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Social Emotional Learning Conference 2016: WORKSHOP SESSIONS
Click a workshop title to see its description and schedule details.
THURSDAY ♦ = ALSO PRESENTING FRIDAY
FRIDAY ♦ = ALSO PRESENTED THURSDAY
A Path to Self-Advocacy: Identifying and Owning our Strengths, Weaknesses, and Diagnoses
Mallory Whitmore, Lipscomb University IDEAL Program
This workshop will cover the relationship between self-advocacy and students’ ownership of their own identity, including their strengths, weaknesses, and in some cases, their physical, intellectual, and/or emotional/behavioral diagnoses. Topics addressed will include promoting student vulnerability, reducing shame and stigma around perceived deficits, helping students identify their needs, discussing the pros and cons of diagnosis or disability disclosure, and building a framework for using ownership of identity to inform self-advocacy.
COMPETENCIES: (1) Self-awareness, (4) Social awareness, (5) Self-management
PYRAMID: Secondary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents
THURSDAY SESSION A; CLASSROOM 1109
FRIDAY SESSION E; CLASSROOM 1109
A Taste of Alternatives to Violence (2 hours)
Dot Dobbins, Jack Willis, Martha Willis, and Trina Baum, Alternatives of Violence Project
The Alternatives to Violence Program (AVP) offers a learning workshop, which is implemented by trained local facilitators. Our experiential workshop uses the shared experience of participants, interactive exercises, games, and role-plays to examine the ways in which we respond to situations where injustice, prejudice, frustration and anger can lead to aggressive behavior and violence. Participants will be actively engaged in exercises that help people improve self- awareness, empathy and interpersonal skills needed to transform their lives in a positive way.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID:
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
THURSDAY SESSIONS A/B & C/D; CLASSROOM 1208
A Year in the NEST:School-wide Secondary SEL Curriculum in Action
Rachael Johnson, Pearl-Cohn High School
What do high school circles and community meetings look like? How can teachers create a culturally responsive, unified SEL curriculum? This workshop presents a case study of the framework and curriculum used in Pearl Cohn High School’s NEST, a daily schoolwide SEL initiative integrated into advisory blocks. Attendees will be familiarized with SEL core competency aligned secondary circles focused on whole-school “core values” and will leave with concrete examples and tools which can be used to develop similar programs in both individual classrooms and secondary schools.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors
THURSDAY SESSION A; CLASSROOM 1115
FRIDAY SESSION E; CLASSROOM 1115
ACE Nashville: Developing a Collective Impact Response to ACE's
Angie Thompson, ACE Nashville
The Adverse Childhood Experiences (ACE) research establishes child maltreatment as a public health crisis with corresponding medical, social, educational and economic costs to individuals and communities across the lifespan. ACE Nashville is a collective impact approach at the population level that promotes prevention as necessary to address the scale and complexity of the issue. This workshop addresses the processes and strategies used to develop ACE Nashville as a primary prevention, public-private, collective impact initiative to reduce childhood adversity and promote individual, family and community health with broad based community engagement.
COMPETENCIES: (4) Social awareness
PYRAMID: Universal Promotion
TARGET AUDIENCE: Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSIONS C & D; CLASSROOM 1109
An Overview of Response to Intervention: Behavior
Cindy Minnis and Brooke Shuster, MNPS
Response to Instruction and Intervention for Behavior (RTI2-B) is an organized framework to help districts, schools, staff, parents, and students efficiently align social and behavioral supports into one multi-tiered, problem-solving framework. This customizable framework can help schools create a positive culture for students and staff with the goal of improving academic, behavioral, and social outcomes for all students. RTI2-B is beneficial for all schools, even schools without significant discipline concerns. This presentation will provide an overview of RTI2-B and give specific examples from implementing schools.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion, Secondary Prevention, Tertiary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors
THURSDAY SESSIONS C & D; CLASSROOM 1100
Applying Positive Psychology to Working with Adolescents
Ken Lass, PhD, Centerstone
The deficit, pathological-oriented model of adolescent development has in recent decades been challenged by an alternative paradigm rooted instead in resiliency and what has become known as positive psychology associated with such scientist-practitioners as Martin Seligman, PhD and Nicholas Hobbs, PhD. This workshop will address how to view adolescents in therapeutic and educational settings from a skill-based, resiliency model and applied to life stressors, particularly trauma recovery. Participants will learn the principles of positive psychology and hear case examples of its application to students and clients.
COMPETENCIES: (2) Responsible decision-making, (3) Relationship skills, (5) Self-management
PYRAMID: Secondary Prevention
TARGET AUDIENCE: Teachers, School Counselors, Parents
COVERS TRAUMA-INFORMED PRACTICES
FRIDAY SESSIONS E & F; CLASSROOM 1204
Behavior Intervention Through the RTII Lens
Christopher J. Flor, John Trotwood Moore Middle School
Continuing the work of this workshop from the 2015 SEL Conference, John Trotwood Moore strives to interpret behavioral interventions through the RTII Lens. We will discuss the various tiers of intervention as they relate to behavior including a presentation of our own experiences implementing intensive interventions. Such experiences include direct social skills training, targeted emotional supports (check-in/check-out systems, CASEL aligned advisory meetings, and universal systems of behavioral support. We will also explore the idea of social skills training and how it supports students' self-awareness, self-management, decision making, and relationships.
