What is learner variability, why is it important, and how can we proactively design for it? Join us as we unpack the core ideas behind Universal Design for Learning and explore three major networks in the brain. This session will highlight the brain research behind how students engage with information, how they perceive it, and how they act and express what they know.
Participants will explore • the basic neuroscience behind three brain networks and • educational strategies that support learner variability.
The Champions Together Team will present what Unified Champions means, how we started the program at MHS, the benefits for the students, and talk about events we have sponsored or participated in and future plans of our program at MHS. Our Champions Together Team will also share videos of activities we have participated in throughout the year. We will answer any questions that attendees may have about how to develop, organize, or grow a Unified program.
Introduce participants to an organization called To Write Love On Her Arms which advocates and provides resources for depression, addiction, self-injury, and suicide. Have participants participate in a lesson I do with my students about writing down their biggest fear and greatest dream. Share out if you want. I will explain how I do this in my classroom as well as provide the links and documentation for this resource. Conclude by talking about how this is important to talk about with our students AND how it is important for us as teacher to take care of our mental health and seek help.
Search Institute has identified 40 positive supports and strengths that young people need to succeed. The external assets focus on the relationships and opportunities they need in their families, schools, and communities. The internal assets focus on the social-emotional strengths, values, and commitments that are nurtured within young people. This workshop will give an overview of the 40 Assets and how how you can use this framework to be an asset builder.
You've been educated on the ACEs study You've attended a few workshops on how ACE scores affect our youth You've talked to others that ACEs are a real thing Now what? This workshop will focus on what are some practical next steps
This presentation begins with a clear definition of mindfulness and beginner’s mindset, and why these skills build self-awareness and emotional coping strategies. The fight or flight response will be described using brain science and imagination (Hornet in Your Brain) to learn what is happing in the body when we get reactive. Teachers and parents will better understand why this normal survival response disrupts social interactions, attention and learning, and will able to incorporate basic mindful activities for home and in the classroom to help improve self regulation.
The session will also include a description of a four-step Mindful MEDS outline that could easily be incorporated in the classroom and at home. Because of the playful nature of Hornets and Hippos concepts, kids easily relate to the information; the information is equally applicable for the adults caring for them—yes, we get reactive, too.
(Note, the handouts used in this presentation are from the Hornet and Hippos workbook and are also free downloads on my website. The full workbooks can be purchased on Amazon.com and at the event if this is ok with the event organizers.)
How do you disarm "tough" students? Teachers will learn about the power of reaching students in diverse ways to empower them not only to make better grades, but to ensure they have a future when they leave school.
Trans and Nonbinary students are facing challenges to their education. How can parents find a voice in education to support their child(ren)? This workshop will help with talking points, resources and communication tools to further the conversation on transgender inclusion in schools.
Indiana’s newly developed social-emotional learning (SEL) competencies for students in grades Pre-K through 12, were designed to address social and emotional well-being through a neurodevelopmental culturally responsive framework. The foundation for these competencies has been developed from the most current brain research, social-emotional research, and trauma and culturally responsive best practices. The new SEL competencies build upon CASEL’s five core Social-Emotional Learning Competencies by adding competencies that address mindset and sensory-motor integration addressing the brain stem, limbic system and cortical functions of a child and adolescent’s brain development.
Participants will gain a deeper awareness of the filters through which we view and interpret ourselves and others. We will also begin to explore how unconscious bias affects quality and attitudes in schools and layer in how Adverse Childhood Experiences (ACE's) can impact learning in the classroom.
Discuss emerging tobacco products such as e-cigarettes/vaping and hookah and the increase amongst youth. Discuss strategies to reduce, if not, eliminate youth initiation. Provide activities to encourage youth advocacy locally and statewide. Educate on secondhand and thirdhand smoke exposure amongst youth and the effects on health especially mental health.
Search Institute has identified 40 positive supports and strengths that young people need to succeed. The external assets focus on the relationships and opportunities they need in their families, schools, and communities. The internal assets focus on the social-emotional strengths, values, and commitments that are nurtured within young people. This workshop will give an overview of the 40 Assets and how how you can use this framework to be an asset builder.
Behavior is Communication The more we dive in and understand behavior, the more effective we can be with our response. This session will support participants in considering the factors that influence and sustain problem behavior and build skills to respond in ways that are more likely to gain cooperation and effect positive change.
In the US, we became serious about addressing bullying after the Columbine student shootings. What have we learned in this time? Using best practices gleaned during these years, participants of this session will leave with an understanding of how to best identify bullying behavior and what to do when they see it, suspect it, or it is reported to them.
