Workshop 1

MONDAY, AUGUST 7

10:00 to 11:50 AM

Ballroom

Presenter: Brian Mendler

Title: Motivating and Managing Hard to Reach, Uninterested and Disruptive Students

Description: From the author of the international best-selling book Discipline with Dignity, this session is loaded with strategies, techniques, and ideas designed to prevent motivation and discipline problems in the most difficult classrooms. Discover and practice specific strategies and techniques designed to change attitudes and ignite a passion for success.  This practical, informative session will transform the lives of your most disruptive students.

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Room 304

Presenter: Brad Chapin

Title: Self-Regulation (K-6)

Description: If you had only 5 or 10 minutes with a student, what skills could you teach that would give him/ her the best chance to succeed academically and in ALL aspects of life?

Self-Regulation, sometimes called executive functioning, is a critical competency of universal skills necessary for academic success, emotional control and healthy social interaction. Self-regulated children are able to delay gratification and suppress impulses long enough to process consequences of their actions or recognize alternative actions that might lead to more positive outcomes. Helping children learn self-regulation earlier in life will greatly increase the positive impact on their academic performance challenges, anger problems, anxieties, school safety issues, self-esteem struggles, social troubles and more.

In this informative workshop, author and consultant Brad Chapin will provide key strategies to use with all students – but especially those who have behavioral/emotional self-control and/or impulse-control issues. The insights, strategies and activities presented in this webinar are based soundly upon the evidence base of cognitive-behavior psychology. They are also consistent with the principles founding the RTI/MTSS, Positive Behavior Interventions & Supports and Responsibility-Centered Discipline movements. These approaches are creative, fresh and engaging in a way that will help create quick and observable changes in young people. Mr. Chapin will provide concrete lessons targeting each of the 3 skill-training areas identified in the Self-Regulation Training System (Physical, Emotional and Cognitive Regulation.)

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Room 307

Presenter: Barb Mitchell

Title: Behavior Disordered Students In the General Education Setting: Everything You Ever Wanted to Know About Challenging Behavior but Were Afraid to Ask

Description: Students identified with or experiencing Emotional or Behavioral Disorders (EBD) are at great risk for poor school and later life outcomes. Simultaneously, the behaviors these students display sometimes present significant challenges for educators. This workshop is designed to help educators work more effectively with the students they are often most worried about. Techniques for preventing problem behavior will be provided and example classroom adaptations that support student success will be discussed.

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Room 310

Presenter: Judy Elliott

Title: Multi-tiered System of Supports (MTSS): Establishing a Common Language, Common Understanding

Description: MTSS is a framework used to guide the implementation of an evidence-based model of schooling that uses data based problem-solving to integrate academic and behavioral instruction and intervention, delivered to students in varying intensities (multiple tiers) based on student need. “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency.

This session will provide participants with an overview of MTSS and the key elements to consider when developing the compelling ‘why’ for its implementation.  The critical use of data and building a culture of beliefs around student learning will be discussed for both Secondary and Elementary levels.

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Room 312

Presenter: Sonia Nazario

Title: Enrique’s Journey: Traumas Immigrant Children Bring to the Classroom

Description: One in four children in public schools across the United States are now immigrants or the child of an immigrant. Nearly all immigrant children have been separated from a parent in the process of coming to the U.S.

Nazario’s presentation will discuss the tremendous traumas many of these children have faced even before they land in American classrooms–the conditions that pushed them out of their home countries, the modern-day odyssey many of these children go on to reach the United States, and the increasing difficulties they encounter once they settle into the United States and face enormous conflicts with parents who have become strangers to them.

Nazario will show how critical it is to understand and address these traumas if immigrant children are to learn through the story of one boy, Enrique, whose mother leaves him in Honduras when he is just five years old to go work in the U.S. After not seeing his mother for 11 years, Enrique braves unimaginable hardship and peril to set off on his own to find her. He makes a harrowing journey clinging to the tops of freight trains through Mexico. He faces bandits, gangsters, corrupt cops, and El Tren de la Muerte–The Train of Death–in his drive to reach her. Enrique’s Journey is a timeless story of families torn apart and hearing to be together again, of determination, and it is a story of what so many students have gone through. To report Enrique’s Journey, Nazario retraced Enrique’s steps and spent months clinging to the tops of freight trains to recount his story.

