• This course closed on 07/16/2024.

March 5, 2024 @ 8:15 am – 2:30 pm

In person registration is closed. Virtual registration closes March 4, 2024.

Registration: 8:15 – 8:45 am
Conference: 8:45 am – 2:30 pm

Attend In Person or Via Zoom

Minuteman Regional Vocational Technical High School
758 Marrett Road
Lexington, MA 02421

  • Eliza Cassella, M.Ed., Director of Social Emotional Learning, Culture, & Climate, Salem Public Schools
  • Dennis Lynch, M.Ed., CAGS, Principal, Everett High School
  • Jess Madden-Fuoco, M.A., M.Ed., School Librarian and Restorative Justice Teacher, Margarita Muñiz Academy, Boston Public Schools
  • Jim Murphy, M.Ed., CAGS, Vice Principal, Everett High School
  • Porshai Z. Peters, M.A.T., 3rd Grade Teacher, Henry Grew School, Boston Public Schools
  • Mia Riccio, M.S., C.A.G.S., Director of MTSS, Salem Public Schools
  • Ellen Wingard, M.Ed., Executive Director of Student Support Services, Salem Public Schools

As Massachusetts schools are now legally obligated (according to MGL c. 71 § 37H3⁄4(b)) to reconsider traditional approaches to discipline and minimize exclusionary measures in response to student misbehavior, many schools and districts are turning towards alternative practices to foster a genuine sense of community and inclusivity for all. This conference will focus on providing a framework to enhance educator’s ability to cultivate a culture of restorative practices at both the school and district levels, viewed through the lens of a multi-tiered system of support (MTSS). By leveraging the competency, leadership, and implementation drivers of MTSS, participants will engage in reflection on the structures, systems, and practices that contribute to building and reinforcing a restorative culture. This topic will be further explored at the hybrid conference, Shifting Mindsets and Practice in Promotion of Positive Student Outcomes, on March 28, 2024.

About the Speakers

Eliza Cassella, M.Ed., is the director of social emotional learning, culture, and climate for Salem Public Schools, Eliza has worked closely with school leaders and school-based teams to help design, implement, and refine strategies for increasing students’ sense of belonging and overall social and emotional wellbeing in schools. Before joining Salem Public Schools, Eliza spent 12 years working for Boston Public Schools leading the CTE Pathway department, cultivating Dual Enrollment post-secondary partners, and designing and supporting the implementation of a grades 7-12 SEL curriculum that addressed the impact of COVID-19 on students, staff, and families. Eliza holds master degrees from the Harvard Graduate School of Education and the Institute for Nonprofit Leadership’s Community Fellows program through Tufts University Tisch School of Civic Engagement. 

Dennis Lynch, M.Ed., CAGS, is entering his thirteenth year as an administrator and educator within the Everett Public Schools. He began his career in education as a high school history teacher. He was appointed Dean of Students at Everett High School, where he was tasked with student attendance, behavior and guidance responsibilities. Mr. Lynch served as Assistant Principal of the Parlin School, a K-8 school in Everett. He later became Principal of the Parlin School where he led an effort to provide individualized instruction for all students in order to address learning loss due to the pandemic. Mr. Lynch is now in his second year as Principal of Everett High School. Prior to joining K-12 education, Mr. Lynch worked for many years at the Massachusetts Probation Department. He lives in Abington with his wife and three children.

Jess Madden-Fuoco, M.A., M.Ed., started teaching in 1997 and was an assistant principal for 13 years and an instructional coach for the past four years. Jess just started a new position at Margarita Muñiz Academy as Restorative Justice Teacher and School Librarian. Since she began working in schools, Jess was always concerned about school being too punitive and not helping young people learn from their mistakes, so she was grateful to learn about restorative justice in 2008. Jess began teaching educators about restorative justice in 2016 and designed the fully online Becoming Restorative Course in 2022. Jess loves to think about having a positive impact on more students by supporting the growth of all staff who work in schools. Jess lives in Boston with her partner Bill, their two daughters, and their dog. You can learn more about Jess on her website: http://leadwithlovelovetolead.com/

Jim MurphyM.Ed., CAGS, is entering his seventeenth year in the Everett Public Schools. Over the course of his career, he has held numerous positions including as a Middle School Inclusion Teacher, Math Interventionist, Instructional Coach, Math Teacher and Director of Data for the Everett Public Schools. More recently, he held the role of Assistant Principal at the Parlin School and, subsequently, Vice Principal at Everett High School. He resides in Rowley with his wife and two daughters.