COMPETENCIES: (1) Self-awareness
PYRAMID: Tertiary Prevention
TARGET AUDIENCE: Teachers
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSION A; CLASSROOM 1100
FRIDAY SESSION E; CLASSROOM 1100
Building Resiliency & Mitigating ACEs: The Benefits of Physical Activity in Supervised Group Settings
Bonnie Wertelecky, Tennessee Department of Health
This workshop will present information on how supervised physical activity in a group setting like a run/walk club can help mitigate the detrimental consequences of ACEs by building resiliency, fostering group cohesion and offering a safe after school environment with access to a trusted adult. This workshop will also present and distribute information how to set up a physical activity club like a run/walk club.
COMPETENCIES: (4) Social awareness
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators
THURSDAY SESSION C; CLASSROOM 1201
FRIDAY SESSION E; CLASSROOM 1201
Building Social and Emotional Awareness Through Music and Movement (2 hours)
David Kisor, Growing Sound
Using the C.A.S.E.L. model in regards to specific competencies related to school and life readiness, attendees in this session will explore songs, movement and stages of learning for each stage of social and emotional development from birth to age 6, with key focus on early childhood specifically PreK-K. As a child's physical coordination and language increase, the ability to internalize social and emotional awareness increases as well. This interactive session features LIVE music, singing, movement, research, activity and discussion.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parent, Mental Health Providers
THURSDAY SESSION A/B; CLASSROOM 1106
Creating an Outdoor Culture of Schools: An Integrative Approach to Developing School Gardens
Elias Attea, University of Tennessee's University-Assisted Community Schools
A tool is only as good as the user. By cultivating a school culture that is open to the idea of an outdoor classroom and school garden, a school is then able to expand on a garden’s creative possibilities. This workshop will detail the expansive potential for the utility of a school garden both as a classroom and as a thread that weaves a school’s culture by addressing the topics of food justice, academic integration, and therapeutic and recreational value.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion, Secondary Prevention, Tertiary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSIONS C & D; CLASSROOM 1200
Creating Mindful Students through Mindful Teaching (2 hours)
Cindy Cothran, LPC-MHSP, Centerstone
Mindfulness means increasing our awareness of ourselves living and experiencing this present moment, without getting caught in past events or future wants and worries. Research has shown that teachers who increase mindfulness are less prone to stress, more responsive to students, and more able to create a warm, safe classroom environment. Students taught mindfulness have been shown to have better concentration, less test anxiety, improved class participation, and improved social/ emotional skills. This workshop will present some of the science behind mindfulness, how to begin personal mindfulness practices and hands on methods for teaching mindfulness in the classroom.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
FRIDAY SESSION E/F; CLASSROOM 1205
Dealing with ACEs in a Stacked Deck!
Mary Holland and Tim Drinkwine, Eakin Elementary
Students with ACEs, Adverse Childhood Experiences, are inherently going to play their “Ace” cards throughout their school day. Their behavior many times is an outward expression of internal turmoil. This session is designed to help stakeholders identify and eliminate a stacked deck against students of adverse experiences. We must reshuffle our strategies as administrators, teachers, and counselors to minimize the impact of behaviors while supporting students. We MUST unstack the deck and understand the important role we can play to assist students of ACEs. You will learn to discard reactive responses for proactive strategies.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion, Secondary Prevention, Tertiary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSION B; CLASSROOM 1213
FRIDAY SESSION F; CLASSROOM 1213
Examining Disproportionality in Discipline: The Role of Implicit Bias
Cindy Minnis, MNPS
Research is showing that disproportionality in school discipline is related to implicit (unconscious) bias. This session will provide an overview of this concept and describe promising approaches for reducing the effects of implicit bias in discipline decision making.
COMPETENCIES: 1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors
FRIDAY SESSION E; CLASSROOM 1112
FRIDAY SESSION F; CLASSROOM 1210
Excellence Through Equity: Principles and Practices
Dr. Pedro Noguera
While the movement for standards and accountability has largely succeeded in bringing greater attention to disparities in student achievement, surprisingly little attention has been given to what it takes to create conditions in schools that will make achievement for all students more likely. Missing from much of the policy debate related to achievement is how to place equity at the center of education reform, and how to support and cultivate effective teaching in schools. This presentation will describe principles and practices that have proven effective in meeting the needs of a wide variety of learners. It will also explore how schools can develop effective partnerships with parents and community groups to further efforts to raise achievement.
