| Name | All Speaker(s) | Day | Schedule Type | Start Time | End Time | Description | Room |
|---|---|---|---|---|---|---|---|
| Joe Beckman Keynote | Joe Beckman | Monday, November 4 | Keynote 1 | 8:15 | 9:45 | Grand Ballroom - 1-5 | |
| Building and Sustaining Trusting Relationships: Proactive Circle Practices | Christina Marie Shaw & Charles Allen | Monday, November 4 | Breakout Session A | 10:00 | 11:15 | Participants will be provided with a quick overview of the importance of Restorative Practices and then will participate in a community building circle. Educators that create connections and build trusting relationships are establishing strong bonds with their students and community. Come learn how to develop a culture of caring through Restorative Practices such as Circles. | Jr Ballroom C |
| Creating a Trauma Informed Classroom | Michelle Gonzalez Gerth | Monday, November 4 | Breakout Session A | 10:00 | 11:15 | Recent statistics show that as many as 1/2 to 2/3 of children enrolled in school have experienced trauma and/or toxic stress. It is vital to understand the effects of trauma and the educational impact it has in order for students to be academically successful. This training will give educators the understanding, knowledge, and tools needed to create a successful trauma informed learning environment for all students. | Meeting Room 9 |
| Creating and Cultivating Comfortable Connections In the Classroom repeat | Lenny Dee Grozier | Monday, November 4 | Breakout Session A | 10:00 | 11:15 | Participants will explore various strategies for helping students attain and maintain a sense of belonging in the classroom environment. Attendees will learn easy-to-implement community building techniques that are applicable in preschool through college classroom settings. Intentional sensitivity to diverse temperaments and cultures will be also be addressed. The value of using talking pieces during 2-minute connections and circle time experiences will be discussed along with other effective methods. | Meeting Room 2 |
| Intersection of Restorative Practice, SEL and Juvenile Cases: Addressing Disproportionality and How to Get From Admiring the Problem to Implementing Viable Solutions | Melissa Gholston & Angela Downes | Monday, November 4 | Breakout Session A | 10:00 | 11:15 | This panel, co-presented by a nationally-recognized expert on Social Emotional Learning (SEL), a Judge/Attorney hearing juvenile cases on truancy and class-c docket cases, and a SEL practitioner in the Dallas Independent School District provides participants with an overview of how disproportionality impacts students, families, schools and the communities they serve. Participants will explore the challenges schools face in addressing disproportionality, but the primary focus will be on SEL and Restorative Practice as a viable solution. While not simply a program, SEL is highly successful in addressing systemic issues underlying disproportionality while also reducing discipline issues, improving student behavior, increasing student engagement, and increasing academic achievement by more than 11%. | Grand Ballroom - 6 |
| Pairs who Care: A Reimagined AP and Counselor Partnership | Monica Collins, Heather Kemper & Amanda Serna | Monday, November 4 | Breakout Session A | 10:00 | 11:15 | RP embraces differentiated discipline, creating a need to redefine and reimagine the AP/Counselor partnership. This isn’t APs providing mental health counseling or asking Counselors to administer discipline or share confidential information, but rather the counselor as an active participant in circles or as a “consultant” regarding behavior as unmet needs (e.g. part of the “Needs Map” protocol) for example. It’s proactive and helps the AP shift from one who “metes out justice” to one who meets the behavioral and emotional needs of students, reaffirming the student’s identify through partnering with an expert: the school counselor. | Meeting Room 1 |
| Repairing the School to Prison Pipeline | Sarah Russell & Denise Holliday | Monday, November 4 | Breakout Session A | 10:00 | 11:15 | This will be a follow-up session to the 2018-2019 School to Prison Pipeline session held by Stephanie Frogge and her panel. Castanita was homeless for 31 years and speaks about being overlooked by teachers. Her journey began in 6th grade when she dropped out of school and no one came looking for her. As a 12 year old child, she began a life of prostitution and drugs to fill the void. Fast forward to 2018 where Castanita is asked to speak at the 2018-2019 National Educators for Restorative Practices convention. Through all of the heartache, the only thing she yearns for is her high school diploma. After the session, a teacher (Sarah) from east Fort Worth approaches Castanita and Denise to tell them how moved she was. Fast forward, Cassie graduates from high school and is now enrolled in college! We are teachers of our students for an eternity. Our job does not stop when they leave us. Our job stops when they’ve reached their goals. Our job is to better our society as a whole. | Meeting Room 3 |
