Sessions

Our sessions provide a unique opportunity for attendees to learn key insights from a broad spectrum of experts and colleagues from around the country.

school discipline conference student behavior conference education teacher education principal conference

To Be Announced

Keynote: Session Title Coming Soon!

Coming Soon!

2019 School Discipline ConferenceSan Antonio

Pre-Conference Sessions for the School Discipline Conference San Antonio will take place on November 14 & November 15, 2019. The main Conferene will begin on November 15, 2019 at 12:00 pm.

Larry Thompson, M.Ed: Defiant & Attention-Seeking Students: Unlocking Their Potential & Surviving the Process – Part 1

Thursday, November 14, 9:00 am – 12:00pm

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

Mike Paget, M.Ed – Positive Behavioral Supports with Students Who Are Wired Differently

Thursday, November 14, 9:00 am – 12:00pm

You know those students who make your day super difficult?  Those who exhibit an ongoing pattern of uncooperative or hostile actions – such as temper tantrums, fighting, cruelty and defiance?  Typically educators slip into a pattern of coercion and punishment. Non-disruptive peers start to reject them – isolating them and driving them to associate with other disruptive students. This path can lead to academic difficulties, poor relationships, substance abuse, delinquency and crime. But, these students may actually have a Disruptive Behavior Disorder – Oppositional Defiant Disorder, Conduct Disorder and/or Intermittent Explosive Disorder.

In this session, author and behavioral consultant Mike Paget, M.Ed. will share effective practices for working with students challenged by these disorders in the classroom. He will examine each of the disorders – ODD, CD and IED – and connect the dots between the three. What does the student challenged by ODD think and feel about authority figures?  Mike will share practical accommodations that will reduce confrontation with these students. Attendees will learn why getting tough and zero tolerance do not work with students challenged by CD and IED. Discover how educators can avoid power struggles and not take the behavior personally.

Learning objectives:

Know the risk factors for and symptoms of Oppositional Defiant Disorder, Conduct Disorder and Intermittent Explosive Disorder.

Discover classroom accommodations and strategies for dealing with Disruptive Behavior Disorders.

Gain strategies for de-escalating confrontational situations in your school or classroom.

Learn why it’s important to avoid lectures, interruption, yelling and arguing.

Learn to use more successful approaches including brevity, listening, neutral tone of voice, honesty and humor.

Discover how to build self-management through strength coaching, generosity and re-framing.

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 ODDHigh on the Spectrum:
Asperger’s, and High-Functioning Autism & Related Personalities.

Stephanie Jensen, MS, LPC – Mean Girls Behind the Screen: Preventing Bullying, Cyberbullying & Relational Aggression

Thursday, November 14, 9:00 am – 12:00pm

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 Rainbow and her latest Princess Priscilla and the Great Beezilla!

Stephanie Jensen, MS, LPC – Lost Boys: Navigating the World of Boys for Academic Successs

Thursday, November 14, 1:00 pm – 4:00pm

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 Rainbowand her latest Princess Priscilla and the Great Beezilla!

Larry Thompson, M.Ed: Defiant & Attention-Seeking Students: Unlocking Their Potential & Surviving the Process – Part 2

Thursday, November 14, 1:00 pm – 4:00pm

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

Mike Paget, M.Ed – Disruptive Behavior Disorders: Oppositional Defiant Disorder, Conduct Disorder & Intermittent Explosive Disorder

Thursday, November 14, 1:00 pm – 4:00pm

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

Dr. Tom Maglisceau – Beyond Grit & Resiliency: Empowering Students for Success through Transformational Schools

Friday, November 15, 9:00 am – 12:00pm

Description Coming Soon!

Catava Burton, Ed.S – Trauma, NOT a D-Code Drama

Friday, November 15, 9:00 am – 12:00pm

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:
• 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.

