Workshop 2


1:00 to 2:50 PM


Presenter: Barb Mitchell

Title: Effective Delivery of a Strong Behavior Core: Implementing Evidence Based Classroom Management Practices

Description: Supporting novice teachers’ implementation of evidence based classroom-management practices is critical for their students’ success. This workshop highlights positive behavior strategies that serve as foundational building blocks for effective classroom management. Eight evidence-based practices to help novice teachers (or any educator) rethink classroom management will be presented. Video clips of teacher implementation will be viewed and discussed. Participants will engage in conversations about effective use of these key strategies. Additional resources will be provided.

Resources: B Mitchell_Strong Behavior Core_8.7.17

Room 302

Presenter: Gilmara Vila Nova-Mitchell

Title: Poverty 101

Description: Effective educators will not accept excuses for why children can’t learn and are willing to do whatever it takes to help each child succeed.  They do this by establishing supportive environments where children learn to bounce back from life’s negative circumstances and thrive.

This session is designed to provide an initial understanding of the challenges that a low-income family might face and some basic information related to poverty in the United States. Participants will have an opportunity to learn from a mother living in generational poverty and her journey raising her three daughters

Room 304

Presenter: Brad Chapin

Title: Self-Regulation (7-12)

Description: Based on his book, Helping Teens Learn About Self-Regulation, National consultant, author and therapist Brad Chapin will discuss a framework that has been proven to help educators to establish emotionally secure relationships with students and to equip them for challenges in life – a process he calls Self-Regulation.  Self-Regulation includes a set of skills necessary for academic success, emotional control and healthy social interaction.

When a teen is lacking in his/her ability to self-regulate emotions and behavior, negative outcomes are easily observable. Helping young people improve their Self-Regulation skills can help them to better handle anger issues, anxieties, impulsiveness, academic performance, classroom behavior challenges, self-esteem struggles, social troubles and more.  Helping students improve their Self-Regulation skills helps teachers, counselors, social workers, administrators and other educators to bring about observable and sustained positive changes in young people.

In this strategy-packed workshop, Brad Chapin will provide concrete lessons targeting each of the 3 skill-training areas identified in the Self-Regulation Training System (Physical, Emotional and Cognitive).  Included will be practical insights, recommendations and learning activities that are based upon the evidence-based approaches used in cognitive-behavior psychology. The content of this seminar is consistent with the principles underlying the RTI/MTSS, PBIS and Responsibility-Centered Discipline movements. The presenter will provide attendees with creative, fresh and engaging approaches for individual students, small groups and classrooms in middle and secondary schools.

Room 306

Presenter: Katy Swalwell

Title: The History of Anti-Black Racism in Iowa

Description: Knowing more about the legacy of white supremacy in Iowa is crucial to educators understanding and responding to current inequalities in schools in anti-racist ways. This workshop provides an interactive overview of the events, people, and everyday practices related to this fascinating history. Teachers are also encouraged to find ways to integrate this information across the K-12 curriculum.

Room 308

Presenter: Allison Bruhn

Title: Tier II Progress Monitoring for Behavior: Using Data for Decision Making

Description: Using data to make decisions about student responsiveness to intervention is a key feature in all tiers of behavioral support. In this workshop, we will discuss Tier 2 and how Direct Behavior Ratings (DBR), systematic direct observation, and intervention-based measures can be used to monitor progress to Tier 2 interventions. Participants will actively participate through hands-on practice and discussion with data collection and analysis.

Resources: Bruhn Powerpoint Slides  Direct Observation Practice

Room 310

Presenter: Judy Elliott

Title: The 4-step problem solving process

Description:  This fast paced session will provide an overview of the 4-step PSP, a proven and well-established method of identifying, developing, implementing and evaluating instruction, interventions and supports necessary to improve student growth and performance at both Secondary and Elementary levels.

The PSP is on-going and enables educators at the district and school levels to ensure instructional resources reach the right students and at the right levels to accelerate the performance of every student to meet and/or exceed proficiency with accepted academic and behavioral and social/emotional standards. Simply stated, teams of educators engage in this process to more effectively and efficiently educate all students.   A tool the ICEL by RIOT will be introduced as a vehicle to examine instruction, curriculum, the environment and learner by reviewing, interviewing, observing and/or testing to help drive decision-making around the problem solving process.

Resources: JE Wkshp 2   JE MTSS RTI Problem Solving Team Protocol   JE ICEL RIOT Matrix

Room 314

Presenter: Chella Drew

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.


Social Discipline Window Framework

40 Developmental Assets (ages 3 to 5)

40 Developmental Assets (ages 5-9)

40 Developmental Assets (ages 8-12)

40 Developmental Assets (ages 12-18)

Room 318

Presenter: Jack Pransky

Title: The Inside-Out Secret to School Behavior

Description: What if there is a secret to what makes students behave as they do? And what if it could be learned/understood, then taught to students? The answer lies with these two truths: 1) If children’s (and adults’) thinking doesn’t change, their behaviors will not change; 2) when children (and adults) are connected with their wisdom, they do not get involved with disruptive or destructive behaviors. Therefore, it is incumbent upon educators to help students understand these, and how to deeply listen to students when they don’t. This session will explore these realms from the inside-out.

Room 101

Presenter: Kaye Randall

Title: Suicide Prevention in schools: Critical Interventions and Strategies

Description: Suicide has become the second leading cause of death for teens. Almost 40% of students who attempt suicide make their first attempt in middle or elementary school. According to research, about 1 in 12 students have attempted suicide before their high school graduation. Youth can experience intense feelings of stress from academic, social, familial and environmental pressures. For some teens, suicide may appear to be a solution to their problems and stress.

Suicide is a preventable crisis.

We MUST do more to save our children!

During this research-based session, Kaye Randall, MSW, LISW-CP (co-author of 102 Creative Strategies and Activities in Working with Depressed Children and Adolescents and See My Pain! Creative Strategies & Activities for Helping Young People Who Self-Injure) will provide fresh understandings and innovative approaches that can be used to connect with and help students who are most at risk for suicide. In addition, educators will learn how to reduce the possibility of suicide contagion among students.

Resources: KR Wkshp

Room 103

Presenter: Colleen Capper | Elise Frattura

Title: Integrated Comprehensive Systems for Equity – Cornerstone 2: Align Students and Staff

Description: In this highly interactive session, Dr. Capper and Dr. Frattura will focus on the ICS Equity steps within ICS Equity Cornerstone 2: Align Staff and Students. Centered on the Equity Non- Negotiables and the premise of proportional representation, participants will learn how students and staff can be realigned to better share expertise through co- planning to co-serving to co-learning teams in support of all learners.

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.

Room 106

Presenter: Emily Bollinger | Laurie Ganser

Title: Advocacy through Storytelling: Challenging Stories about Race and Identity through Reading, Writing, and Community-Building

Description: Attendees will experience an abbreviated version of The Storytelling Project, a unit developed to bridge learning about race and culturally relevant teaching to students’ lives. In doing so, students become advocates for themselves and for a more equitable society, all the while practicing literacy skills required to be their own champions.

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.

Resources: PositiveNegCog      Trauma Symptom Checklist

Aaron Wiemeier’s presentation is sponsored by Mid-Iowa Health Foundation.