| Restorative Power | Carlos J. Malave | Monday, November 4 | Breakout Session A | 10:00 | 11:15 | Restorative Power is a session that will teach what are the best restorative practices to use within schools and how I was able to implement it successfully at KIPP with the help of a student council. The purpose of the session is to change the idea of school culture from treating misbehaviors with punishment to writing wrongs through dialogue and getting to the root of the causes with students leading the work. | Meeting Room 4 |
| Restorative Practices - Where Consequences and Accountability Collide! | Kevin Curtis | Monday, November 4 | Breakout Session A | 10:00 | 11:15 | Educators are looking for effective ways to improve student behaviors and build relationships with millennial learners. School administrators are looking for alternative strategies to the ineffective archaic approaches of traditional discipline but are not willing to give up the concept that students must learn a lesson, be held accountable for their actions and receive some type of consequence in order for change to take place. From educator to educator, join Mr. Kevin W. Curtis - founder of National Educators for Restorative Practices, for an in-depth look at the practical applications of restorative practices being utilized in a differentiated discipline approach that will effectively respond where Consequences and Accountability Collide! | Jr Ballroom A |
| SEL & Academics... A Partnership, Not An Extra | Rachelle H Finck | Monday, November 4 | Breakout Session A | 10:00 | 11:15 | Social and emotional learning is most effective when explicit lessons are integrated and reinforced through students' curriculum. Embedding social & emotional learning can often feel like an "extra" or an "add on" to curriculum conversations when it truly is the plate in which everything else builds. In this session, we will discuss ways to embed social and emotional learning and restorative practices strategies into core curriculum easily and painlessly. Participants will walk away with a bank of resources and crosswalks of high - yield strategies that easily incorporate SEL competencies and restorative strategies into their curriculum. | Jr Ballroom B |
| Creating and Cultivating Comfortable Connections In the Classroom | Lenny Dee Grozier | Monday, November 4 | Breakout Session B | 12:45 | 2:00 | Healthy relationships are vital to supporting students’ academic success. Participants will explore various strategies for helping students attain and maintain a sense of belonging in the classroom environment. Attendees will learn easy-to-implement community building techniques that are applicable in preschool through college classroom settings. Intentional sensitivity to diverse temperaments and cultures will be also be addressed. The value of using talking pieces during 2-minute connections and circle time experiences will be discussed along with other effective methods. Multiple implementation examples will be shared to support educators with limited time constraints as well. | Meeting Room 2 |
| From "Out of Line" to Cloud Nine: The Transformative Power of RP at the DAEP | Colleen Tribble, MELANIE CHRISTIAN, Dale Hrabovsky & KIM FORREST | Monday, November 4 | Breakout Session B | 12:45 | 2:00 | Please join us to learn about how DAEP staff improve school culture, social-emotional skills, and classroom behavior with a PBIS program that is built around relational practices. At our DAEP, staff members join students in weekly community-building circles with a school-wide focus on specific values, skills, and themes. We practice differentiated discipline as part of our PBIS program, and many discipline issues are prevented or addressed through Tier 2 and Tier 3 relational practices.In this session, teachers and principals will share the lessons, insights, and strategies we have gained from years of making connections with some of our district’s most troubled kids. | Meeting Room 1 |