Brad Chapin, MS, LCP, LMLP – Self-Regulation Training: Framework for Success

Friday, November 15, 9:00 am – 12:00pm

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 DVD and the Self-Regulation Training Board. His latest book, Helping Pre-Schoolers Learn Self-Regulation, was released to critical acclaim in 2016.

Tracie Berry McGhee, M.Ed., LPC – I Define Me!

Friday, November 15, 9:00 am – 12:00pm

Failed female relationships – many educators see the drama play out on a sometimes daily basis in the form of bullying and relational aggression. Psychologically speaking, the female brain is hard-wired to try to identify others’ emotions and feelings, and to respond with appropriate emotions in the hope for a connection. With girls’ increased sensitivity to relationships, an increased understanding of “self” is vitally important.

 

Studies by leading researchers have shown that culturally relevant gender-specific groups can have a lasting impact on girls’ well-being. The evidence also reveals that girl-on-girl relational aggression often occurs as a result of low self-esteem, correlating with nationwide increases in discipline rates with minority girls due to negative media influences, environmental factors and low academic scores. A Dove Global Survey (2010) found that 6 out of 10 girls will stop doing something they love or something that will benefit them because they feel negatively about how they look. A World Association study (2013) of women and girls from 70 countries found that 45 percent of respondents think girls are held back from taking on leadership positions because of low body confidence. Girls need to realize society does not define them!

In the insightful professional development  facilitated by SistaKeepers Founder and Family Therapist Tracie Berry-McGhee will disclose innovative restorative justice strategies for creating social emotional learning spaces(SEL), and gender specific mentoring wellness circles creating a society of young women who are able to make educated choices, be assertive, practice teamwork and be true to self – displaying self-discipline, increased self-confidence and improved relationships with others.

 

Ms. Berry-McGhee will use her 15 years as a consultant and facilitator within inner-city, charter, private and alternative schools to pinpoint the strong disconnect that occurs when caring professionals try to resolve this crisis. Using a biblio-therapy poetry model, this session will explore and identify negative educational/societal trends, provide fresh strategies and enhance facilitation skills to help girls to be their best selves.

 

LEARNING OBJECTIVES:

This session will help you:

  • Define communication barriers that promote low self-esteem and increase relational aggression
  • Incorporate a biblio-therapy model – utilizing tools that promote self- awareness through music, poetry and journaling
  • Understand culturally relevant social-emotional/non-verbal cues to be able to model social supports in a group
  • Consider critical “do’s and don’ts” when responding to girls in crisis
  • Break down gender identity development and how to counter the loss of social identity due to body image factors
  • Create a safe space that allows for a sense of belonging where open disclosure will be validated

2019 School Discipline Conference San Antonio

2019 School Discipline Conference San Antonio

2020 School Discipline Conference Orlando

school discipline conference student behavior conference education teacher education principal conference

To Be Announced

Keynote: Session Title Coming Soon!

Coming Soon!

2020 School Discipline Conference Orlando

Please continue to check this page as Sessions for the School Discipline Conference Orlando 2020 will be added as the Summit date approaches.

Coming Soon!

2020 School Discipline Conference Orlando

Coming Soon!

2020 School Discipline Conference Orlando

Coming Soon!

Coming Soon!

school-classroom-discipline-conference-training-christopher-emdin

Dr. Christopher Emdin

Professor of Science Education, Author of For White Folks Who Teach in the Hood

Reimagining Education: Hip-Hop as/and an Approach to Teaching from the Students’ Standpoint

In this talk, Dr. Emdin uses hip-hop as an approach to teaching and learning that privileges students’ realities. The talk provides an approach to pedagogy that comprises practical and tangible approaches to instruction, but also a philosophy for teaching and learning that gives teachers and school leaders a path toward more effective practice.




2020 School Discipline Conference Atlanta

Coming Soon!

