Conference Sessions

Orlando Featured Sessions

Merlyna Valentine

Transformational Leadership Principal, National Speaker & Consultant

 

Keynote: Mission Possible

Thought-provoking and dynamic, this keynote is packed with cherished stories, insight, and practical solutions for many challenges we face as educators and in life. Ms. Valentine will share her wealth of experience as she describes what it takes to fulfill our mission as educators for every child, every day. She has a remarkable and unique story and her inspiring message of perseverance, courage, and triumph in the face of adversity motivates and engages audiences.  As a well-respected and knowledgeable educator and school administrator for over 30 years, she challenges educators to view their students, their classrooms, and their mission with a new outlook. You will learn what it takes to embrace your “why” as you live out your purpose with positive results. Ms. Valentine’s motivational style, riveting personal stories, and humor leave members of her audience forever changed. 

Learning Objectives:
In this session, you will learn how to:

 – Inspire Students and Educators to overcome and achieve their greatest potential

 – Understand and apply growth mindset practices

 – Be engaged by Ms. Valentine’s personal story

Orlando Pre-Conference Sessions

Orlando Pre-Conference Sessions will be held from 9:00 am – 4:00 pm on March 21 and from 8:00 am – 11:00 am on March 22. The main conference will begin on at 12:00 pm on March 22, 2019.

Thursday, March 21, 2019

9:00 am – 12:00 pm

Register Now!

Working with difficult, demanding, and disruptive students is not a new challenge for educators. However, there are current concerns being voiced regarding the changing nature and intensity of the behaviors of these students. Some educators are reporting increases in selfish, manipulative and hostile behaviors while others are noticing more students who are overly anxious and/or difficult to engage. Even well seasoned, award-winning master educators can sometimes have their “feathers ruffled” by certain students in certain situations.

Responsibility-Centered Discipline is designed to assist all educators with identifying and addressing challenging student behaviors that affect the academic and behavioral progress of the students with whom they work. This power-packed seminar will provide you with up-to-date insights and strategies for reaching and helping those young people who seem to evoke the strongest feelings of frustration, hurt, and sometimes discouragement in professional educators.

                                                                         
Learning Objectives:
In this session, you will learn how to:

 – Identify the underlying causes of difficult behaviors in students:

– Implement do’s and don’ts to address specific behaviors

 – Integral key strategies for migrating from an obedience-centered approach to a responsibility-centered approach

 – Develop innovative ways to support positive behavior

 – Apply strategies for preventing the escalation of difficult behavior

About the Presenter:

Author of Roadmap to Responsibility and Give ‘em Five, Larry Thompson, M.Ed., is often called upon to deliver keynote presentations for state and national education conferences because of his knowledge, humor and passion for assisting today’s students. He has helped thousands of educators and schools throughout North America break away from their traditional discipline models to a model that creates a responsible climate and responsible students. Larry has served in a wide variety of roles in education – from special education teacher to alternative and traditional high school principal. As creator of the Responsibility-Centered Discipline program, Larry understands that systems must be created that can be realistically implemented and sustained.

9:00 am – 12:00 pm

Register Now!

Supporting students who are “Wired Differently” requires practices beyond traditional discipline. This session will include an overview of the major emotional and behavioral challenges of students who are “Wired Differently.” We will discuss effective school wide prevention and positive skill building practices at the universal, secondary, and tertiary tiers.                                                                                     

Learning Objectives:
In this session, you will learn how to:

 – Discover the importance of adult attitudes & behaviors when using positive behavior supports
 – Learn what is meant by student mental wellness and what it means to be “Wired Differently”
 – Explore the meaning of primary, secondary and tertiary positive behavior plans and how each level is best employed with the various mental/emotional/behavioral concerns in your classroom
 – Understand the 8 elements of successful classroom management
 – Discover tools to help teach social skills to students who are “Wired Differently” within the paradigm of positive behavior supports
 – Understand the importance of collaboration between families, schools and community resources

About the Presenter:

Mike Paget has over 25 years experience working as a “teacher-therapist”, special education teacher, director of clinical day program services, and state department of education consultant for emotional, behavioral, mental health issues, crisis de-escalation and prevention, and positive behavior supports.

Mike has biases; he believes that the most important “treatment” is a day during which a young person learns some new things, laughs with close friends, and contributes to making the day a bit better for classmates and community. He believes that teachers and parents are the primary facilitators for getting these things done.

Mike is now an independent trainer and consultant on topics related to emotional, behavioral, and mental health issues of students. He conducts workshops, seminars, and webinars across the United States and Canada.

Mike is the co-author of several books including:
 – Aggressive and Violent Students

 – Defying the Defiance:
131 Insights, Strategies, Lessons and Activities for Helping Students with ODD.

 – High on the Spectrum:
Asperger’s, High-Functioning Autism & Related Personalities

9:00 am – 12:00 pm

Register Now!