Leader in Me (LiM) is an evidence-based, comprehensive school improvement model—developed in partnership with educators—that empowers students with the leadership and life-skills they need to thrive in the 21st century. The process helps schools create well-rounded learners by developing the whole-person and preparing students to become life-ready leaders.
This workshop will include live practices of mindfulness and child focused applications of mindfulness for the classroom. This workshop is support teachers for self care and to regulate children's nervous systems for a better learning environment.
There are many free and low-cost mental health and wellness training and program opportunities for educators, students, and families in our community - the tricky part is knowing how to access them. This session strives to make that puzzle easier to solve with a summary of what is available within our local system of care and how to make it happen. Attendees will also be given an opportunity to weigh in on what's missing to help their system of care address the gaps. Though some aspects of this session focus on local resources, it includes information on national and evidence-based mental health programs that may be available in (or could be brought to) additional communities.
In this session, we will examine poverty through the lens of economic class. Attendees will explore the life experiences of students living in generational poverty, the hidden rules and drivers that governs it, and and its impact on the student, the classroom, and the community. Each participant will walk away with strategies that will help you take the initial steps in creating a positive and vibrant environment where your students can thrive.
In order to make a difference in the lives of children with challenging behaviors we must first build relationship and foster their social emotional needs. The presentation will center around the mantra, "Connection brings willingness" and provide detailed accounts of how this mantra has been brought to life within early childhood classrooms and in general education classrooms across the district. This presentation will reference use a variety of methods and philosophies including, "Conscious Discipline", Trauma Informed Care, Circle Practices, and The ACES study. The format will include anecdotal accounts, current research on the topic, and practical application of skills within the general education setting.
Research tells us that all students need at least one advocate to increase chances to succeed. This is especially true in inner-city/high poverty schools. This presentation addresses how and why young people need someone to champion them!
1). Participants will explore the connection between culture and outcomes in the development of home-school-community relationships. 2). Participants will raise their awareness of how cultural responsiveness shapes engagement strategies. 3). Participants will strengthen their ability to incorporate culturally response reframing techniques to engage and empower home-school-community relationships.
Information shared regarding DCS parameters for investigation and intervention and subsequent potential actions taken. Collaboration amongst private and public agencies to ensure a safe home environment for children of our community.
A brief overview of a national program that teaches the staff to protect the student and themselves during a crisis while retaining control of the situation. Achievable completely without harm or liability to either the staff or district. Aikido Control Training professionals will demonstrate simple techniques soon to be adopted as curriculum in Educational institutes in the south.
Every school district has different methods to help meet the social-emotional needs of their students and staff. Please come hear some highlights of how one district, Penn-Harris-Madison, is working to meet those needs.
1). Participants will explore the impact of culture and climate on academic outcomes. 2). Participants will be able to identify 2 strategies around culture and climate that can positively impact academic outcomes.
Even English-speaking parents say that when their student first enters the realm of special education, for the parents it's like having to learn a new language. This presentation stresses the importance for interpreter training for them to know the special education process, the specific terminology, and the ethical facets of interpreting (confidentiality, neutrality, etc.)
In this session, we will examine poverty through the lens of economic class. Attendees will explore the life experiences of students living in generational poverty, the hidden rules and drivers that governs it, and and its impact on the student, the classroom, and the community. Each participant will walk away with strategies that will help you take the initial steps in creating a positive and vibrant environment where your students can thrive.
Introduce participants to an organization called To Write Love On Her Arms which advocates and provides resources for depression, addiction, self-injury, and suicide. Have participants participate in a lesson I do with my students about writing down their biggest fear and greatest dream. Share out if you want. I will explain how I do this in my classroom as well as provide the links and documentation for this resource. Conclude by talking about how this is important to talk about with our students AND how it is important for us as teacher to take care of our mental health and seek help.
In order to make a difference in the lives of children with challenging behaviors we must first build relationship and foster their social emotional needs. The presentation will center around the mantra, "Connection brings willingness" and provide detailed accounts of how this mantra has been brought to life within early childhood classrooms and in general education classrooms across the district. This presentation will reference use a variety of methods and philosophies including, "Conscious Discipline", Trauma Informed Care, Circle Practices, and The ACES study. The format will include anecdotal accounts, current research on the topic, and practical application of skills within the general education setting.
Just as a pebble dropped in a pond sends ripples throughout the pond bullying behavior sends ripples throughout the school community. This session provides an active look at the research-based best practices in a systems-wide approach to prevent bullying. Participants will identify what their schools are already doing and what areas may need additional attention.