Atlanta Pre-Conference Sessions will be held from 9:00 am – 4:00 pm on Tuesday, June 18 and from 9:00 am – 4:00 pm on Wednesday, June 19. The main conference will begin on at at 8:30 am on Thursday, June 20.

Eric Clark, M.Ed.: 25 Tech Tools Teachers Can Use to Enhance Engagement

Tuesday, June 18, 2019, 9:00 am – 12:00 pm

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.

Kaye Randall, MSW, LISW-CP: See My Pain: Using Trauma-Informed Strategies to Help Students Engaging in Self-Destructive Behaviors

Tuesday, June 18, 2019, 9:00 am – 12:00 pm

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), 102 Creative Strategies for Working with Depressed Children

Tracie Berry-McGhee, M.Ed., LPC, NCC: Girl Drama: Best Practices to Help Educators Reduce Relational Aggression,Cyberbullying & Emotional Violence – Part 1

Tuesday, June 18, 2019, 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.

Mike Paget, M.Ed.: Positive Behavioral Supports with Students Who Are Wired Differently

Tuesday, June 18, 2019, 1:00 am – 4:00 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 StudentsDefying the Defiance: 131 Insights, Strategies, Lessons and Activities for Helping Students with ODDHigh on the Spectrum:
Asperger’s, and High-Functioning Autism & Related Personalities.

Tracie Berry-McGhee, M.Ed., LPC, NCC: Girl Drama: Best Practices to Help Educators Reduce Relational Aggression,Cyberbullying & Emotional Violence – Part 2

Tuesday, June 18, 2019, 1:00 pm – 4:00 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.

Kaye Randall, MSW, LISW-CP: Be the Difference: Growth Mindset Strategies for Creating Resiliency, Responsibility and Accountability

Tuesday, June 18, 2019, 1:00 am – 4:00 pm

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), 102 Creative Strategies for Working with Depressed Children. 

Robert Jackson: Salvaging Our Sons: Helping Educators Reach, Teach and Empower Young Men

Wednesday, June 19, 2019, 9:00 am – 12:00 pm

This workshop will address issues that all male students face, as well as issues related to adverse childhood experiences (ACEs) and/or trauma — including violence and divorce, incarceration or death of parents.  How males process stressors influences their behavior, motivation and desire to learn. All students experience negative moments inside and outside of school, however boys process them differently. During this interactive session, administrators and educators will gain insight into how to help male students overcome life’s challenges with ready-to-use strategies.

Learning Objectives:

  • Identify key components for motivating males.
  • Discover proven strategies for engaging and motivating boys who have experienced trauma and/or adverse childhood experiences (ACEs)
  • Demonstrate key relationship, communication and community-based strategies to reach all male students
  • Recognize underlying causes of male student misbehavior.and utilize the de-escalation tactics

About the Presenter  

Robert Jackson, author of the No More Excuses Curriculum featuring the following books, No More Excuses: Black Men Stand Up!, No More Excuses: The Workbook, No More Excuses: Solutions to Educating Black and Latino Males, and No More Excuses: Put a Stop to Bullying,is a national speaker, consultant, trainer, and owner of Lavelle Publishing and Nova Concepts Speakers. Robert received his BS, Industrial Technology degree from Western Kentucky University where he lettered four years in both football and track. After being cut from the NFL Minnesota Vikings during training camp, Robert has remained deeply rooted in his commitment to serve his community as a mentor and leader especially on issues facing African American Students. He mentors young men and presents workshops, seminars and speeches nationwide to youth and adults. As a consultant and speaker, Robert works to reverse the drop out rates of black and latino males and to create positive change in school systems across the country and abroad to bridge the gap between parents, teachers, administrators and students. He has been invited to do just that in Nova Scotia Halifax, Canada and at Harvard University Graduate School.