| Joe Beckman Breakout Session | Joe Beckman | Monday, November 4 | Breakout Session B | 12:45 | 2:00 | Jr Ballroom A | |
| Making Restorative Practices work through Authenticity | Matthew Edward Weideman | Monday, November 4 | Breakout Session B | 12:45 | 2:00 | I will describe my personal journey in teaching, and how Restorative Practices has given me the tools to excel at building positive relationships with students. I will also share a couple success stories I had in my classroom with student relationships. Then I will introduce some research that shows that positive teacher-student relationships create the environment that helps students be successful academically. The main part of my presentation will be about ways that teachers can be more authentic in their relationships with students and using that authenticity as a vehicle for making Restorative Practices succeed in their classrooms. | Meeting Room 3 |
| Restorative Practices for the Co-Administrator | Chasity Raybuck-Bonilla | Monday, November 4 | Breakout Session B | 12:45 | 2:00 | Using the RP toolkit as a basis, here are strategies to use when students are involved behaviors outside of the classroom and require some sort of discipline. These strategies are to be used in lieu of suspension or in addition to in-house suspension or detentions. These strategies include: Needs map with an Action plan, GTKY one on one time, Student Reflection of the Incident, Behavior Modules, Check In, Culture Building on a large scale and other resources. During this session, you will also be given time to create a module that you can use as soon as you get back to your site. This session is mostly geared toward middle school and high school administrators. | Meeting Room 4 |
| Restorative Practices in Schools: Learn from 10 Year’s Experience Implementing and Practicing RP in Schools Everyday | Jennifer Gallegos & Jennifer Kirksey | Monday, November 4 | Breakout Session B | 12:45 | 2:00 | There is a brief activity that helps learners understand the profound influence perspective has when conflict or harm occurs. The presenters will demonstrate a Restorative Conference and give participants an opportunity to practice. Participants learn that simple is better, and they are introduced to the four guiding questions that are at the heart of Restorative Practices in schools. Finally, strategies for implementation are presented, along with how RP and discipline are balanced. The learning objective is understanding how RP works in schools, what my role is in RP, and strategies for implementation. The session is a blend of direct learning and interactive participation. The goal is for participants to take away the very basic tools of Restorative Practices and be prepared to initiate a circle or facilitate a conference when students return in the fall. | Jr Ballroom C |
| Restorative practices, PBIS and a teacher's pound of flesh. | Robert Moody | Monday, November 4 | Breakout Session B | 12:45 | 2:00 | I will be talking about the marriage of restorative and PBIS and how that can impact the teacher who wants their pound of flesh from a kid. I will talk about how "traditional"discipline can fit into the restorative picture but how "tradition" discipline can't be as "traditional" if we are doing what is best for kids. | Jr Ballroom B |
| RP Implementation -- Working with Intent and Purpose | Jeff Mann | Monday, November 4 | Breakout Session B | 12:45 | 2:00 | The implementation of restorative practices in your district is a journey that should be mapped out with intent and purpose. In this session, participants will learn how a mid-sized urban school district mapped the implementation process for Restorative Practices. Parts of the process went very well and other parts of the process provided lessons learned. Actual experiences and examples will be presented and lessons learned will be shared. Participants will walk away with an understanding and a practical road map of how they can successful implement Restorative Practices in their district. | Meeting Room 9 |
| Slow the Flow: Personal Experiences with the School-to-Prison Pipeline repeat | Stephanie Frogge, Jim Buffington, Jeremiah Dickey, Castanita Fitzpatrick, Randi Daniel & Richard Scott | Monday, November 4 | Breakout Session B | 12:45 | 2:00 | Restorative practices seek to disrupt the so-called school-to-prison pipeline: a secondary consequence of zero tolerance policies and exclusionary discipline practices that disproportionately impact already disadvantaged students. Students removed from the classroom are less likely to experience academic success and more likely to enter the juvenile or adult justice systems. A panel of north Texas citizens formerly incarcerated will discuss the role of their school experience as it relates to their justice involvement. | Grand Ballroom - 6 |