Technology and social media play an increasingly large role in the social development of our kids today. Studies show that the average child (ages 7-17) spends up to 10 hours a day in front of a screen —  tv, computer or cell phone. Social media platforms have become critical for young girls in their effort to stay connected to peers and parents. But, as girls spend more time trying to stay “connected” on-line, they actually become more disconnected. Studies show a correlation between the amount of time spent on social media and personal life dissatisfaction. Girls create elaborate identities and personas on-screen; but do you ever wonder what is going on behind the screen? As girls experience the turbulent times of childhood and adolescence they often turn to social media to hide their fears, confusion and anxiety from the outside world. As a result, girls are twice as likely as boys to develop an internalizing disorder such as depression or anxiety by mid-adolescence. The better we understand what is hidden behind the screen of “mean girls” the more effective we become in promoting the healthy development of confident, strong and happy girls.                                                                          

Learning Objectives:
In this session, you will learn how to:
 – Learn how social media affects brain development
 – Develop an understanding of how social media can impact mental health.
 – Discover strategies to teach Netiquette: Send Means Said

 – Create a plan for effective communication in the digital and real world

 – Apply Aggressors Anonymous: Tools to Address Social Media Addiction

About the Presenter:

Steph Jensen, MS, LPC is an award-winning author and international speaker recognized for her insight and understanding of relational aggression. She combines 15 years of practice in the fields of education and counseling with research, practical strategies and humor to address challenging behaviors and build positive relationships with kids. She has held positions as classroom teacher, education consultant and international speaker. She holds a master’s degree in clinical counseling, focusing her efforts on adolescent and family issues.

In recent years, Stephanie has applied her passion for adolescents to focus on the dynamics of relational aggression, social-emotional learning, and positive behavior interventions. She is the author of Thrive in the Hive: Surviving the Girl’s World of Good and Bad Relationship Bee-haviors, Mom’s Choice Award-winning Princess Priscilla and the Bully-Bee Day, Princess Priscilla and the Mood Ring Rainbow and her latest Princess Priscilla and the Great Beezilla!

1:00 pm – 4:00 pm

Register Now!

Boys are held back in school twice as often as girls. Boys also get expelled from preschool nearly five times more often than girls, and they are diagnosed with learning disorders and attention problems at nearly four times the rate of girls. Boys are more likely to dropout of school, and make up only 43 percent of college students. Millions of boys are being lost along the path to academic success and career achievement in today’s knowledge economy. Teacher bias regarding behavior, rather than academic performance, penalizes boys as early as kindergarten. On average, boys receive lower behavioral assessment scores, and those scores affect teachers’ overall perceptions of boys’ intelligence and achievement.

Rather than penalize boys’ high energy – as traditional classroom methods often do – successful teachers are learning to take advantage of male liveliness, curiosity and thirst for competition. Unless educators stop to consider whether traditional methods are working for both genders, boys will continue to get the short end of the educational stick.

This session will helps educators understand the structural, chemical and processing differences between boys’ and girls’ brains. It helps educators support boys’ developmental needs, while teaching them social /emotional competencies. Attendees will discover innovative strategies, as well as group and individual interventions, to help boys achieve their highest academic potential.
                                                              

Learning Objectives:
In this session, you will learn how to:

 – Explain how boys’ brains work including the chemistry and structure.

 – Identify the differences in the ways girls and boys focus.

 – Recognize the role of hormones, specifically testosterone and dopamine

 – Demonstrate classroom strategies to support boys’ developmental needs

 – Contrast the difference between natural aggression and bullying.

About the Presenter:

Steph Jensen, MS, LPC is an award-winning author and international speaker recognized for her insight and understanding of relational aggression. She combines 15 years of practice in the fields of education and counseling with research, practical strategies and humor to address challenging behaviors and build positive relationships with kids. She has held positions as classroom teacher, education consultant and international speaker. She holds a master’s degree in clinical counseling, focusing her efforts on adolescent and family issues.

In recent years, Stephanie has applied her passion for adolescents to focus on the dynamics of relational aggression, social-emotional learning, and positive behavior interventions. She is the author of Thrive in the Hive: Surviving the Girl’s World of Good and Bad Relationship Bee-haviors, Mom’s Choice Award-winning Princess Priscilla and the Bully-Bee Day, Princess Priscilla and the Mood Ring Rainbow and her latest Princess Priscilla and the Great Beezilla!

1:00 pm – 4:00 pm

Register Now!

Working with difficult, demanding, and disruptive students is not a new challenge for educators. However, there are current concerns being voiced regarding the changing nature and intensity of the behaviors of these students. Some educators are reporting increases in selfish, manipulative and hostile behaviors while others are noticing more students who are overly anxious and/or difficult to engage. Even well seasoned, award-winning master educators can sometimes have their “feathers ruffled” by certain students in certain situations.

Responsibility-Centered Discipline is designed to assist all educators with identifying and addressing challenging student behaviors that affect the academic and behavioral progress of the students with whom they work. This power-packed seminar will provide you with up-to-date insights and strategies for reaching and helping those young people who seem to evoke the strongest feelings of frustration, hurt, and sometimes discouragement in professional educators.

                                                                         
Learning Objectives:
In this session, you will learn how to:

 – Identify the underlying causes of difficult behaviors in students:

– Implement do’s and don’ts to address specific behaviors

 – Integral key strategies for migrating from an obedience-centered approach to a responsibility-centered approach

 – Develop innovative ways to support positive behavior

 – Apply strategies for preventing the escalation of difficult behavior

About the Presenter:

Author of Roadmap to Responsibility and Give ‘em Five, Larry Thompson, M.Ed., is often called upon to deliver keynote presentations for state and national education conferences because of his knowledge, humor and passion for assisting today’s students. He has helped thousands of educators and schools throughout North America break away from their traditional discipline models to a model that creates a responsible climate and responsible students. Larry has served in a wide variety of roles in education – from special education teacher to alternative and traditional high school principal. As creator of the Responsibility-Centered Discipline program, Larry understands that systems must be created that can be realistically implemented and sustained.