COMPETENCIES: (2) Responsible decision-making
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors
COVERS TRAUMA-INFORMED PRACTICES
FRIDAY SESSION E; LIBRARY ★ PRIOR REGISTRATION REQUIRED
Getting It Right: Steps to Success SEL Program Implementation (2 hours)
Penny Willis, Lions Quest Lions Clubs International Foundation
Ever wonder why your SEL or character education programs get shelved at some point during the first year of implementation? This interactive workshop will provide participants the opportunity to explore common barriers to SEL program implementation. Participants will gain knowledge about proven successful pre- first-year- and second-year implementation approaches. Tools and strategies will be shared that address program launching, gaining teacher and student buy-in, lesson pacing during the academic calendar, messaging, fidelity monitoring, schoolwide integration, parent and community involvement, etc. Participants will be exposed to a toolkit designed to support successful implementation at the classroom, school and district levels including sustainability planning. This is a session you will not want to miss.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents
THURSDAY SESSION A/B; CLASSROOM 1201
Gifted 101: An Overview of Giftedness
Takako Jackson-Price, MNPS Encore/Gifted and Talented Education
Wondering what to do with the gifted and talented students in your classroom? This session explores the nature and needs of academically talented and gifted students. Walk away with strategies to differentiate the curriculum and keep your top students engaged.
COMPETENCIES: (4) Social awareness
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents
THURSDAY SESSIONS C & D; CLASSROOM 1112
Jamie Irwin, GoNoodle
GoNoodle is a free interactive website with games and videos that classroom teachers and students can use throughout the day for physical activity breaks and mindfulness activities. Learn about the content available and how to customize GoNoodle for your school or classroom. (GoNoodle Plus is free and sponsored for K-5 schools statewide in Tennessee through a grant from BlueCross BlueShield of Tennessee).
COMPETENCIES: (1) Self-awareness, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents
THURSDAY SESSION B; CLASSROOM 1109
FRIDAY SESSION F; CLASSROOM 1109
Helping Traumatized Children Learn: A Tool Kit for Educators (2 hours)
Brianna Grant, LCSW, RPT, Mental Health Cooperative and Private Practice
Educators work with a wide range of student abilities and behaviors in their classrooms and often are already employing positive strategies with those students. However, for the students who have experienced trauma, the impact on their self-perception, the world around them, the impact on their brain development and their ability to safely connect with others can get carried into the classroom. This can interfere with their ability to process information and maintain control over behaviors and emotions. Students who have experienced trauma continuously react to the world as if they are in danger. They are unable to regulate heightened levels of arousal and emotional responses. Their bodies and brains have been conditioned to survive and they can easily be triggered. These student can benefit greatly from relationships with supportive adults at school, including teachers, support staff, and administrative staff who are aware of the impact of trauma and who are able to facilitate trauma-sensitive interventions in the classroom.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness
PYRAMID: Universal Promotion, Secondary Prevention, Tertiary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSION A/B; CLASSROOM 1105
FRISDAY SESSION E/F; CLASSROOM 1105
How Adverse Childhood Experiences Change the Brain: Implications for Applying a Trauma-Informed Approach in the Schoolhouse (2 hours)
Mary Crnobori, M.Ed., BCBA, MNPS
Trauma is not just a mental health problem; it is an educational problem that must be addressed. In this interactive presentation we first explore groundbreaking research on adverse childhood experiences (ACEs); the impacts of sustained, pervasive stress on the developing brain; and how ACEs can affect student learning, behavior, and social-emotional outcomes. Next we explore practical trauma-informed strategies to promote compassionate communities of resilience for students. Increased awareness about the impacts of ACEs on students, and enhanced knowledge about trauma-informed school and classroom practices, will empower educators to promote stronger teacher-student relationships and improve school outcomes for all students.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness
PYRAMID: Universal Promotion, Secondary Prevention, Tertiary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSION C/D; CLASSROOM 1114
How to have ACE Conversations with Parents
Jenn Martin and Audrey Sherer, The Family Center
We all know the impact a parent has on a child's learning, but do you know the impact that a parent's ACEs can have on that same child? This workshop will focus on how Adverse Childhood Experiences can impact a parents' relationship with their children and their education. We will talk about trauma-informed tools anyone can use when talking to a parent affected by ACEs. The tools will encourage ways to build a partnership with parents, create a safe meeting environment for families, and to effectively talk about the hard stuff. So join us, as we talk about our experiences in working with the most vulnerable parents in Middle Tennessee and their most valuable lessons to us.
COMPETENCIES: (1) Self-awareness, (3) Relationship skills, (4) Social awareness
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
FRIDAY SESSIONS E & F; CLASSROOM 1102
How to Nurture Without Enabling
Doug Granier, MNPS
Students who suffer from trauma need teachers who are strong, caring, compassionate, and unrelenting. These characteristics allow educators to cultivate relationships with their students that empower them to grow in a positive, focused direction. This session will offer strategies for developing productive teacher/student relationships that are based on mutual acceptance, respect, trust, and support.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness
PYRAMID: Universal Promotion, Secondary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSIONS A & B; CLASSROOM 1102
How to Support Students Learning in the Classroom through a Positive Universal Intervention
Tracy Long, American Institutes for Research
This workshop will include an overview of AIR’s Good Behavior Game (GBG), a team-based classroom behavior management strategy designed for elementary grades. We will review the research that illustrates how this preventive intervention helps children master the role of learner and be successful at the key task demands of the classroom. You will also learn about the unique structure of our training and support model that leads to sustainability over time. Finally, during the workshop we will discuss how GBG fits within a school’s positive behavior model and supports students’ social and emotional learning throughout their earlier lives into adulthood.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Secondary Prevention, Tertiary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSIONS C & D; CLASSROOM 1202
Inclusive Teacher Language: Practical Strategies to Improve the Classroom Relationships
Joe Tilley, Creswell Middle Prep
The workshop will cover the basics of inclusive teacher language and how it can be used in the classroom to improve relationships and the classroom environment. Participants will leave the workshop with practical strategies to take back into their own classrooms and implement.