| Alternative approach to Connection Tools | AJ Lemmon & Christi Cossey-Wallace | Monday, November 4 | Breakout Session C | 2:20 | 3:35 | The purpose is to show campus leaders an alternative way to use the connection tools campus wide. I will be to show participants how to introduce and help change the mindset from a traditional discipline campus to one that embraces the RP philosophy. | Meeting Room 4 |
| Culture Circles for Creating a Sense of Belonging | Sarah Sampson & Cara Russell | Monday, November 4 | Breakout Session C | 2:20 | 3:35 | In this interactive session, experience and walk-away with resources to facilitate culture circles with students and staff. These circles have been developed within Keller ISD's Creating a Culture of Belonging Initiative and piloted within a high school history courses. Circles explore social-identity, race, culture, and equity, as well as igniting conversations around becoming upstanders and positive agents for societal change. Held within the safe container of traditional restorative practices, circles also will include movement, mindfulness, and culturally relevant storytelling. | Jr Ballroom C |
| Joe Beckman Breakout Session repeat | Joe Beckman | Monday, November 4 | Breakout Session C | 2:20 | 3:35 | Jr Ballroom A | |
| Reaching the "Unreachable" | Nathan Maynard | Monday, November 4 | Breakout Session C | 2:20 | 3:35 | We will discuss a taxonomy of building a relationship, with at-risk populations specifically, and how to support when struggling. | Meeting Room 3 |
| Student Led Initiatives to Community Building on Campus- NYOS Students repeat | Shawn Bliss & Norma Reyes | Monday, November 4 | Breakout Session C | 2:20 | 3:35 | Students will present on new initiatives implemented within our school community. In using Restorative Practices, students discuss these initiatives through SEL. This session is beneficial to educators in hearing first -hand from PAL (Peer Assistance and Leadership) students who have found ways to build community with student led initiatives and leadership. | Grand Ballroom - 6 |
| Suspend or Mend | Daniel T Stuard | Monday, November 4 | Breakout Session C | 2:20 | 3:35 | The session looks at suspension rates and ties in how restorative practices can lower these rates while approaching discipline from a restorative aspect. | Jr Ballroom B |
| Teaching the Not-Whole Child: RP and Trauma | Celeste Tisdale | Monday, November 4 | Breakout Session C | 2:20 | 3:35 | Restorative Practices focuses on teaching the whole child, but in many cases, the students we teach do not feel whole. Approximately half of our students have had at least one Adverse Childhood Experience (ACE) such as abuse, a death in the family, or witnessing violence. Although trauma may make these students feel empty, broken, and not-whole, Restorative Practices can help to meet their needs, allowing them to better cope with their unique challenges -- a prerequisite to social and emotional, as well as academic, well-being. In this session, we will discuss the impact of ACEs on the brain and behavior, benefits of using Restorative Practices with traumatized students, and ways to avoid unintentionally inflicting more harm. This session will include true stories of real trauma and will spend some time in the "deep end of the pool" but will also include stories of restoration and hope. | Meeting Room 9 |
| Using Restorative Practices with Students with Special Needs-Keys to Success repeat | Celeste Darlene Kellar | Monday, November 4 | Breakout Session C | 2:20 | 3:35 | This session focuses on the accommodations necessary to improve the successful adoption of Restorative Practices for students with disabilities. As principal of a school for students with disabilities in grades 3-12, the whole-school adoption of Restorative Practices presented numerous challenges in adapting the practice to make it accessible for all students especially those lacking the cognition, language, or theory of mind to successfully embrace a practice requiring dialogue and thinking about others outside of one's self. The presentation will draw from lessons learned within our own setting, challenges presented as well as challenges overcome by leadership/faculty/staff/students. | Meeting Room 1 |