Leader in Me (LiM) is an evidence-based, comprehensive school improvement model—developed in partnership with educators—that empowers students with the leadership and life-skills they need to thrive in the 21st century. The process helps schools create well-rounded learners by developing the whole-person and preparing students to become life-ready leaders.
Parent Cafes are an effective and enjoybale way to engage and support famlies. Though not a parenting class, each Parent Cafe reinforces 5 evidence-based protective factors that help kids thrive, all while building social capital and providing peer support for parents. Participants will leave with an understanding of how and why Parent Cafes work, and the knowlege of how to make this resource available to the famlies they serve.
My presentation bridges the gap between social anxiety, depression, and bullying with addiction. 12% of our nation's children live with 1 or more addicted parent (8.9 million children) and over 14 million American adults (ages 12 and older) have an addiction problem. Typically, mental health and addiction are bi-directional, meaning where one is present, the other could be, or will be. This presentation will provide warning signs and how the education professional can support the child, whether depressed, anxious, being bullied, or being the bully. The end of the presentation, attendees will have the opportunity to discuss ways that have and have not worked for them, in order to provide insight to their colleagues.
This workshop will include live practices of mindfulness and child focused applications of mindfulness for the classroom. This workshop is support teachers for self care and to regulate children's nervous systems for a better learning environment.
You know what the growth mindset is, but how do you teach it? How do you reach all of your kids in your classroom? How can you engage the student in your class that never talks? How do you focus your student that never stops talking? With Khan Academy LearnStorm, that’s how! Khan Academy Growth Mindset activities are fun and age appropriate, providing a structured way for students to explore the science behind the idea that "You can learn anything.” These activities are designed to help your students build growth mindsets and develop learning strategies to start the school year strong. Students who complete the activities have reported feeling more confident in themselves as learners, and teachers have reported positive changes in student behavior after participating in the program. Join me and learn how you can start your year off with Growth Mindset and Khan Academy!
Discuss emerging tobacco products such as e-cigarettes/vaping and hookah and the increase amongst youth. Discuss strategies to reduce, if not, eliminate youth initiation. Provide activities to encourage youth advocacy locally and statewide. Educate on secondhand and thirdhand smoke exposure amongst youth and the effects on health especially mental health.
This is a fun interactive presentation, that will identify four personality types and will show how best to communicate and give feedback with each of these personality types. Through the interactive process, you will learn the traits, strengths, and weaknesses of the four personality types and how best to interact with them.
Search Institute has identified 40 positive supports and strengths that young people need to succeed. The external assets focus on the relationships and opportunities they need in their families, schools, and communities. The internal assets focus on the social-emotional strengths, values, and commitments that are nurtured within young people. This workshop will give an overview of the 40 Assets and how how you can use this framework to be an asset builder.
This presentation begins with a clear definition of mindfulness and beginner’s mindset, and why these skills build self-awareness and emotional coping strategies. The fight or flight response will be described using brain science and imagination (Hornet in Your Brain) to learn what is happing in the body when we get reactive. Teachers and parents will better understand why this normal survival response disrupts social interactions, attention and learning, and will able to incorporate basic mindful activities for home and in the classroom to help improve self regulation.
The session will also include a description of a four-step Mindful MEDS outline that could easily be incorporated in the classroom and at home. Because of the playful nature of Hornets and Hippos concepts, kids easily relate to the information; the information is equally applicable for the adults caring for them—yes, we get reactive, too.
(Note, the handouts used in this presentation are from the Hornet and Hippos workbook and are also free downloads on my website. The full workbooks can be purchased on Amazon.com and at the event if this is ok with the event organizers.)
There is much discussion about tearing down silos in education. This presentation will focus on the benefits of integrating content specific (e.g., academic, behavior) MTSS approaches to support school effectiveness. Participants will learn strategies to align their initiatives to their overall goals for school improvement.
With the national focus on school safety and whole child teaching the Indiana Department of Education staff will share how schools can ensure safe, secure and supportive learning environments for all Hoosier Students. During this session attendees will learn how social-emotional learning, mental health, and school safety can be intertwined to support all students. Attendees will become familiar with the IDOE Social-Emotional Learning Resources and School Safety Academy Resources. By using this whole child lens Indiana schools will see an increase in academic performance and emotional wellbeing.
My presentation bridges the gap between social anxiety, depression, and bullying with addiction. 12% of our nation's children live with 1 or more addicted parent (8.9 million children) and over 14 million American adults (ages 12 and older) have an addiction problem. Typically, mental health and addiction are bi-directional, meaning where one is present, the other could be, or will be. This presentation will provide warning signs and how the education professional can support the child, whether depressed, anxious, being bullied, or being the bully. The end of the presentation, attendees will have the opportunity to discuss ways that have and have not worked for them, in order to provide insight to their colleagues.