COMPETENCIES: (1) Self-awareness, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion, Secondary Prevention
TARGET AUDIENCE: Teachers
THURSDAY SESSION B; CLASSROOM 1203
FRIDAY SESSION F; CLASSROOM 1203
Inspired Educator, Inspired Learner: Experiential Brain-Based Strategies to Engage, Motivate, Build Community and Promote Social-Emotional Learning (2 hours)
Jennifer Stanchfield, Vermont Learning Collaborative, Experiential Tools
Join this interactive workshop and fill your toolbox with experiential, brain-based techniques to engage and motivate learners, create a positive and supportive learning community, and maximize social-emotional learning and academic outcomes.
We will explore:
• New research from the field of educational neuroscience and its impact on learning, teaching, and social-emotional skills development
• Strategies for increasing buy-in, and ownership of learning
• Interactive activities to cultivate communication, social problem-solving, relationship skills, collaboration, self-regulation, decision-making, self-awareness, emotional expression, and reflection
• Techniques for developing responsive and nurturing relationships teacher to student. and peer to peer
• Embedding instruction in play and using games and activities to teach and reinforce content
• Reflective tools to help students find meaning, increase depth of understanding, and application to future learning
COMPETENCIES: (1)Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness
PYRAMID: Universal Promotion, Secondary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSION C/D; CLASSROOM 1104
FRIDAY SESSION E/F; CLASSROOM 1104
Introduction to the Responsive Classroom Approach
Allison Henry, Responsive Classroom
Responsive Classroom is a research-based approach to K—8 education that is associated with greater teacher effectiveness, higher student achievement, and improved school climate. Learn about the four domains of effective teaching—positive community, engaging academics, effective management, and developmentally appropriate practices—and about teaching social and emotional skills, such as cooperation and responsibility, that will set students up for success, in school and in life. Give students meaningful choices in their education and create a joyful learning environment where children are achieving at high levels and developing both strong academic and social skills.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators
THURSDAY SESSION B; CLASSROOM 1115
FRIDAY SESSION F; CLASSROOM 1115
kidcentraltn.com: The Central Online Resource for Tennessee Families
Jude White, Governor's Children's Cabinet
The Governor's Children's Cabinet created kidcentraltn.com as a one-stop shop for Tennessee families and professionals to find information about children's health, education, development, and support. The website pulls content from across state government and organizes it so families can more easily find what they need. The website includes a directory of state services for children and families. By educating, engaging, and empowering Tennessee families, kidcentraltn.com supports the prevention, mitigation, and recovery from ACEs.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion, Secondary Prevention, Tertiary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSIONS A & B; CLASSROOM 1205
Lessons Learned from “Why Do I Have to Work with You?!”
Teresa Whitaker and Rodger Dinwiddie, STARS Nashville
Differences in styles, personalities, philosophies and belief systems create challenges for organizations and individuals, which can stifle organizational and professional growth. In the era of high tech, low touch communications, this session will help school leaders focus on having crucial conversations and build relationships with colleagues (supervisors and direct reports), clients, community relationships, and collaborative partners. Sharing lessons learned from conducting sessions with schools leaders will be a part of the presentation. Effective and productive relationships in an organization are critical to positive culture and climate. Building trust, establishing respect, valuing differences, and effective conversations are anchoring components necessary for creating a purposeful work environment.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion, Secondary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSION A; CLASSROOM 1112
FRIDAY SESSION F; CLASSROOM 1112
Making Connections between Social Emotional Learning and Project Based Learning
Carrie Whittaker, MNPS
Participants will engage in activities that will allow them to identify the connections between Social Emotional Learning and Project Based Learning. The session will highlight the SEL core competencies which include self-management, self-awareness, social awareness, responsible decision-making, and relationship skills and the Project Based Learning Gold Standard Teaching Practices and Design Elements.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion, Secondary Prevention, Tertiary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
FRIDAY SESSIONS E & F; CLASSROOM 1211
McKinney-Vento 101: Identifying and Supporting the needs of Homeless Children and Youth
Jonathan Bolding, Tennessee Department of Education
In this session, participants will have an opportunity develop an understanding of the McKinney-Vento law. The session primarily focuses on how the law makes provision for students to enroll, remain, and achieve success in school. Additionally, attendees will participate in hands on activities, focused discussion, and collaborate on group tasks to build capacity to assist children and youth in transition.
