Integrating MTSS and Restorative Practices: Creating Connected, Equitable, and Responsive School Communities
Join Aspire Living & Learning’s experts for a timely session, titled: “Integrating MTSS and Restorative Practices: Creating Connected, Equitable, and Responsive School Communities“.
Professional Development Details
- Date: January 15
- Time: 8:00 AM – 3:00 PM (ET)
- with a 1-hour lunch break
Overview
This professional development session will explore how schools can integrate restorative practices within a multi-tiered systems of support (MTSS) framework to create more connected, equitable, and responsive school communities. Participants will examine practical examples of how restorative practices can be implemented across all three tiers to promote positive school climate, strengthen relationships, and respond effectively to student conflict.
What You’ll Learn
Participants will:
- Understand core features of MTSS that support positive school climate, social-emotional well-being, and student relationships.
- Identify how restorative practices can be integrated within MTSS as part of a systematic, proactive approach to student support and conflict.
- Explore practical examples across all three tiers of how restorative practices can be taught, reinforced, and used to respond to student needs.
- Consider how restorative practices can strengthen connection, belonging, accountability, and equity within existing school-wide systems.
- Identify opportunities to align existing MTSS and restorative efforts to create more consistent, responsive, and sustainable approaches to student behavior and relationships.
About Your Presenter
Marlena Minkos, Ph.D., NCSP, BCBA
Licensed Psychologist and Board Certified Behavior Analyst
Bio
Dr. Minkos is a Licensed Psychologist, Nationally Certified School Psychologist, and Board Certified Behavior Analyst with over 15 years of experience working with children and adolescents in clinical and educational settings across the state of Connecticut. She has partnered with school- and district-level teams to implement multi-tiered systems of support (MTSS) that improve social-emotional and academic outcomes, while also guiding the integration of social-emotional learning (SEL) to promote proactive, relationship-centered approaches.
She facilitates consultation and professional development with school teams on topics including MTSS, PBIS, SEL, evidence-based classroom management, equitable and restorative discipline practices, and data-based decision making.
In addition, Dr. Minkos has taught courses as an adjunct professor within the school psychology program at University of Connecticut and has supported statewide initiatives through her work with the Connecticut State Department of Education, serving as the project evaluator for the CT School Climate Transformation Grant.
Register for this session today.