| Where Do I Start??! A Quickstart Guide to Restorative Practices repeat | Lynda Kay Willie | Monday, November 4 | Breakout Session C | 2:20 | 3:35 | This session will cover how to get started, even if you have little to zero knowledge about RP. We will focus briefly on the science behind behavior (very briefly) and then move on to how it affects your classroom, how you can respond, and how to get kids regulated. We will describe how you can set up "morning meetings" that will take up little to no time in your daily schedule, and yield huge results. We will also share stories from several teachers who implemented this and how it changed the course of their classroom and saved their sanity. There will be a second presenter, we have not hired that person yet, so I have no contact info. | Meeting Room 2 |
| A Father & Daughter's Restorative Journey: A Student's Voice | Michael Hinesly & Rachel Hinesly | Monday, November 4 | Breakout Session D | 3:45 | 4:45 | As an educator who whole-heartedly believes in RP, my daughter's journey truly led me to understand the impact that the relationships with teachers literally saved her life. | Jr Ballroom A |
| Alternative approach to Connection Tools repeat | AJ Lemmon & Christi Cossey-Wallace | Monday, November 4 | Breakout Session D | 3:45 | 4:45 | The purpose is to show campus leaders an alternative way to use the connection tools campus wide. I will be to show participants how to introduce and help change the mindset from a traditional discipline campus to one that embraces the RP philosophy. | Meeting Room 4 |
| Building SPED Student Skills through Restorative | John B. Martinez | Monday, November 4 | Breakout Session D | 3:45 | 4:45 | In this session we will discuss different techniques to help implement academics with students with Special Needs. We will discuss motor skill development as well as communication development among students over a variety of functioning levels. During the presentation, participants will have an opportunity to discuss and create sparks, relate break ideas, and circle ideas. This presentation will cover an array of disabilities from low to high functioning autism, Down Syndrome, speech impairments, and more. We will also touch on the importance of parent involvement with Restorative. | Meeting Room 1 |
| Culture Circles for Creating a Sense of Belonging repeat | Sarah Sampson & Cara Russell | Monday, November 4 | Breakout Session D | 3:45 | 4:45 | Now more than ever, practices are needed to create cultures of belonging within our school system. In this interactive session, experience and walk-away with resources to facilitate culture circles with students and staff. These circles have been developed within Keller ISD's Creating a Culture of Belonging Initiative and piloted within a high school history courses. Circles explore social-identity, race, culture, and equity, as well as igniting conversations around becoming upstanders and positive agents for societal change. Held within the safe container of traditional restorative practices, circles also will include movement, mindfulness, and culturally relevant storytelling. Session will be held by Sarah Sampson, Keller ISD's Social-Emotional Learning Facilitator. Sarah is certified in Restorative and Mindfulness based practices. | Jr Ballroom C |
| Reaching the "Unreachable" repeat | Nathan Maynard | Monday, November 4 | Breakout Session D | 3:45 | 4:45 | We will discuss a taxonomy of building a relationship, with at-risk populations specifically, and how to support when struggling. | Meeting Room 3 |
| Student Led Initiatives to Community Building on Campus- NYOS Students | Shawn Bliss & Norma Reyes | Monday, November 4 | Breakout Session D | 3:45 | 4:45 | Students will present on new initiatives implemented within our school community. In using Restorative Practices, students discuss these initiatives through SEL. This session is beneficial to educators in hearing first -hand from PAL (Peer Assistance and Leadership) students who have found ways to build community with student led initiatives and leadership. | Grand Ballroom - 6 |
| Suspend or Mend repeat | Daniel T Stuard | Monday, November 4 | Breakout Session D | 3:45 | 4:45 | The session looks at suspension rates and ties in how restorative practices can lower these rates while approaching discipline from a restorative aspect. | Jr Ballroom B |