Trans and Nonbinary students are facing challenges to their education. How can parents find a voice in education to support their child(ren)? This workshop will help with talking points, resources and communication tools to further the conversation on transgender inclusion in schools.
What do we expect of adults? What behaviors make our society work? How do we foster the development of these behaviors in our future adults (aka children)? This session will lead participants through individual and group reflection on the goals of education, asking where we are succeeding and where we can improve. Participants will be asked to brainstorm experiential norms of early childhood now in 2019 and as a group, we will compare how the current early life environment is similar to and different from the experiential norms that have been present for the majority of human history. Neuroscience of early brain development will be introduced with specific focus on brain-environmental interactions that sculpt the developing brain. Participants will be asked to consider how we, as a society, are meeting the experiential expectations of the developing brain, and where we can improve. This dialogue will be specific to educational and classroom reform, but can be applied to any context in which humans are involved.
Even English-speaking parents say that when their student first enters the realm of special education, for the parents it's like having to learn a new language. This presentation stresses the importance for interpreter training for them to know the special education process, the specific terminology, and the ethical facets of interpreting (confidentiality, neutrality, etc.)
Introduce participants to an organization called To Write Love On Her Arms which advocates and provides resources for depression, addiction, self-injury, and suicide. Have participants participate in a lesson I do with my students about writing down their biggest fear and greatest dream. Share out if you want. I will explain how I do this in my classroom as well as provide the links and documentation for this resource. Conclude by talking about how this is important to talk about with our students AND how it is important for us as teacher to take care of our mental health and seek help.
1). Participants will explore the connection between culture and outcomes in the development of home-school-community relationships. 2). Participants will raise their awareness of how cultural responsiveness shapes engagement strategies. 3). Participants will strengthen their ability to incorporate culturally response reframing techniques to engage and empower home-school-community relationships.
Leader in Me (LiM) is an evidence-based, comprehensive school improvement model—developed in partnership with educators—that empowers students with the leadership and life-skills they need to thrive in the 21st century. The process helps schools create well-rounded learners by developing the whole-person and preparing students to become life-ready leaders.
This will be an interactive discussion on the Whole School. Whole Community. Whole Child (WSCC) Model and how stakeholders and school leaders can use the framework to guide the work of their school wellness councils. We will also discuss funding options to incorporate all components of the model as a priority, through the Title IV funding stream. Participants in this session will break up into groups and discuss (1) how their district is or is not leveraging a school wellness council and developing/implementing a wellness policy to positively influence student/staff health and engagement (2) The top physical activity and nutritional needs they see within their district/school (3) Assets the school encompasses that could be built upon (4) Strategies for addressing the needs of the school community, utilizing the WSCC Model infographic tool.
How do you disarm "tough" students? Teachers will learn about the power of reaching students in diverse ways to empower them not only to make better grades, but to ensure they have a future when they leave school.
A brief overview of a national program that teaches the staff to protect the student and themselves during a crisis while retaining control of the situation. Achievable completely without harm or liability to either the staff or district. Aikido Control Training professionals will demonstrate simple techniques soon to be adopted as curriculum in Educational institutes in the south.
By understanding how the teen brain is unique, we gain insight into teens' behavior and choices. This knowledge base supports the development of positive options for supporting teens as they grow academically, emotionally and behaviorally.
What do we expect of adults? What behaviors make our society work? How do we foster the development of these behaviors in our future adults (aka children)? This session will lead participants through individual and group reflection on the goals of education, asking where we are succeeding and where we can improve. Participants will be asked to brainstorm experiential norms of early childhood now in 2019 and as a group, we will compare how the current early life environment is similar to and different from the experiential norms that have been present for the majority of human history. Neuroscience of early brain development will be introduced with specific focus on brain-environmental interactions that sculpt the developing brain. Participants will be asked to consider how we, as a society, are meeting the experiential expectations of the developing brain, and where we can improve. This dialogue will be specific to educational and classroom reform, but can be applied to any context in which humans are involved.
Participants will gain a deeper awareness of the filters through which we view and interpret ourselves and others. We will also begin to explore how unconscious bias affects quality and attitudes in schools and layer in how Adverse Childhood Experiences (ACE's) can impact learning in the classroom.
Through stories about various students during my 20 year teaching career, teachers will come together and discuss the impact of relationships on student learning and achievement.