1:00 pm – 4:00 pm

Register Now!

Between 2 and 16% of students have behaviors that disrupt their day, the efforts of their teachers, and the focus of their peers. This session will review where these patterns come from, what makes them worse, and strategies to provide a calmer, more productive school climate.
                                                                               

Learning Objectives:
In this session, you will learn how to:

Learn what’s wrong with these students. Understand where resistant, defiant, hostile, manipulative, aggressive, and hurtful behaviors come from.
Common tactics that escalate negative behaviors.
Keeping your cool: How to prevent and respond in ways that improve your chances
Moving from problem to asset: Strategies to find and nurture hidden strengths in the most challenging students

About the Presenter:

Mike Paget has over 25 years experience working as a “teacher-therapist”, special education teacher, director of clinical day program services, and state department of education consultant for emotional, behavioral, mental health issues, crisis de-escalation and prevention, and positive behavior supports.

Mike has biases; he believes that the most important “treatment” is a day during which a young person learns some new things, laughs with close friends, and contributes to making the day a bit better for classmates and community. He believes that teachers and parents are the primary facilitators for getting these things done.

Mike is now an independent trainer and consultant on topics related to emotional, behavioral, and mental health issues of students. He conducts workshops, seminars, and webinars across the United States and Canada.

Mike is the co-author of several books including:
 – Aggressive and Violent Students

 – Defying the Defiance:
131 Insights, Strategies, Lessons and Activities for Helping Students with ODD.

 – High on the Spectrum:
Asperger’s, High-Functioning Autism & Related Personalities

1:00 pm – 4:00 pm

The vast majority of recent school violence attacks involved precursors leaked online in the form of social media posts. Knowing where, how, and when to look for this critical information is the current challenge this nation faces – it will be thoroughly addressed. There are simple and free online tools / techniques that all those responsible for ensuring the safety in your schools need to be using on a regular basis. In this session, cybersafety expert Sam Jingfors will identify challenges that frontline investigators and school staff are currently facing, including:

  • Anonymous online threats
  • Sexting and sextortion
  • Swatting and Doxing
  • Geolocational utilities and Dangers
  • Image verification of firearms and suicidal imagery
  • Searching Instagram by school location
  • AND More…

Jingfors will walk attendees through best practices and step-by-step instruction on utilizing public tools to create safe and supportive learning environments. Every school safety issue now involves social media: are you prepared?  

Learning Objectives:
In this session, you will learn how to:

  • Utilize free online tools and techniques to be able to gather safety-related information from public social media platform
  • Conduct a reverse image search on an image to determine the validity of the photo and whether it is a stock or unique image
  • Search geo-locationally relevant data in real time and searching Instagram without having an account

        
About the Presenter:

Sam Jingfors is the Vice President of Safer Schools Together (SST) and delivers safe school related training throughout the organization. He manages the fast-paced Safer Schools Together Social Media Team and is the lead developer and trainer of the “Digital Threat Assessment” Training day that has been delivered across North America. Sam comes from a background in the study of criminal behavior and has a Bachelor of Arts in Criminology from Simon Fraser University.

Working for the organization since 2011, Sam has been a driving force in the operations of Safer Schools Together. As a supplement to Threat Assessment files and Trauma Response work, Sam collects open source intelligence and social media data for high-profile school related files both in Canada and the United States. He is frequently being called by School Superintendents and Directors of Student Safety to consult on his knowledge of social media. He has presented to tens of thousands of students, parents, school staff, police officers and community partners throughout his career.

His love for this field of work jump started in 2006 when, while living overseas, he secured an internship with the International Law Enforcement Agency (ILEA) and received training from the FBI. Prior to his work with SST, Sam spent over five years working on the front line of the province’s largest school district in their Safe Schools Department responding to emergent safety and security issues around the entire district. He also worked as an outreach worker for youth at-risk of gang involvement with the federally funded Surrey WRAP program.

Sam also spent a number of months in a field practice setting with the Combined Forces Special Enforcement Unit – Gang Task Force as they fulfilled their mandate of preventing, suppressing and intervening on criminal gang and organized crime activity. Sam maintains to this a day a Reliability RCMP security clearance. Along with a Sergeant of the Gang Unit, Sam co-authored a research article on gang homicides in British Columbia from 2003-2013 that was published in the Journal of Gang Research.

Friday, March 22, 2019

8:00 am – 11:00 am

Register Now!

Inspiring internal motivation for change among our students can be challenging at times. Youth get to see themselves as the author of their lives and learn to live responsibly with accountability, kindness and compassion. They get to feel empowered in choosing a context of growth. They will learn that the challenges of life may offer the greatest opportunities for that growth!  This workshop gives specific creative strategies for facilitating and maintaining the growth mindset context specific to the student’s social, emotional learning needs.