COMPETENCIES: (4) Social awareness
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSION A; CLASSROOM 1210
FRIDAY SESSION E; CLASSROOM 1210
Mindfulness in Education: Tools for 21st Century Learning
Mary Agee and Shelly Sowell, Center For Integrative Learning and Teaching (CILT Nashville)
Schools across the country are embracing mindfulness practices as a powerful tool for personal and social transformation. This session will explore the Mindfulness in Education movement, the rising need for mindfulness practices in the digital age, research on benefits for schools, and a practical plan for getting started in creating mindfulness opportunities for a school community.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion, Secondary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSIONS C & D; CLASSROOM 1204
Passions + Problems = Purpose: A Model for Youth Empowerment
Julie Dunlap and Joseph Adeola, Fathom PBC
In this workshop, we will present a model merging topics of social justice and entrepreneurial problem-solving to promote social emotional and project-based learning in the classroom. We will introduce activities from Fathom's Change Agents program to provide tools for educators and community stakeholders to help young people explore their passions, solve problems affecting their communities and find meaningful opportunities to earn a living while making positive change. Participants can expect to walk away with tools to promote a collaborative and personalized learning environment that will enhance youth’s potential to become leaders of innovative and sustainable communities, companies and commodities.
COMPETENCIES: (1) Self-awareness, (4) Social awareness
PYRAMID: Secondary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents
THURSDAY SESSION A; CLASSROOM 1213
FRIDAY SESSION E; CLASSROOM 1213
Becky Astarita and Denise Yeargin, Peace Circles
The Peace Circle Workshop offers a fun, interactive, experiential opportunity for participants to identify what increases/decreases peace, and how it effects their connections/relationships (with themselves, their families, communities and others). The workshop helps participants, practice mindfulness and become aware of its effects/influences on others/their environments, what steals/increases one's calmness and ways to maintain wellbeing. Participants will also recognize that to be peaceful is a conscious choice that becomes the foundation for the decision making process.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSION A/B; CLASSROOM 1212
FRIDAY SESSION E/F; CLASSROOM 1212
Promote Friendship! Prevent Bullying! (2 hours)
David Kisor, Growing Sound
Attendees who work with school-age children (K-5) will learn songs of Acceptance, Friendship, Teamwork, Empathy and Responsibility…all the skills that lead to pro-social behavior. Research content provided in this workshop is based on the model outlined by CASEL. Information gathered will promote a positive school climate, but can also be applied beyond the classroom, thus helping to create caring communities. Now more than ever we need to teach these social skills not only to prevent bullying, but even on a larger scale of creating a world of compassion and understanding.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
THURSDAY SESSION C/D; CLASSROOM 1106
FRIDAY SESSION E/F; CLASSROOM 1106
Promoting Trauma Sensitive Practices through Culturally Responsive Teaching: Integrating Frameworks as an Imperative for Equity (2 hours)
Dr. Mona Ivey-Soto and Mary Crnobori, M.Ed., BCBA, Belmont University and MNPS
This interactive workshop will provide participants with an understanding of culturally responsive teaching (CRT) and how it provides a critical framework for empowering marginalized students within the classroom. CRT, when implemented effectively, cultivates a dynamic learning environment where students who may have experienced trauma find their voice and are given an opportunity to see, hear and feel how their racial, ethnic, religious and SES identities are understood and celebrated. This workshop will provide tangible strategies for how CRT can be implemented and how it can serve as a protective factor in cultivating safe, supportive learning environments for students experiencing trauma.
COMPETENCIES: (1) Self-awareness, (3) Relationship skills, (4) Social awareness
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, Parents
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSION A/B; CLASSROOM 1114
FRIDAY SESSION E/F; CLASSROOM 1114
Putting Urban Students of Color on a Path to College Using a Culture of Care
Shena Sanchez and Donna Y. Ford, University of California, Los Angeles and Vanderbilt University
Using a Culture of Care framework alongside current research, this workshop will discuss the ways in which a school’s caring environment shapes student achievement, particularly college-going engagement at the secondary level. This session will provide high school educators, who work with urban students of color and from low-income backgrounds, with empirical knowledge, theories/frameworks, strategies, and resources to build a caring environment that is culturally relevant and sustaining for their students. It focuses on the SEL Core Competency of relationship skills, providing educators with strategies for establishing caring relationships with students that will significantly impact their academic engagement and achievement.
COMPETENCIES: (3) Relationship skills
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents
THURSDAY SESSION A; CLASSROOM 1203
FRIDAY SESSION E; CLASSROOM 1203
Safe, Supported and Ready to Learn with the Second Step program
Jennifer Balogh, Committee for Children
Research tells us that supporting a child’s Social Emotional Learning shows higher academic achievement, increased well-being, and greater engagement. And we know that children who feel safe and supported can focus on learning, make friends, and feel connected to their school. In this session, learn how the Second Step program for Early Learning - Grade 8 supports whole child success through teaching universal social-emotional skills and self-regulation, building a positive school-wide culture while reducing problem behavior and bullying.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSION C; CLASSROOM 1206
FRIDAY SESSION E; CLASSROOM 1206
Screening of documentary film Paper Tigers (102 mins)
Vanderbilt Behavioral Health
MOVIE OVERVIEW: More than two decades ago, two respected researchers, clinical physician Dr. Vincent Felitti and CDC epidemiologist Robert Anda, published the game-changing Adverse Childhood Experiences Study. It revealed a troubling but irrefutable phenomenon: the more traumatic experiences the respondents had as children (such as physical and emotional abuse and neglect), the more likely they were to develop health problems later in life—problems such as cancer, heart disease, and high blood pressure. To complicate matters, there was also a troubling correlation between adverse childhood experiences and prevalence of drug and alcohol abuse, unprotected sex, and poor diet. Combined, the results of the study painted a staggering portrait of the price our children are paying for growing up in unsafe environments, all the while adding fuel to the fire of some of society’s greatest challenges.
