New 'belonging' coordinator outlines restorative-practices rollout and student voice work

Michaela Zelli, Methacton’s recently hired belonging and climate coordinator, presented to the board on May 28 a four‑part plan to expand restorative practices and student‑voice initiatives across the district.

Zelli—who said her first district day was Jan. 28—described work in student impact and support (facilitating restorative conferences and an alternative in‑school suspension protocol), staff development (professional development and a training‑of‑trainers certification), systems alignment (aligning restorative practices with PBIS, MTSS and character‑education initiatives), and community engagement (district inclusion week and liaison networks). "Restorative practices is the science of building relationships and repairing harm," she told the board.

Student voice days and outcomes: Zelli said she ran several student‑voice days at middle and high school levels. Student participants reported a common theme of disconnection and proposed greater cross‑school shared spaces and club collaboration; students then developed action plans to pursue those ideas. A participating student said the exercise helped students from different groups work together and produce concrete proposals.

Board reaction and implementation details: Board members asked for technical clarification on 'circles' used in restorative practice (Miss Mendo), the role of teacher feedback and staff well‑being in training design, and opportunities to coordinate with literacy and Schools³ initiatives (Miss Steel). Zelli said her rollout aims for 100% staff exposure over a phased model and plans to certify building leaders as trainers.

Why it matters: The presentation lays out operational next steps for district climate and reentry practices, including a district‑level alternative ISS protocol and a plan to train building liaisons. Board members praised early progress but pressed for evidence of how the work will tie to literacy, MTSS and measurable student outcomes.

Next steps: Zelli will continue implementing professional development modules and training building liaisons; the board asked staff to coordinate restorative work with literacy and special‑education supports where appropriate.