Learning Objectives:

  •    Learn structures to allow students, faculty and staff to be outward focused, to think about their choices and realize their contribution in creating the results around them.
  •    Understand how to effectively get results by choosing thoughts, feelings and behaviors from a place of ownership using transformational distinctions of interpretation and context setting
  •    Apply strategies for dealing with resistance and create a context for change, both for the faculty, staff and the students that they serve
  •    Incorporate the Looks Like/Feels Like’ model to help students manifest their natural leadership abilities and access their innate desire for accountability, responsibility, kindness and compassion.
  •    Identify a context of healthy power and control

     

About the Presenter:

Kaye Randall is a nationally known author and speaker who has led professional seminars throughout North America on student mental health, bullying, self-injury, depression, anxiety and anger — as well as youth leadership and student empowerment. The former Training Director for the University of South Carolina Center for Child & Family Studies, Kaye has inspired seminar participants through her practical insights, humor and proactive strategies for helping children and adolescents. She continues to provide clinical services to both children and adolescents and has been named social worker of the year by the Council on Adoptable Children. She is co-author of See My Pain, Creative Strategies & Activities for Helping Young People Who Self-Injure (featured in USA Today), 102 Creative Strategies for Working with Depressed Children & Adolescents, and Mean Girls: 101½ Creative Strategies and Activities for Working with Relational Aggression

8:00 am – 11:00 am

Register Now!

Adolescents are more susceptible to adverse childhood experiences (psychological trauma) during what Erikson described as the” identity versus role confusion stage.” Pubescent brains are pruning; trauma or toxic stress can substantially disrupt brain development, changing how they respond to perceived threats. In schools, students’ trigger reactions (fight, flight or freeze) are categorized as disruptive, defiant, and/or disrespectful (D-Codes) resulting in more punitive disciplinary consequences.

Learning Objectives:
In this session, you will learn how to:


 – Develop an understanding of how trauma imprints on the brain.

 – Analyze how student responses can present as defiance/disrespect.

– Gain research/evidence-based, non-punitive disciplinary responses to subjective behaviors.                                                       

About the Presenter:

Catava Burton, MS is the Preventative Services Specialist for a large public school district in Virginia. She provides oversight to the Behavior Support Team and the Positive Behavior Intervention & Supports (PBIS) program. She possesses 19 years experience in psychology with a focus on mental health, trauma and human development. Catava is also a certified trauma practitioner, blogger for The Mighty, and was featured as a 2017 Human of Richmond.

 

8:00 am – 11:00 am

Register Now!

This dynamic session will help attendees discover how Virginia’s Henrico County Public Schools transitioned from a traditional mindset to an instructional mindset regarding student discipline. Learn about practices that address disparity in student discipline, as well as proven strategies to connect with students. Dr. Noel will also share professional and personal experiences that have taught him “How to Reach the (Sometimes) Hard-to-Reach.”

Learning Objectives:

In this session, participants will learn about topics that include, but are not limited to:

  • Learning Objectives;
  • Discover key insights from Henrico County Public Schools on how to reduce exclusionary discipline practices
  • Implement supports and interventions that address inappropriate classroom behavior and classroom management
  • Understand how our mindset about hard-to-reach students can negatively or positively affect them academically and/or behaviorally.

About the Presenter:

The two most important days of your life are the day you were born, and the day you find out WHY.” This quote by Mark Twain perfectly captures Dr. William Noel’s personal calling and dedication to working for children.  That higher calling and dedication is “WHY” Dr. Noel remains committed to being an influential role model for all students, but especially for our (sometimes) Hard-to-Reachstudents.

Dr. Noel emphasizes the importance of connecting with our Hard-to-Reachstudents through establishing genuine relationships, and teaching them to make better decisions.  He will be the first person to debate that knowing WHO we teach may be more important than WHAT we teach.

Dr. Noel began this exciting journey first as a substitute teacher, then an Alternative Education teacher, Social Studies teacher, coach, Assistant Principal, and now Director.  When asked by a colleague if he was going to miss teaching now that he is an administrator; Dr. Noel replied, “I will always be a teacher; just no longer from a classroom.”

 

Orlando Breakout Sessions 

To view sessions related to a particular conference simply click on that conference’s tab.

2019 Orlando Agenda

Las Vegas Pre-Conference Sessions

Las Vegas Pre-Conference Sessions will be held from 9:00 am – 4:00 pm on July 8 and 9:00 am – 4:00 pm on July 9. The main conference will begin on at 12:00 pm on July 10, 2019.

Monday , July 9th 9:00 am - 12:00 pm

Disorganization, irritability, intense moods, emotional escalation, anxiety, perfectionism:  these are some of the Top 10 Challenges faced by students who are “Wired Differently” – and by their teachers.  Supporting the increasing number of students (now estimated at 1 in 5) with emotional and behavioral challenges requires an array of practices beyond traditional discipline practices.

During this session, author and nationally known education consultant Mike Paget will provide an overview of some of the emotional and behavioral challenges confronting these neuro-diverse students. Increasingly, teachers, counselors, administrators and other educators are realizing that success for these students demands an emphasis on prevention, positive skill-building and other practical supports (including practices at the universal, secondary and tertiary levels) – and that these supports actually improve the behavior of all students. Positive Behavior Interventions & Supports (PBIS) is one of the more prominent practices, but whether or not your school has implemented PBIS, this session will give helpful insights into the unique characteristics of these students and provide lots of practical supports that will help all students – but particularly those who are “Wired Differently.”

Learning Objectives

  • Discover the importance of adult attitudes & behaviors when using positive behavior supports.
  • Explore how primary, secondary and tertiary behavior plans can be best employed with various mental/emotional/behavioral concerns.
  • Understand the 8 elements of successful classroom management.
  • Discover tools to help teach social skills to students who are “Wired Differently” within the paradigm of positive behavior supports.
  • Understand the importance of collaboration between families, schools and community resources.