Rhythm and Resilience is an evidence based intervention aimed at reducing social isolation, increasing self-esteem and resilience. Through this group drumming protocol and experiential learning, connections are drawn between experiences in the drum circle and to the wider context of their lives. Discussion topics include: self-responsibility, values, team work, cooperation, healthy relationships, emotions, self-regulation, respect, resilience and self-esteem. Topics that are desperately needed to foster the whole child.
Behavior is Communication The more we dive in and understand behavior, the more effective we can be with our response. This session will support participants in considering the factors that influence and sustain problem behavior and build skills to respond in ways that are more likely to gain cooperation and effect positive change.
My presentation bridges the gap between social anxiety, depression, and bullying with addiction. 12% of our nation's children live with 1 or more addicted parent (8.9 million children) and over 14 million American adults (ages 12 and older) have an addiction problem. Typically, mental health and addiction are bi-directional, meaning where one is present, the other could be, or will be. This presentation will provide warning signs and how the education professional can support the child, whether depressed, anxious, being bullied, or being the bully. The end of the presentation, attendees will have the opportunity to discuss ways that have and have not worked for them, in order to provide insight to their colleagues.
Looking at the International Yellow Ribbon Suicide Prevention program provided in schools and suicide awareness efforts within the community. How we can be aware and responsive by creating a system of support for students.
Indiana’s newly developed social-emotional learning (SEL) competencies for students in grades Pre-K through 12, were designed to address social and emotional well-being through a neurodevelopmental culturally responsive framework. The foundation for these competencies has been developed from the most current brain research, social-emotional research, and trauma and culturally responsive best practices. The new SEL competencies build upon CASEL’s five core Social-Emotional Learning Competencies by adding competencies that address mindset and sensory-motor integration addressing the brain stem, limbic system and cortical functions of a child and adolescent’s brain development.
This workshop will introduce people to restorative justice and why it matters for children’s development. There will be an overview of what this approach involves, how it is trauma informed, and how it can be applied in schools and elsewhere, leaving plenty of time for Q&A. Participants also will get a taste of how Circle practice can give people greater voice and stronger connections, which help build resilience as well as responsibility.
Rhythm and Resilience is an evidence based intervention aimed at reducing social isolation, increasing self-esteem and resilience. Through this group drumming protocol and experiential learning, connections are drawn between experiences in the drum circle and to the wider context of their lives. Discussion topics include: self-responsibility, values, team work, cooperation, healthy relationships, emotions, self-regulation, respect, resilience and self-esteem. Topics that are desperately needed to foster the whole child.
What would happen if we treated our students like honored guests? What if our classroom became a neighborhood of people who shared a culture of respect? In these sessions, we will examine what it means to purposefully create classroom culture and why it is so important. Teachers will leave with a system and resources for purposefully embedding relationship-enhancing structures into their classroom culture.
How can educators be more aware of environmental factors that may trigger traumatized students or unintentionally expose students, parents and staff to institutional trauma. What are triggers and what can be done to minimize them?
A brief overview of a national program that teaches the staff to protect the student and themselves during a crisis while retaining control of the situation. Achievable completely without harm or liability to either the staff or district. Aikido Control Training professionals will demonstrate simple techniques soon to be adopted as curriculum in Educational institutes in the south.
Working with students can be very fulfilling, but it can also be extremely exhausting---both mentally and physically. The practice of yoga can promotes strength, flexibility, balance and mental clarity. Through a gentle yoga practice, you will leearn some asanas (poses) and pranayama (breath awareness) which can make you feel better equipped to live your best life. By making yourself a priority, you will have more to give to your sudents.
Teaching the whole child involves developing an understanding of the community from which the child comes. Intentionally embedding place within the curriculum provides an important vantage point for educators. Taking it one step further, when problem-based instruction includes the place of the child, then the learning opportunity becomes authentic and real rather than abstract and far away. In this workshop, participants will explore opportunities for intersectionality of place and problem while also considering community- and cultural-engagement.
You know what the growth mindset is, but how do you teach it? How do you reach all of your kids in your classroom? How can you engage the student in your class that never talks? How do you focus your student that never stops talking? With Khan Academy LearnStorm, that’s how! Khan Academy Growth Mindset activities are fun and age appropriate, providing a structured way for students to explore the science behind the idea that "You can learn anything.” These activities are designed to help your students build growth mindsets and develop learning strategies to start the school year strong. Students who complete the activities have reported feeling more confident in themselves as learners, and teachers have reported positive changes in student behavior after participating in the program. Join me and learn how you can start your year off with Growth Mindset and Khan Academy!