However, this very same study contains the seed of hope: all of the above-mentioned risk factors—behavioral as well as physiological—can be offset by the presence of one dependable and caring adult. It doesn’t need to be the mother or the father. It doesn’t even need to be a close or distant relative.
More often than not, that stable, caring adult is a teacher.
It is here, at the crossroads of at-risk teens and trauma-informed care, that Paper Tigers takes root. Set within and around the campus of Lincoln Alternative High School in the rural community of Walla Walla, Washington, Paper Tigers asks the following questions: What does it mean to be a trauma-informed school? And how do you educate teens whose childhood experiences have left them with a brain and body ill-suited to learn?
In search of clear and honest answers, Paper Tigers hinges on a remarkable collaboration between subject and filmmaker. Armed with their own cameras and their own voices, the teens of Paper Tigers offer raw but valuable insight into the hearts and minds of teens pushing back against the specter of a hard childhood.
Against the harsh reality of truancy, poor grades, emotional pain, and physical violence, answers begin to emerge. The answers do not come easily. Nor can one simply deduce a one-size-fits-all solution to a trauma-informed education. But there is no denying something both subtle and powerful at work between teacher and student alike: the quiet persistence of love.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion, Secondary Prevention, Tertiary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
THURSDAY SESSIONS A/B & C/D; AUDITORIUM
FRIDAY SESSION E/F; AUDITORIUM
Self, Community and Application: Trauma-informed Training for Schools in Cultivating Social-Emotional Wellness (2 hours)
Anya Warburg, Move This World
In this session, participants will receive an experiential introduction to each of the five (5) key teaching components of the Move This World approach and methodology (Ritual, Embodiment, Validation, Processing/Reflection and Building an Action Plan). Additionally, participants will gain an understanding of the theory underpinning Move This World’s embodied tools and strategies used to develop Social-Emotional learning and wellbeing through immersion in these core processes and walking through exercises for mindfulness, stress management and self-awareness to practice in their lives and work.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion, Secondary Prevention
TARGET AUDIENCE: Teachers, Administrators
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSION C/D; CLASSROOM 1103
FRIDAY SESSION E/F; CLASSROOM 1103
Self-Care Isn't Selfish....It's Self-Respect
Jessica C. Bell MSW, LSSW, MNPS
Did you feel overly stressed or overwhelmed this past fiscal year? Do you still feel overloaded with things to do and the the pressures of life or not aware of ways to rejuvenate? If you answered yes to any of these questions, self-care may be one of the solutions just for you! In this session, you will be given the opportunity to identify your own stressors both personally and professionally, define self-care for yourself and learn what it means from others, and discover ways to practice realistic self-care in the reality of life.
COMPETENCIES: (1) Self-awareness, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
THURSDAY SESSIONS C & D; CLASSROOM 1105
Social Emotional Learning and the Expanded Core Curriculum
Mary Endahl, Vanderbilt
Social emotional learning (SEL) for students who are blind or visually impaired may be covered with explicit instruction in the Expanded Core Curriculum (ECC) content areas. While the ECC has nine areas the interrelated competencies of SEL appear to be best aligned with social interaction skills, and self-determination skills as framed in the ECC. The ECC was originally framed in 1996 for students with visual impairments and our understanding of these key content areas has continued to grow. This session will explain how SEL is covered in the current framework for the ECC.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers
FRIDAY SESSIONS E & F; CLASSROOM 1208
Stewards of Children (2 hours)
Cary Rayson, MSW, Prevent Child Abuse Tennessee
Stewards of Children is the only nationally distributed, evidence informed, child sexual abuse prevention training proven to increase both adult knowledge and protective behaviors so that children are protected from sexual abuse in all settings. The two hour action oriented program leads adults through five steps that they can take as individuals to protect children: learn the facts, minimize opportunity, talk about it, recognize the signs and react responsibly. The training is appropriate for use in schools, faith communities and child/youth serving settings—anywhere that adults care for and about children and youth.
COMPETENCIES: (2) Responsible decision-making, (4) Social awareness
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSION A/B; CLASSROOM 1111
FRIDAY SESSION E/F; CLASSROOM 1111
Suicide Prevention Among Lesbian, Gay, Bisexual, and Transgender Youth -- A Workshop for Professionals Who Serve Youth
Samantha Nadler, LMSW, Tennessee Suicide Prevention Network
This training session will explore the factors that make LGBT youth particularly prone to suicide. It will also demonstrate how to recognize the warning signs of suicide, prevent depressed and suicidal people from them from hurting themselves or others, and connect them with available mental health resources.