About the Presenter

Mike Paget has over 25 years experience working as a “teacher-therapist”, special education teacher, director of clinical day program services, and state department of education consultant for emotional, behavioral, mental health issues, crisis de-escalation and prevention, and positive behavior supports.

Mike has biases; he believes that the most important “treatment” is a day during which a young person learns some new things, laughs with close friends, and contributes to making the day a bit better for classmates and community. He believes that teachers and parents are the primary facilitators for getting these things done.

Mike is now an independent trainer and consultant on topics related to emotional, behavioral, and mental health issues of students. He conducts workshops, seminars, and webinars across the United States and Canada.

Mike is the co-author of several books including Aggressive and Violent Students,  Defying the Defiance: 131 Insights, Strategies, Lessons and Activities for Helping Students with ODD and High on the Spectrum: Asperger’s, High-Functioning Autism & Related Personalities

Technology and social media play an increasingly large role in the social development of students today. Studies show that the average student (ages 7-17) spends up to 10 hours a day in front of a screen — cell phone, computer or tv.

Social media platforms have become critical for students who want to stay connected to peers — especially girls.  But as girls spend more time trying to stay “connected” online, they actually become more disconnected. Studies show a correlation between the amount of time spent on social media and personal life dissatisfaction. Girls often create elaborate identities and personas on-screen; but do you ever wonder what is going on behind the screen?  As girls experience the turbulent times of childhood and adolescence they often turn to social media to hide their fears, confusion and anxiety from the outside world. As a result, girls are twice as likely as boys to develop an internalizing disorder such as depression or anxiety by mid-adolescence.

Author Stephanie Jensen, MS, LPC will help attendees better understand what is hidden behind the screen of “mean girls,” and gain tools and strategies for promoting the healthy development of confident, strong and happy girls.                                                                               

Learning Objectives:

•           Learn how social media affects brain development.
•Develop an understanding of how social media can impact mental health.
•Discover strategies to teach Netiquette: Send Means Said.
•Create a plan for effective communication in the digital and real world.
•Apply tools to address social media addiction

About the Presenter

Stephanie Jensen, MS, LPC is an award-winning author and international speaker recognized for her insight and understanding of relational aggression. She combines 15 years of practice in the fields of education and counseling with research, practical strategies and humor to address challenging behaviors and to build positive relationships with students. With experience as a classroom teacher, education consultant and international speaker, she holds a master’s degree in clinical counseling, focusing her efforts on adolescent and family issues.

In recent years, Stephanie has applied her passion for adolescents to focus on the dynamics of relational aggression, social-emotional learning, and positive behavior interventions. She is the author of Thrive in the Hive: Surviving the Girl’s World of Good and Bad Relationship Bee-haviors, Mom’s Choice Award-winning Princess Priscilla and the Bully-Bee Day, Princess Priscilla and the Mood Ring Rainbowand her latest Princess Priscilla and the Great Beezilla!

Students cannot learn effectively when they are experiencing the effects of trauma. The impact of childhood trauma and chronic stress is an issue facing students, educators and society at large. However, when students are taught trauma-informed strategies, it raises the possibility of stronger resilience across many domains of life.

This workshop will help participants better understand how to respond to the effects of trauma — including self-injury and other self-destructive behaviors — using research-based, best-practice approaches. These strategies are designed to increase the ability to focus, improve emotional regulation, and empower students to engage in their own cognitive restructuring.

During this session, speaker and author Kaye Randall, MSW, LISW-CP will teach innovative approaches educators may use in the school setting to create a wellness path for students, in and out of the classroom. These strategies are designed to help students understand and master their interpretations and choices — which will enable them to live more connected and powerful lives.

Learning Objectives:

  • Understand underlying reasons for these harmful and addictive behaviors.
  • Consider critical “do’s and don’ts” when responding to suspected or observed self-injury in young people.
  • Use research-based, best-practice approaches to self-injury.
  • Help young people acknowledge and address their own self-injurious behavior.
  • Use recommended creative-arts strategies and activities for helping children and adolescents who self-injure.
  • Understand the SMB Cycle and use Intervention Mapping.
  • Share suggestions and tips with parents and siblings of self-injuring young people

About the Presenter

Kaye Randall is a nationally known author and speaker who has led professional seminars throughout North America on student mental health, bullying, self-injury, depression, anxiety and anger — as well as youth leadership and student empowerment. The former Training Director for the University of South Carolina Center for Child & Family Studies, Kaye has inspired seminar participants through her practical insights, humor and proactive strategies for helping children and adolescents. She continues to provide clinical services to both children and adolescents and has been named Social Worker of the Year by the Council on Adoptable Children. She is co-author of See My Pain, Creative Strategies & Activities for Helping Young People Who Self-Injure(featured in USA Today), and 102 Creative Strategies for Working with Depressed Children.

Monday , July 9th 1:00 pm - 4:00 pm

Boys are held back in school twice as often as girls. Boys also get expelled from preschool nearly five times more often than girls, and they are diagnosed with learning disorders and attention problems at nearly four times the rate of girls. Boys are more likely to dropout of school, and make up only 43 percent of college students. Millions of boys are being lost along the path to academic success and career achievement in today’s knowledge economy. Teacher perceptions regarding behavior, rather than academic performance, penalizes boys as early as kindergarten. On average, boys receive lower behavioral assessment scores, and those scores affect teachers’ overall evaluations of boys’ intelligence and achievement.

