a novel, practice-based guide for system-level consultation with a comprehensive approach to schoolwide buy-in, staff training, discipline policy reform, and equity and social justice.