Hacking School Discipline
First Presenter's Institution
Restorative Group
First Presenter's Brief Biography
Nathan Maynard is an educator, youth advocate, and national and international restorative practices trainer. He is a co-author of the Washington Post bestseller Hacking School Discipline. Nathan also is the Co-Founder and CEO of BehaviorFlip- first restorative support behavior support software for schools. He was awarded “Youth Worker of the Year” through his work supporting underserved and underprivileged youth involved with the juvenile justice system. Nathan studied Behavioral Neuroscience at Purdue University and has facilitated restorative practices successful implementation for over ten years in a wide range of educational settings. He is passionate about ending the school-to-prison pipeline crisis and closing the opportunity gap through implementing trauma-informed behavioral practices.
Second Presenter's Institution
Appoquinimink School District
Second Presenter’s Email Address
kristine.peters@appo.k12.de.us
Second Presenter's Brief Biography
Dr. Kristine Peters is an educator who is passionate about establishing a culture of care and sense of belonging among staff, students, and families. She believes that students thrive when the whole child is considered and a restorative community school approach is embraced. Kristine works to ensure that students feel connected, protected, and respected and that student voice is amplified. She currently serves as the Coordinator of Equity, Climate, and Wellness for the Appoquinimink School District in Middletown, DE but has previously served in the roles of teacher of general education and special education populations, behavior specialist, school psychologist, and has led district initiatives related to positive behavior support, school climate, school safety, threat and risk assessment, MTSS, and educator self-care and wellbeing. Kristine has degrees in Elementary and Special Education, School Psychology, and School Leadership. She has played an active role in supporting and promoting restorative practices and equity within her current role at Appoquinimink School District as well as at the state and national level.
Third Presenter's Institution
Appoquinimink School District
Third Presenter’s Email Address
edmond.gurdo@appo.k12.de.us
Third Presenter's Brief Biography
Dr. Edmond Gurdo is an educator that is passionate about students feeling connected and having a sense of belonging. He is currently the Supervisor of Equity and Student Services for the Appoquinimink School District in Middletown, DE but has previously served in the roles of Lead Clinician, School Counselor, Assistant Principal, and Principal. He was awarded the State of Delaware’s School Counselor for his work with students and families. Edmond has degrees in Biology, Psychology, Mental Health Counseling, School Counseling, School Leadership, and Counseling Psychology. He has played an active role in supporting and promoting restorative practices and equity within his current role at Appoquinimink School District.
Document Type
Event
Primary Strand
Restorative Practices
Relevance to Primary Strand
This proposal relates to all aspects of the strands listed above! It is so hard to even select a primary strand when the work is truly all so interconnected and that is the core message of the presentation. Our journey and the work we share truly embodies the interconnectedness of all aspects related to SEL and restorative practices and educator and student mindfulness and self-care and the overall school safety and wellbeing it can achieve.
Alignment with School Improvement Plan Topics
Climate and Culture
Brief Program Description
The connection between brain research, trauma, and evidence-based educational practices is clear: when students feel safe and a sense of belonging, they are more likely to engage in learning. This session will help participants understand how to create an intentional sustainable, multi-tiered system of support (MTSS) that yields increased student connectedness, engagement, and academic achievement.
Summary
The connection between brain research, trauma, and evidence-based educational practices is clear: when students feel safe and a sense of belonging, they are more likely to engage in learning. This session will help participants understand how to create an intentional sustainable, multi-tiered system of support (MTSS) that yields increased student connectedness, engagement, and academic achievement.
We will discuss the role of social-emotional learning (SEL), restorative practices, and connection as protection in the development of brain-aligned discipline. Connection is a key factor in the development of students with a growth mindset and an interest in learning. Restorative practices help teachers build relationships with their students and build trust within their classrooms. These are examples of crucial factors in creating more equitable systems that consider the whole child. Student voice and agency are also two essential elements of working toward accomplishing this goal. We will discuss the importance of creating a more student-centered educational experience by providing increased opportunities for both their voices and their actions.
This session will provide a framework for strategic planning and discussions with district representatives who are implementing these approaches. Time to respond to real scenario questions from participants will also be included. You will leave with where to start, how to sustain the practices, and what it looks like to have an intentional sustainable, multi-tiered system of support (MTSS)
Evidence
Restorative practices, social emotional learning practices, emotional contagion supporting educator well-being and self-care are all researched based practices that are clearly in alignment with current educational research and best practices. In addition, comprehensive school safety including threat and risk assessment procedures modeled after the secret service model are in alignment with best practices in proactive, support and solution focused responses.
Learning Objective 1
Participants will be able to create an intentional sustainable, multi-tiered system of support (MTSS) that yields increased student connectedness, engagement, and academic achievement.
Learning Objective 2
Participants will be able to understand the role of social-emotional learning (SEL), restorative practices, and connection as protection in the development of brain-aligned discipline
Learning Objective 3
Participants will be able to leave with where to start, how to sustain the practices, and what it looks like to have an intentional sustainable, multi-tiered system of support (MTSS).
Recommended Citation
Maynard, Nathan; Peters, Kristine; and Gurdo, Edmond, "Hacking School Discipline" (2023). Southeast Conference on School Climate. 6.
https://digitalcommons.georgiasouthern.edu/secsc/2023/2023/6
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Hacking School Discipline
The connection between brain research, trauma, and evidence-based educational practices is clear: when students feel safe and a sense of belonging, they are more likely to engage in learning. This session will help participants understand how to create an intentional sustainable, multi-tiered system of support (MTSS) that yields increased student connectedness, engagement, and academic achievement.
We will discuss the role of social-emotional learning (SEL), restorative practices, and connection as protection in the development of brain-aligned discipline. Connection is a key factor in the development of students with a growth mindset and an interest in learning. Restorative practices help teachers build relationships with their students and build trust within their classrooms. These are examples of crucial factors in creating more equitable systems that consider the whole child. Student voice and agency are also two essential elements of working toward accomplishing this goal. We will discuss the importance of creating a more student-centered educational experience by providing increased opportunities for both their voices and their actions.
This session will provide a framework for strategic planning and discussions with district representatives who are implementing these approaches. Time to respond to real scenario questions from participants will also be included. You will leave with where to start, how to sustain the practices, and what it looks like to have an intentional sustainable, multi-tiered system of support (MTSS)