| Teaching the Not-Whole Child: RP and Trauma repeat | Celeste Tisdale | Monday, November 4 | Breakout Session D | 3:45 | 4:45 | Restorative Practices focuses on teaching the whole child, but in many cases, the students we teach do not feel whole. Approximately half of our students have had at least one Adverse Childhood Experience (ACE) such as abuse, a death in the family, or witnessing violence. Although trauma may make these students feel empty, broken, and not-whole, Restorative Practices can help to meet their needs, allowing them to better cope with their unique challenges -- a prerequisite to social and emotional, as well as academic, well-being. In this session, we will discuss the impact of ACEs on the brain and behavior, benefits of using Restorative Practices with traumatized students, and ways to avoid unintentionally inflicting more harm. This session will include true stories of real trauma and will spend some time in the "deep end of the pool" but will also include stories of restoration and hope. | Meeting Room 9 |
| The Big Three - Proactive Tools to Build and Sustain Community in the Classroom | Alan Krenek | Monday, November 4 | Breakout Session D | 3:45 | 4:45 | Educators are looking for effective ways to build and sustain relationships in the classroom that do not take too much time away from the daily instruction. Come experience NEDRP’s three most effective and efficient tools to make this happen: 60 Second Relate Breaks, Two Minute Connections and 90 Second Spark Plans. | Grand Ballroom - 7 |
| Where Do I Start??! A Quickstart Guide to Restorative Practices | Lynda Kay Willie | Monday, November 4 | Breakout Session D | 3:45 | 4:45 | This session will cover how to get started, even if you have little to zero knowledge about RP. We will focus briefly on the science behind behavior (very briefly) and then move on to how it affects your classroom, how you can respond, and how to get kids regulated. We will describe how you can set up "morning meetings" that will take up little to no time in your daily schedule, and yield huge results. We will also share stories from several teachers who implemented this and how it changed the course of their classroom and saved their sanity. There will be a second presenter, we have not hired that person yet, so I have no contact info. | Meeting Room 2 |
| Michael Bonner Keynote | Michael Bonner | Tuesday, November 5 | Keynote 2 | 8:05 | 9:15 | Grand Ballroom - 1-5 | |
| "Can We Do That Circle Thing?" Why and How Restorative Practices Work on Our Campus | Amanda Boland & Nicole Fortney | Tuesday, November 5 | Breakout Session A | 10:00 | 11:15 | Are you sold on Restorative Practices but want more information on the logistics and making it work day to day? In this session, we will share information on campus structures that supported the implementation of circles, materials we shared with teachers to introduce and maintain circles, and adjustments to our PBIS and discipline plans to incorporate restorative practices. | Meeting Room 4 |
| "Community Keepers" The Power of Student-led Community-Building in Secondary Schools | Sharon D. Bradley & Sherman McCray | Tuesday, November 5 | Breakout Session A | 10:00 | 11:15 | "Community Keepers" are students who are training in restorative practices and other SEL strategies on the secondary campuses of a large suburban school district in Texas. Session participants will be introduced to the program and processes by which these students have been taught the restorative approaches, skills, and attitudes necessary to build healthy relationships and resolve conflict constructively in their personal lives at home, in school, at work, and in the community. Trained students are able to contribute to the safety and well-being of the school community. This session will incorporate exercises in mindfulness, circle and restorative thinking partners. | Jr Ballroom B |
| A Father & Daughter's Restorative Journey: A Student's Voice repeat | Michael Hinesly & Rachel Hinesly | Tuesday, November 5 | Breakout Session A | 10:00 | 11:15 | As an educator who whole-heartedly believes in RP, my daughter's journey truly led me to understand the impact that the relationships with teachers literally saved her life. | Meeting Room 2 |
| Growing the Circle...From the Classroom to a Campus | Heather Boisjolie | Tuesday, November 5 | Breakout Session A | 10:00 | 11:15 | I was a lead teacher for restorative practices in my former district and implemented circles with great success in the general ed and inclusion classroom. I just landed my first Assistant Principal position in a new district who is new to restorative practice. I will share how administrators can support the teachers' use of restorative practice in their classrooms to staff team-building, parental relationships and student discipline. | Jr Ballroom C |