Rather than penalize boys’ high energy – as traditional classroom methods often do – successful teachers are learning to take advantage of male liveliness, curiosity and thirst for competition. Unless educators stop to consider whether traditional methods are working for both genders, boys will continue to get the short end of the educational stick.

Award-winning author Stephanie Jensen will help educators understand the structural, chemical and processing differences between boys’ and girls’ brains. This knowledge will help attendees support boys’ developmental needs, while teaching them social /emotional competencies. Attendees will discover innovative strategies, as well as group and individual interventions, to help boys achieve their highest academic potential.                                                         

Learning Objectives:
In this session, you will learn how to:

  • Explain how boys’ brains work including the chemistry and structure.
  • Identify the differences in the ways girls and boys focus.
  • Recognize the role of hormones, specifically testosterone and dopamine.
  • Demonstrate classroom strategies to support boys’ developmental needs.
  • Contrast the difference between natural aggression and bullying.

About the Presenter

Stephanie Jensen, MS, LPC is an award-winning author and international speaker recognized for her insight and understanding of relational aggression. She combines 15 years of practice in the fields of education and counseling with research, practical strategies and humor to address challenging behaviors and to build positive relationships with students. With experience as a classroom teacher, education consultant and international speaker, she holds a master’s degree in clinical counseling, focusing her efforts on adolescent and family issues.
In recent years, Stephanie has applied her passion for adolescents to focus on the dynamics of relational aggression, social-emotional learning, and positive behavior interventions. She is the author of Thrive in the Hive: Surviving the Girl’s World of Goodand Bad Relationship Bee-haviors, Mom’s Choice Award-winning Princess Priscilla and the Bully-Bee Day, Princess Priscilla and the Mood Ring Rainbowand her latest Princess Priscilla and the Great Beezilla!

Inspiring internal motivation for change with students can be challenging.  Enabling young people to see themselves as the authors of their lives and enabling them to live responsibly with accountability, kindness and compassion are some of the most critical life skills. When students choose a context of growth, they learn that the challenges of life may offer the greatest opportunities for that growth!  This workshop gives specific creative strategies for facilitating and maintaining the growth mindset context specific to the student’s social and emotional learning needs.

Learning Objectives:

  • Learn structures to allow students, faculty and staff to be outward-focused, to think about their choices and to realize their contribution in creating the results around them.
  • Understand how to effectively get results by choosing thoughts, feelings and behaviors from a place of ownership — using transformational distinctions of interpretation and context-setting.
  • Apply strategies for dealing with resistance and creating a context for change — both for students and the educators who serve them.
  • Incorporate the “Looks Like/Feels Like” model to help students manifest their natural leadership abilities and access their innate desire for accountability, responsibility, kindness and compassion.
  • Identify a context of healthy power and control.

About the Presenter

Kaye Randall is a nationally known author and speaker who has led professional seminars throughout North America on student mental health, bullying, self-injury, depression, anxiety and anger — as well as youth leadership and student empowerment. The former Training Director for the University of South Carolina Center for Child & Family Studies, Kaye has inspired seminar participants through her practical insights, humor and proactive strategies for helping children and adolescents. She continues to provide clinical services to both children and adolescents and has been named Social Worker of the Year by the Council on Adoptable Children. She is co-author of See My Pain, Creative Strategies & Activities for Helping Young People Who Self-Injure(featured in USA Today), and 102 Creative Strategies for Working with Depressed Children.

For educators just getting their feet wet with technology integration to those currently using technology in the classroom, presenter Eric Clark will explore exciting 21st century tech tools that will increase student engagement and bring a wow factor into the classroom. One-to-one computing, BYOD (Bring Your Own Device), Smart Boards and other improvements have revolutionized the technology environment in many North American classrooms. Yet, many educators have lagged behind in incorporating that technology into their instruction resulting in classrooms that are not much different than they were 20 years ago.

In this seminar, Clark will draw upon his experience as a media teacher, media entrepreneur, administrator and master trainer to help teachers sort through tools they might find useful in their classrooms – while opening their minds to other ways to harness technology.

Session Highlights:

  • Poll Everywhere
  • Dropbox
  • TedTalk
  • Livebinders
  • iMovie
  • GarageBand
  • Powtoons
  • Lulu
  • Educreations

                                               Learning Objectives:
In this session, you will learn how to:
•      Discern the value of reverse mentoring in a technology-filled classroom.

  • Discover innovative ways to store and manage lessons, files, and multimedia.
  • Integrate GarageBand and iMovie to create lessons centered on problem-based learning.
  • Learn how to use online video to support lessons rather than sustain them.
  • Identify different tools to help students become authors, producers, and creators of multimedia projects.   

About the Presenter

Eric Clark, M. Ed., is a Certified Master Trainer for Responsibility-Centered Discipline and helped shape the implementation materials for the program. He most recently served as Head of School at a progressive private school in the Midwest. Previously he served as Principal in a public school setting, while also serving as the District Technology Integration Specialist. Eric began his education career teaching English Language Arts, Journalism and Media Communications. Between his other responsibilities, he also launched a thriving publishing company. As an administrator, he has successfully implemented the supportive, non-exclusionary principles of Responsibility-Centered Discipline with elementary, middle and high school faculty and students.

