Undesirable behavior happens in schools and has often been punished by suspending and expelling students who misbehave. Exclusionary practices like these deprive students of educational opportunity and have not been shown to improve behavior or school climate. Negative consequences include the school to prison pipeline, which refers to a correlation between exclusionary discipline and later involvement in the criminal justice system. Schools use Other Means of Correction (OMC) in most cases before suspending or expelling students. Some of these OMC can be integrated into Multi-Tiered Systems of Support (MTSS) and Positive Behavior Interventions and Support (PBIS). Restorative practices (RP) show promise for improving student outcomes, and restorative justice, a subset of RP, is specifically listed as OMC in the Education Code. RP are ways of restoring relationships between people after harms have been done. Many sources refer to Indigenous roots for RP, though there is little research available detailing these Indigenous practices. In particular, restoring balance between people through the use of Settle Up, as practiced by Yurok, Hupa, and Karuk people, has rarely been described to people outside of those communities. In this study, I foreground the voices of those who understand Settle Up best. This information might be used to inform inclusive disciplinary strategies in schools. Changes might be made by applying essential elements of Settle Up to RP as it is now practiced in schools. Placement of Settle Up-based interventions on the Continuum of Restorative Practices are proposed. [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.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]