| Michael Bonner Breakout Session | Michael Bonner | Tuesday, November 5 | Breakout Session A | 10:00 | 11:15 | Jr Ballroom A | |
| Restorative Life in Kinder | Blake Wagner & Karina Castillo-Bonilla | Tuesday, November 5 | Breakout Session A | 10:00 | 11:15 | This session will display strategies I've used and personal experiences from my kindergarten classroom and how we are supported in the classroom. | Meeting Room 1 |
| Scaffolding Restorative Practices for all Learners | Robyn Harris | Tuesday, November 5 | Breakout Session A | 10:00 | 11:15 | This session will help educators use best practices for English Language Learners to ensure all students have what they need to participate in circle. We will review ELL (and SPED) strategies and the participants will have an opportunity to make-and-take some tools to help their beginner and intermediate students share in RP activities. | Meeting Room 9 |
| Spark Plan: When a tool becomes a lifestyle | Doug Overton | Tuesday, November 5 | Breakout Session A | 10:00 | 11:15 | When you think about the 90 second spark plan, you think positive classroom climate. Although this is an effective tool for teachers to use, its impact has a much greater potential. This breakout will teach you how to use a simple classroom tool to transform the culture around you. | Meeting Room 3 |
| Student Baggage: Warning Signs and How To Address it Through Restorative Practices | Roxanna Barnes & Sandra Dahl | Tuesday, November 5 | Breakout Session A | 10:00 | 11:15 | This session will allow participants to understand the importance of recognizing student baggage, the warning signs and how to address it. This would be beneficial for educators to assist them with being self aware and how to teach today's students with SEL at the forefront. | Grand Ballroom - 6 |
| "Community Keepers" The Power of Student-led Community-Building in Secondary Schools repeat | Sharon D. Bradley & Sherman McCray | Tuesday, November 5 | Breakout Session B | 12:45 | 2:00 | "Community Keepers" are students who are training in restorative practices and other SEL strategies on the secondary campuses of a large suburban school district in Texas. Session participants will be introduced to the program and processes by which these students have been taught the restorative approaches, skills, and attitudes necessary to build healthy relationships and resolve conflict constructively in their personal lives at home, in school, at work, and in the community. Trained students are able to contribute to the safety and well-being of the school community. This session will incorporate exercises in mindfulness, circle and restorative thinking partners. | Jr Ballroom B |
| Building Resilience through Circles, using the Circle of Courage Model | Lynne Roland & Brian Hopkins | Tuesday, November 5 | Breakout Session B | 12:45 | 2:00 | The circle group adds a powerful element to your classroom cohesion. Get more from your circles by building resiliency skills and character development when you add the Circle of Courage model. This workshop will show you how to implement this simple tool, mold it into your circle groups to enhance social emotional growth. The Circle of Courage moves students through the 4 core phases of self actualization, belonging, mastery, independence and generosity. Students graduate to each phase based on an assessment of their character traits, and enhanced positive behavior traits. The Circle of Courage is not magic, but it's pretty close! | Meeting Room 9 |
| Creating a Culture of Caring for Your Restorative Team | Claudia Sotelo & Patricia De Leon | Tuesday, November 5 | Breakout Session B | 12:45 | 2:00 | Creating connections and building trusting relationships is the cornerstone of any healthy relationship. Learn how to establish a culture of caring that will support the staff on campus. To touch the lives of our students we must be able to reach the adults in the school community. Through the use of Restorative Circles learn how to provide care and support for your Restorative Team. Create a community among your school staff that is positive and has a strong sense of connection to the community. Participants will be introduced to importance of Building Connection and Community Circles. They will learn how to implement Check-In, Celebration, and Appreciation Circles to support their Restorative Team. | Grand Ballroom - 6 |
| Final Student Circle | Denise Holliday | Tuesday, November 5 | Breakout Session B | 12:45 | 2:00 | If you haven't had a chance to experience a student circle, come and join the final student circle led by Denise "Circle Mamma" Holliday. | Jr Ballroom D |