Tuesday, July 9th 9:00 am - 12:00 pm

Girl friendships are intense and all-encompassing from early elementary years on; but cliques, power struggles and an intense desire to belong create a ripe field for relational aggression. Describing the emotional milieu girls face as they grow, bestselling author Lisa Damour, Ph.D. reminds us that a girl’s “key support system – her tribe – consists of peers who are also as reactive and erratic as they will ever be. (She) works hard every day to harness powerful and unpredictable emotions so that she can get on with doing everything else she means to do.”

Teachers, counselors and administrators can help guide girls to define what makes a healthy friendship. As a family therapist and Founder of the SistaKeeper organization, Tracie Berry-McGhee, M.Ed., LPC has focused much of her career on working with girls. In this session, she will discuss the impact of social aggression and the factors that motivate relational aggression. She will share tools to develop a trauma-free space to promote girl empowerment. The benefits of gender-specific programming that promotes strength and resiliency in girls will be explored. Discover tools for promoting pro-social behaviors like kindness, sharing and empathy in girls K-12, while improving their attitude toward school and reducing depression.

Learning Objectives:

  • Integrate the latest research-based insights into your bullying and relational aggression prevention program.
  • Identify online communication and social media trends affecting today’s girls.
  • Discover how to instill social/emotional connections among girls.
  • Implement individual, small-group and classroom strategies and activities.
  • Design or revise your own action plan for addressing female relational aggression.

About the Presenter

Tracie Berry-McGhee, M.Ed. LPC, NCC founded the SistaKeeper Empowerment Center in St. Louis 12 years ago with the mission of inspiring and developing the mind, body and spirit of young women. SistaKeeper has since spread to other locations within the United States, as well as to Europe, Africa and the Caribbean.

Tracie continues to serve the community via her private counseling practice, which specializes in women and teen girl issues. She is often called upon to keynote on topics such as conflict resolution, dealing with low self-esteem and bullying. She is the recipient of numerous awards including the Delta Sigma Theta “Power of 22 Award,” the African American Professional Organization of Women “Women of Distinction Award,” the Girls Scouts “Women of Distinction in Social Services Award,” the NAACP “Hometown Champion Award” and the University of Missouri “Outstanding Achievement and Meritorious Service to Education Award.” Tracie is the author of SistaKeeper: Poetry for the Soul, I’m a Keeperand OWN Your NOW.

When a student can’t read, we teach him how. When a student struggles with algebra, we give her skills to help. When a student has trouble behaving, what do we do?

Self-Regulation skills can be taught. Not all students have the same ability to regulate emotions, behaviors and responses to difficulties. And those who have not mastered Self-Regulation can be very disruptive to instruction time. When educators include lessons on Self-Regulation as part of the curriculum, everyone can benefit from the training on how to recognize triggers and how to manage responses to them. Rather than trying to modify behavior and/or removing the stimuli that results in unacceptable behavior, Self-Regulation training gives students control over their responses.

During this insightful session Brad Chapin will share strategies that have helped students develop skills necessary for success in academic performance, relationships and overall wellness.  Brad will demonstrate that personal responsibility for behaviors and self-discipline are stronger predictors of academic success than IQ.

Learning Objective:

  •        Engaging approaches to use with individual students and the entire class that you can employ immediately
    •        How to give students the tools to manage their behavior by recognizing triggers and  controlling how they respond
    •        The 3 skill-training areas
    •        To target the core and address a broad spectrum of behaviors and performance issues
    •        How Self-Regulation skills affect social interactions, academic and athletic performance, aggressive behaviors, physical wellness and future happiness and success
    •        How to incorporate Self-Regulation training into your classroom curriculum.

About the Presenter

Brad Chapin is a leading authority on Self-Regulation and a masters level psychologist with a passion for helping others learn the skills necessary for success and happiness. He is a best-selling author and nationally-recognized speaker in the area of Self-Regulation. He has served as the Director of Child and Adult Community Services for a large community mental health center where he supervised 65 mental health field staff. Currently, Brad is Director of Clinical Services for Stormont-Vail Behavioral Health Services. Brad’s first book, Helping Young People Learn Self-Regulation, is in its second printing. He has since published Helping Teens Learn Self-Regulation, The Legend of the Regulators, Teaching Self-Regulation Smart Guidance DVDand the Self-Regulation Training Board. His latest book, Helping Pre-Schoolers Learn Self-Regulation, was released to critical acclaim in 2016.

From the co-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.

Objectives:

  • Recognize underlying causes of student misbehavior.
  • Identify 3 places to build relationships.
  • Describe merits of values vs. rules.
  • Demonstrate 8 steps to defusing explosive situations with any student.

About the Presenter

Brian Mendler trains tens of thousands of educators a year and is a highly regarded dynamic speaker. Through his affiliation with Teacher Learning Center, he provides staff development training for K-12 educators and youth service workers throughout the world with a focus on how to be successful with even the most difficult students.

Brian is a certified K-12 and special education teacher with extensive experience working with challenging students in general ed, self-contained and inclusion settings.  In his training sessions and books, he draws on his own experience as a very disruptive student with severe undiagnosed ADHD and reading difficulties.

Brian is the author of several books including That One Kidand The Taming of the Crew.  He has also co-authored Strategies for Successful Classroom Management, Power Struggles2nd Edition, and the bestseller Discipline With Dignity 3rd Edition: New Challenges, New Solutions.

Are you tired of the mounting violence in schools today? Are you scared First Responders/SROs can’t be everywhere and respond fast enough to save your students?  Would you like to know how research-based data proves you can prevent school shootings, violence, bullying, suicides, and other incidents? What if evidence-based data showed you how assets you already have, your First Preventers, can make your school and community safer?