Porshai Z.Peters, M.A.T., a  graduate of Boston Public Schools, started teaching in the district in 2018. Porshai’s strong belief in student voice and choice led her to seek transformative approaches to supporting the social-emotional and academic needs of her scholars. Upon her introduction to restorative justice, Porshai redesigned her classroom norms, routines, and systems, to reflect the equality and healing practices that restorative justice encourages. As a 3rd grade teacher at the Henry Grew School, she has curated dozens of restorative classroom resources and engaged in hundreds of restorative conversations. In 2020, she began teaching educators about restorative justice, co-facilitating multiple school based professional developments and courses across the Boston Public Schools. Most recently she has embarked on a new restorative journey… restorative parenting to her two year old son, Jasper. 

Mia Riccio, M.S., CAGS, is Director of MTSS (Multi-Tiered System of Supports) for Salem Public Schools. She furthered her academic pursuits by obtaining a Master’s in School Counseling from Mercer University in 2016, equipping her with the tools to make a difference in students’ lives. From 2017 to 2022, Mia served as a City Connects Coordinator, making an impactful difference first at the Nathaniel Bowditch K-8 School and subsequently at Collins Middle School. Her role was instrumental in ensuring comprehensive student support, effectively applying her expertise to enhance student success. In 2022, Mia achieved a Certificate of Advanced Graduate Study (C.A.G.S) in Educational Leadership from Salem State University. An active contributor to the education community, Mia is a member of the American School Counselor Association (ASCA) and the Massachusetts School Counselors Association (MASCA). Notably, she serves as a new member on the MASCA Model Committee, contributing her expertise to shape and advance the future of school counseling models in Massachusetts.

Ellen Wingard, M.Ed., is the Executive Director of Student Support Services for Salem Public Schools. She oversees student and family support systems, including behavioral and mental health services, nursing and health services, attendance, homelessness and foster care. The Department of Students Services also leads Salem’s implementation of social emotional learning and trauma informed practices, and programs to enhance school culture and climate. In 2017, Ellen and her team launched the district-wide implementation of City Connects, an evidence-based approach to integrated student support that addresses the out-of-school factors that impact students’ achievement. Ellen arrived in education via the social work field, working for 10 years in residential and outreach programs for The Key Program, Inc., a non-profit organization that provides therapeutic services to children and adolescents served by DCF, DMH and DYS. Ellen holds a B.A. from St. Lawrence University and an M.Ed. from UMass-Boston with a concentration in School Adjustment Counseling. Drawing on her experience in social work and public education, Ellen prioritizes social justice and inclusive education in order to create more equitable systems of support so all students can thrive. 

Membership Information

Most MPY webinars are available ONLY to current staff from member districts and organizations. Public school memberships include police and fire personnel. Former and retired employees and members of committees, including but not limited to, PTO/PTA, PAC, School Improvement Councils, Health Councils, Drug/Alcohol Councils, and school volunteers, are not considered MPY members.

PDPs and CEUs

MPY is an approved Professional Development Provider through the Massachusetts Department of Elementary & Secondary Education (Provider No. F20180079). Professional Development Points (PDPs) are offered for most MPY professional development webinars. PDPs are issued in 10 hour increments, per DESE requirements.

Continuing Education Units (CEUs) are available for clinical staff through the National Association of Social Workers (NASW) and the Massachusetts Mental Health Counselors Association, Inc. (MaMHCA). The NASW and the MaMHCA approve each event individually. CEUs may be given in hourly increments.

To receive PDPs and CEUs, participants must pass the quiz. The PDP quiz will be made available only to participants who have registered for and attended both conferences.

Event Cancellation Policy

If you are unable to attend a MPY webinar you must cancel, through Bonnie Mullen at bonnie@mpyinc.org, one business day before the webinar.

For MPY hybrid conferences, the date in-person registration closes will be posted on MPY’s website. Virtual conference registration will close one business day before the hybrid conference. You cannot cancel or switch your registration from in-person to virtual after in-person registration closes. Please email Bonnie Mullen at bonnie@mpyinc.org with any questions regarding registration.

  • Enrollment in this course closed on 03/05/2024.

Registration: 8:15 – 8:45 am
Conference: 8:45 am – 2:30 pm