| Growing the Circle...From the Classroom to a Campus repeat | Heather Boisjolie | Tuesday, November 5 | Breakout Session B | 12:45 | 2:00 | I was a lead teacher for restorative practices in my former district and implemented circles with great success in the general ed and inclusion classroom. I just landed my first Assistant Principal position in a new district who is new to restorative practice. I will share how administrators can support the teachers' use of restorative practice in their classrooms to staff team-building, parental relationships and student discipline. | Jr Ballroom C |
| Restorative Practice: Implementation in Middle School | Candice L Cook | Tuesday, November 5 | Breakout Session B | 12:45 | 2:00 | With a year’s experience, I would like to present the process of our campus’s implementation of restorative practices in a middle school setting. I will focus on how to and how to make time to connect, red/green/yellow circle facilitation with teachers and students, how to sustain the restorative vision, a campus vision of restorative practices for classroom management and with campus admin, and our teacher led PBIS committee foundation. We'll finish up with feedback from students (18-19 year olds) of restorative practice ideas. | Meeting Room 3 |
| Restorative Practices - Where Consequences and Accountability Collide! repeat | Kevin Curtis | Tuesday, November 5 | Breakout Session B | 12:45 | 2:00 | Educators are looking for effective ways to improve student behaviors and build relationships with millennial learners. School administrators are looking for alternative strategies to the ineffective archaic approaches of traditional discipline but are not willing to give up the concept that students must learn a lesson, be held accountable for their actions and receive some type of consequence in order for change to take place. From educator to educator, join Mr. Kevin W. Curtis - founder of National Educators for Restorative Practices, for an in-depth look at the practical applications of restorative practices being utilized in a differentiated discipline approach that will effectively respond where Consequences and Accountability Collide! | Jr Ballroom A |
| Serving LGBTQ Youth Using Restorative Practices | Sharon Herrera | Tuesday, November 5 | Breakout Session B | 12:45 | 2:00 | This session is designed to increase awareness of the issues experienced on a personal, community and institutional level by Lesbians, Gay, Bisexual and Transgender people and to define common terms used about and within the LGBTQ community. We will briefly highlight the history of the LGBTQ community in order to create a deeper understanding of personal ideas, stereotypes, and assumptions related to gay, lesbian, bisexual and transgender people. This increased awareness of resources that support LGBTQ youth and allied individuals can help us save lives! | Meeting Room 4 |
| The Last School Shooter: a starting point to ending the frightening epidemic in American schools | Terry Keys | Tuesday, November 5 | Breakout Session B | 12:45 | 2:00 | USA Today Best Selling Author, coach and teen mentor Terry Keys takes a deeper look into some of the past and current events, and evaluates the changes in our society. Terry will discuss the importance of reading, story-telling and ties in the restorative way practices to improving the mental health of our students. He will also discuss practical steps educators and parents can take now to improve relationships and foster learning. His latest book, The Kilwade Tragedy will also be discussed and there will be giveaway opportunities as well. | Meeting Room 2 |
| Using GTKY Circles to Enhance Campus Leadership | Jerry Crowell Jr. | Tuesday, November 5 | Breakout Session B | 12:45 | 2:00 | I will give tips and tools on how to use GTKY (Green and Yellow) Circles for principals. They can use this with their admin staff and teachers. I have used this on both elementary and secondary campuses. | Meeting Room 1 |
| From a Legal Perspective: Why Restorative Discipline is the Way to Go | Jim Walsh | Tuesday, November 5 | Keynote 3 | 2:15 | 3:30 | This session will provide the perspective of an experienced school lawyer on why Restorative Discipline reduces legal exposure, and frees up educators from the “prosecuting attorney” mindset. | Grand Ballroom - 1-5 |
NEDRP 2019 Breakout Sessions
A list of speakers, titles and descriptions. All sessions are subject to change.