In this session we will share extensive research-based data from real-life incidents/tragedies to show how prevention was and is possible. We will also share how schools with community-wide strategies are successfully preventing incidents, tragedies, and lawsuits by connecting the dots and changing lives and the world forever.

Learning Objectives:

In this session, participants will learn about topics that include, but are not limited to:

Learning Objectives;

  • Identify specific gaps in connecting the pieces of the puzzle
  • Utilize best practices to prevent liability, lawsuits and tragedies
  • Demonstrate the essential steps in intervention and prevention

About the Presenter

Rick Shaw is the Founder, CEO and CDO of Awareity Inc. – a developer of innovative, web-based and award-winning prevention platform for students, employees and communities. He has more than 20 years of experience performing numerous types of assessments (threat, compliance, physical, information security, social media and others), with a focus on prevention processes across multiple industries and types of threats. Rick’s experiences – combined with extensive research using post-event reports, lawsuits and surveys – has helped expose the most dangerous disconnects and potential liabilities facing schools (including new threats related to social media).

In addition to working with organizational leaders, Rick has been called upon to speak at numerous conferences in the United States, Canada, South Korea and Japan for his expertise in safety (student, employee, third-party, community, etc.) and prevention. He utilizes evidence-based data from hundreds of post-event reports and extensive research to expose each point where proper preventive tactics were possible in most incidents and tragedies.

Rick’s passion is student and child safety, and he leads an extensive research effort at Awareity to help educational leaders understand the need for comprehensive and proven prevention solutions to improve student safety and to prevent escalating consequences related to sexual abuse, bullying, cyberbullying, campus violence, suicide, human trafficking, homegrown terrorism and alcohol/drug abuse.

Tuesday, July 9th 1:00 pm - 4:00 pm

Session Description Coming Soon!

Many schools fail to see lasting improvement in student behavior because students have not been “encouraged” to accept responsibility for their own actions. Instead students often find ways to project the responsibility for their behaviors to other students — or to their teachers.  This session will help educators to develop a plan, and learn the necessary skills, to create a culture of self-responsibility.

 

Working with difficult, demanding, and disruptive students is not a new challenge for educators. Even well-seasoned, award-winning educators can sometimes “lose their cool” with certain students in certain situations.  Using the principles of Responsibility-Centered Discipline, this session will help teachers and administrators identify and address challenging behaviors that negatively affect the academic and behavioral progress of the students with whom they work. This insight-filled workshop will provide you with up-to-date insights and strategies for reaching and helping students who evoke the strongest feelings of frustration and sometimes discouragement, in professional educators.                                                                               

Learning Objectives:
In this session, you will learn to:
•          Identify the underlying causes of difficult behaviors in students

  • Implement do’s and don’ts to address specific behaviors
  • Integrate key strategies for migrating from an obedience-centered approach to a responsibility-centered approach
  • Develop innovative ways to support positive behavior
  • Apply strategies for preventing the escalation of difficult behavior

 

About the Presenter

Eric Clark, M. Ed., is a Certified Master Trainer for Responsibility-Centered Discipline and helped shape the implementation materials for the program. He most recently served as Head of School at a progressive private school in the Midwest. Previously he served as Principal in a public school setting, while also serving at the District Technology Integration Specialist. Eric began his education career teaching English Language Arts, Journalism and Media Communications. Between his other responsibilities, he also launched a thriving publishing company. As an administrator, he has successfully implemented the supportive, non-exclusionary principles of Responsibility-Centered Discipline with elementary, middle and high school faculty and students.

 

 

Session Description Coming Soon!

Disruptive Behavior Disorders: Insights and Strategies that will Improve Outcomes for students with ODD, Conduct Disorder, and Intermittent Explosive Disorder
Between 2 and 16% of students have behaviors that disrupt their day, the efforts of their teachers, and the focus of their peers. This session will review where these patterns come from, what makes them worse, and strategies to provide a calmer, more productive school climate.

                                                      Learning Objectives:
In this session, you will learn how to:

  • Learn what’s wrong with these students. Understand where resistant, defiant, hostile, manipulative, aggressive, and hurtful behaviors come from.
  • Common tactics that escalate negative behaviors.
  • Keeping your cool: How to prevent and respond in ways that improve your chances
  • Moving from problem to asset: Strategies to find and nurture hidden strengths in the most challenging student

About the Presenter

Mike Paget has over 25 years experience working as a “teacher-therapist”, special education teacher, director of clinical day program services, and state department of education consultant for emotional, behavioral, mental health issues, crisis de-escalation and prevention, and positive behavior supports.

Mike has biases; he believes that the most important “treatment” is a day during which a young person learns some new things, laughs with close friends, and contributes to making the day a bit better for classmates and community. He believes that teachers and parents are the primary facilitators for getting these things done.

Mike is now an independent trainer and consultant on topics related to emotional, behavioral, and mental health issues of students. He conducts workshops, seminars, and webinars across the United States and Canada.

Mike is the co-author of several books including:

Aggressive and Violent StudentsDefying the Defiance: 131 Insights, Strategies, Lessons and Activities for Helping Students with ODD, High on the Spectrum: Asperger’s, High-Functioning Autism & Related Personalities

Las Vegas Breakout Sessions 

2019 Las Vegas Agenda