Resources: Sonia Nazario Handout

Room 315

Presenter: Steve Korr

Title: Developing a Restorative and Strengths-based Approach

Description: In this workshop, participants will understand the importance of connection before content, the social discipline window (a powerful framework for analyzing one’s use of authority) and three immediate practices they can use to increase social capital and build community: affective language, circles and developmental assets. Through activities and thought-provoking discussion, participants will have a deeper appreciation for the value and implementation of a restorative and strengths-based approach.

Resources:

Room 101

Presenter: Doug Stilwell

Title: All We Have to Fear is Fear itself:  Driving out Fear in Schools – The Why’s and How’s

Description: What is the impact of fear on students and staff, both from a psychological and biological perspective?  What impact does it have on performance, learning, and one’s emotional and physical health?  This interactive session explores the topics of fear and stress and offers principles to mitigate their impact in schools.

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Room 103

Presenters: Colleen Capper | Elise Frattura

Title: Integrated Comprehensive Systems for Equity- Cornerstone 1: Focus on Equity

Description: In this highly interactive session, Dr. Capper and Dr. Frattura will focus on select ICS Equity steps within ICS Equity Cornerstone 1: Focus on Equity.  Participants will learn how to advance our own identity development across differences, apply the equity research, complete an Equity Audit, and develop Equity Non-Negotiables.

Resources:

Room 104

Presenter: Marcia Gentry | Scott Peters

Title: Identifying Students from Culturally, Linguistically, and Economically Diverse Families and the Role of Teachers

Description: Teachers have served as a source of information in gifted education student identification for decades. However, perhaps no other source of data in gifted identification carries more potential for increased system accuracy if used correctly, but also for serious pitfalls if used incorrectly. This session will outline the research basis for the various ways teacher ratings, nominations, recommendations, and checklists can be used in identification as well as highlight the potential benefits and limitations of each method. Research will be shared concerning the unintended consequences of using generic teacher recommendations as the initial catalyst to additional screening for giftedness. We will highlight the HOPE Scale is a recent instrument designed to help K-12 teachers identify gifted students for programming. Unique in several ways, it is short—only 11 items measure academic and social/affective components of giftedness. Second, it is invariant when used with students from low-income and culturally-diverse families. Local norms ensure data are relevant to specific school populations. Finally, its items have been well-developed using 12,000+ diverse students in five validity studies to date. With multiple measures/pathways crucial for reversing inequities in identifying culturally, economically, and linguistically diverse students, an instrument like the HOPE Scale is an important identification system component. This manual is useful in understanding and interpreting the electronic scores generated from teachers’ ratings of their students. This instrument is a must-have for any administrator or gifted-program coordinator involved in student identification.

Resources:

Room 107

Presenter: Aaron Wiemeier

Title: Engaging the Traumatized Child: A Fresh Perspective on Neurodevelopment, Social/Emotional & Behavioral Issues

Description: A “traumatized” child is often thought of a child who has experienced mental abuse, physical abuse, inhabited a war-torn area or endured a head injury.  However, developmental trauma (such as chronic everyday stress or even stress experienced in-utero) has the same impact on the brain as an acute episode of trauma.  Trauma in all its forms has a profound impact on the developing brain and body.

It is not just the conscious memory of a traumatic event that a child must deal with.  Trauma is stored in the brain as primary sensory memory — a muscle movement, a taste, a smell, a feeling or a sound.  To understand how difficult it is to overcome this type of trauma, think about how difficult it would be to “unlearn” riding a bike or playing a piano.

In this insightful workshop, author Aaron Wiemeier, MS, LPC, will discuss the latest research on how trauma — including stress — can impact the developing brain and how this may translate into difficult behaviors seen in the school and at home.  It is essential that professionals who work with children understand the true dynamics of brain development and how it can be impacted by traumatic experiences.  Practical application and creative interventions for students whose social, emotional &/or behavior difficulties may stem from trauma will be discussed; these interventions may also be applicable with young people with Asperger\’s Syndrome or other forms of Autism.

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