COMPETENCIES: (3) Relationship skills, (4) Social awareness
PYRAMID: Universal Promotion, Secondary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
THURSDAY SESSIONS A & B; CLASSROOM 1104
Supporting Academics with Social and Emotional Learning
Steph Jensen, Boys Town
Social and Emotional Learning should never detract from academics, instead it should serve as the foundation for learning, giving teachers more time to spend on academics because students have the skills they need to be successful. In this workshop we will discuss the benefits of adding social skill teaching to your current academic lessons as well as share tips on how to create a positive school culture when you implement a Social and Emotional Learning curriculum throughout your school.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion, Secondary Prevention, Tertiary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
THURSDAY SESSION D; CLASSROOM 1213
FRIDAY SESSION F; CLASSROOM 1209
Teaching Practices that Support Social, Emotional and Academic Skill Development (2 hours)
Nick Yoder and Kim Daubenspeck, Center on Great Teachers and Leaders
How can you incorporate the development of student social and emotional skills in your academic instruction? By ensuring that your practices support social and emotional skill development through routine practices. In this session, we will provide a preview of online learning modules based on the toolkit developed by the Tennessee Department of Education, Incorporating Social and Emotional Learning in Classroom Instruction and Educator Effectiveness. Two of the practices that we will review include student-centered discipline and teacher language through the lens of SEL.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators
THURSDAY SESSION A/B; CLASSROOM 1202
FRIDAY SESSION E/F; CLASSROOM 1202
Tennessee AWARE: Confronting the Elephant in the Room
Sara Smith and Janet Watkins, Tennessee Department of Education
Participants will learn about Tennessee AWARE, a state capacity-building initiative designed to expand youth access to mental health resources and promote resilience and positive behavioral functioning among school-age youth in Tennessee. Tennessee AWARE supports local implementation of direct services within Anderson County, Lawrence County, and Lauderdale County school systems. Local districts, in partnership with parents, youth, and community stakeholders, design and implement a multi-tiered, interconnected systems framework (ISF) that guides delivery of universal prevention, targeted intervention, and intensive school-based mental health services. In addition, the mental health adult literacy program, Youth Mental Health First Aid, will introduce workshop participants to the unique risk factors and warning signs of mental health problems in adolescents.
COMPETENCIES: (1) Self-awareness, (4) Social awareness
PYRAMID: Universal Promotion, Secondary Prevention, Tertiary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSIONS A & B; CLASSROOM 1103
The Adolescent Brain: Temporary "Adolescent Insanity"
Steph Jensen, Boys Town
In many ways teenager’s brains are just like an adult's-except one important area; the pre-frontal cortex. As the rational, governor of the brain continues growing teens may exhibit behaviors adults see as challenging; but to teens seem perfectly logical. Join us for 10 tips to deal with this developmental roller-coaster.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion, Secondary Prevention, Tertiary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
THURSDAY SESSION C; CLASSROOM 1213
FRIDAY SESSION E; CLASSROOM 1209
The Good, The Bad, The Ugly of Social Media
Monica McLaurine, Nashville Public Library - Totally Outstanding Teen Advocates for the Library (T.O.T.A.L.)
Attachment theory is often understood as a vital piece to infantile development. However its long term relational, biological, and cerebral effects are not often discussed. This session will identify the link between attachment and neurological development. The session will also focus on the long term effects that attachment relationships at home and in the community may have on cognitive and relational abilities.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents
THURSDAY SESSIONS A & C; CLASSROOM 1101
FRIDAY SESSION E; CLASSROOM 1101
The GROWTH Cycle vs. the Shame Spiral: Modeling and Teaching Emotional Regulation (2 hours)
Abrial Solis
Are you frustrated when efforts to intervene in a student or child’s difficult behavior results in meltdown or shutdown? In this workshop, we’ll learn six simple steps that you can use to de-escalate a challenging situation and promote emotional regulation and self-management. We’ll explore key principles of nervous system development that explain this swing between extremes, and how we can adapt the GROWTH model for children with traumatic backgrounds. We’ll learn why it’s essential to model these skills, as well as teach them, and how we can shift from adversary to ally and enlist students to support their own self-interest.
COMPETENCIES: (1) Self-awareness, (5) Self-management
PYRAMID: Secondary Prevention
TARGET AUDIENCE: Teachers, School Counselors, Parents
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSIONS A/B & C/D; CLASSROOM 1209
The Importance of Empathy: Assisting Refugee Students’ Academic and Emotional Success
Bobette Bouton, Austin Peay State University
Refugee students face a myriad of difficult obstacles when arriving into a new country and entering a new educational setting. This presentation uses Maslow’s (1970) ideas to explain how meeting the basic needs of refugee students is a fundamental first step prior to academic learning; introduces the idea of empathy to foster both basic needs and academic learning in the classroom; explores three research studies to support the importance of empathy in the classroom; and gives practical application ideas to meet the unique needs of students from refugee backgrounds.
COMPETENCIES: (3) Relationship skills
PYRAMID: Universal Promotion, Secondary Prevention, Tertiary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors
THURSDAY SESSION B; CLASSROOM 1101
FRIDAY SESSION F; CLASSROOM 1101
The Restorative Response (2 hours)
Renee Malbrough and LeTicia Taylor, MNPS
Effectively strengthening relationships, Supporting Students and families, Empowering all stakeholders in communities to reflect and connect to the whole person… Coming together: Principals, Teachers, Students, Parents, and Communities engaging participants in building safe communities using Restorative Practice. A proven effective way to achieve lasting whole school culture and climate change. Learn how strategic organizational change and explicit messaging create communities built on caring and relationship building.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion, Secondary Prevention, Tertiary Prevention
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSIONS A/B & C/D; CLASSROOM 1211
The Whole Child Approach: Anything Less Undermines our Roles and Restricts our Students
Sean Slade, ASCD
A Whole Child approach to education ensures that each child, in each school, and in each community, is healthy, safe, engaged, supported, and challenged. This interactive session will outline the premise and core understandings of the ASCD Whole Child framework, including its philosophical underpinnings, alignment to Maslow's Hierarchy of Needs, establishment of the five tenets, and the development of the corresponding five sets of indicators. The session will highlight conversations you can initiate in your school setting and preliminary first steps to help move your school toward a more holistic approach.
COMPETENCIES: (1) Self-awareness, (3) Relationship skills, (4) Social awareness
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSION A; CLASSROOM 1207
FRIDAY SESSION E; CLASSROOM 1207
Triumphs and Challenges: A School's Experience Transitioning to Restorative Practices
Christopher J. Flor, John Trotwood Moore Middle School
In the 2014-2015 school year, JT Moore's leadership team completely revised its mission and vision to re-emphasize social emotional learning, build more worldly students, and better value the dignity of our diverse communities. Part of that effort was to shift more closely to Social Emotional Learning and Restorative Practices. In doing so, we implemented CASEL aligned advisory meetings and reformed our discipline system as measures of universal supports. Throughout that continuing transition, we have encountered many triumphs and challenges and would like to share those experiences with schools who are approaching similar transitions.
COMPETENCIES: (2) Responsible decision-making
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers
THURSDAY SESSION B; CLASSROOM 1100
FRIDAY SESSION F; CLASSROOM 1100
Unspeakable Terror: Trauma and the Brain 101 (2 hours)
Lori Myers LCSW, RPT-S, Nashville Children's Alliance
Brain functioning … Brain development … Interpersonal Neurobiology... Trauma Informed system. These are all terms infiltrating our field. Do you ever think … what do they mean? I didn’t learn that in grad school? I’m not a scientist? This training will focus on the basics of trauma and how it affects the developing brain. We will discuss how brain development must inform practice and how a basic understanding of the brain can aid anyone in achieving a more complete practice.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (4) Social awareness
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSION A/B; CLASSROOM 1200
FRIDAY SESSION E/F; CLASSROOM 1200
What a Teen's Heart Wants: And how it is changed by Adverse Childhood Experiences
Melony Pugh-Weber, Touchstone Youth Resource Services, Inc.
We all struggle with the effects of other people’s unkindness. We have all been done wrong. Most teens have no idea of the long-lasting emotional damage that results from this. Possibly the greatest damage is that they don’t even remember what their heart wanted in the first place. In this session, we’ll look at the fundamental longings of a teen’s heart - how to help them to remember what their heart is looking for and healthy ways to find it.
COMPETENCIES: (1) Self-awareness, (3) Relationship skills, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSIONS C & D; CLASSROOM 1102
When Loss Comes to Our Schools
Dianne Castellano, LCSW, Alive Hospice Grief Support Services
Objectives of this workshop will be to provide education on the impact loss and grief can have on children in the schools academically, socially and emotionally. To provide information on the most effective interventions for children affected by loss and grief.
COMPETENCIES: (1) Self-awareness, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
THURSDAY SESSIONS C & D; CLASSROOM 1203
Whole School, Whole Community, Whole Child Model: A Collaborative Approach to Learning and Health
Sean Slade, ASCD
The Whole School, Whole Community, Whole Child Model (WSCC) was launched in 2014 by ASCD and the US Centers for Disease Control (CDC) as the next iteration of Coordinated School Health. Responding to the call for greater alignment, integration, and collaboration between education and health to improve each child's cognitive, physical, social, and emotional development the model is now in use across 18 states and over two dozen large school districts. This presentation will outline the rationale for WSCC, tools available and examples of use across states.
COMPETENCIES: (1) Self-awareness, (2) Responsible decision-making, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion
TARGET AUDIENCE: Teachers, Administrators, School Counselors, Parents, Mental Health Providers
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSION B; CLASSROOM 1207
FRIDAY SESSION F; CLASSROOM 1207
Wired for Resiliency: Understanding the Impact of Trauma on a Developing Brain and Creating Classroom Strategies that Work
Amber Stevenson, LCSW, LADAC and Emily Simpson, LPC-MHSP, Sexual Assault Center
Presenters will discuss the impact of trauma on the developing brain and explore what this looks like in behavior, thinking, emotions, and relating to others. Additionally, this session will provide practical ways to help and support healing and foster resiliency within the elementary school setting.
COMPETENCIES: (1) Self-awareness, (3) Relationship skills, (4) Social awareness, (5) Self-management
PYRAMID: Universal Promotion, Secondary Prevention, Tertiary Prevention
TARGET AUDIENCE: Teachers, School Counselors, Parents
COVERS TRAUMA-INFORMED PRACTICES
THURSDAY SESSIONS C & D; CLASSROOM 1111