He has also spoken at the National Council on Educating Black Children (NCEBC), Texas Alliance of Black School Educators (TABSE), The National School Board Association (NSBA), The Black and Brown Conference at Hillsborough Community College in Tampa, Florida, Urban Education Conference at Central State University, The Indiana University Men and Women of Color Conference, Norfolk State University Men of Valor, Broward College, The Southern Black Student Leadership Conference (SBSLC), The National Alliance of Black School Educators National Conference (NASBE), Student African American Brotherhood (SAAB) Regional and National Conferences and The 100 Year Centennial Celebration of Kappa Alpha Psi, Fraternity, Inc. to name a few. Robert was awarded the Key to the City in Miami, Florida by the Mayor after his keynote address at the 5000 Role Models Scholarship Program where 45 black and latino males received both a full scholarship to any school in Florida and laptops. Mr. Jackson has also been a national speaker at the 100 Black Men of America National Conference.

Robert Jackson is an active Life Member of Kappa Alpha Psi Fraternity, Inc. and 100 Black Men of Indianapolis. He serves on the Board with Wheelers Boys/Girls Club of Indianapolis, Indiana where he was a former member and mentors young men nationally.

Richard Guerry: Motivate Responsible Use of Technology & Prevent Digital Bullying, Exploitation and Abuse

Wednesday, June 19, 2019, 9:00 am – 12:00 pm

This high-energy presentation will shed light on new technologies and trends on the horizon (facial recognition, snapchat spectacles, wearables, etc.) to help you teach and motivate the responsible use of any digital tool — current or future — to students, families, educators and peers. It will illustrate how today and tomorrow’s powerful digital tools can open windows of opportunity when used appropriately — and close them if abused.  It will show you how to eliminate myths of “Anonymity, “Social Privacy” and “Ephemeral Technologies” to help reduce digital abuse and create a positive (digital) environment. It will also help attendees understand the importance of digital legacy and how our digital actions today will be used to shape and identify who we were as digital forefathers to future generation and family.

There is no magic button to eliminate all digital abuse in your school– but there are ways to reduce it, bring accountability to those that create it, and empower those who wish to avoid it. Whether you are tech-savvy or tech-challenged, this workshop will provide you with solutions and recommendations for prevention that you can take back to your school and implement.  Led by one of the nation’s most sought-after speakers in the field, author and internationally known digital safety advocate Richard Guerry will help educators understand the latest technology trends and how to motivate positive use and prevent digital abuse. All attendees will obtain tools & guidelines that can be efficiently implemented to prevent sextortion, cyberbullying, gaming risks, mobile malware, inappropriate content, and many other current and future cyber issues.

LEARNING OBJECTIVES:

  • Gain insights into dangerous digital situations and trends.
  • Learn tips to teach safe online gaming.
  • Discover how to help students use tech to open windows of opportunity and reduce the risk of becoming a victim of harassment, cyberbullying, digital exploitation or social-media assault.
  • Learn how to use the “Digital Risk Assessment” with students, staff and parents
  • Acquire techniques for creating a “Culture of Digital Consciousness”™ and eliminating the myths of “Anonymity,” “Social Privacy” and “Ephemeral Technologies.”

About the Presenter

Richard Guerry is the Founder of IROC2 (the Institute for Responsible Online and Cell-Phone Communication).  At the height of the technology revolution, Richard served as an interactive marketing executive, where he encountered the darkest areas of the internet and discovered countless individuals unknowingly being manipulated and schemed.  As the father of two young children, and an avid user of digital technology himself, ten years ago he decided to focus his energies on a different area of technology – what he calls “Digital Consciousness.”

As the Executive Director of IROC2, he now travels across the country speaking to digital users, young and old, regarding the importance of practicing Digital Consciousness in every aspect of life to avoid any current – or future – digital disease™.  Richard has been a featured speaker at many national conferences including the National Conference on Child Sexual Abuse and Exploitation Prevention, the International Bullying Prevention Association, and the National Symposium on Child Abuse. He has also appeared as a digital safety expert on various media outlets like CNN, Radio Disney and MTV.  He is the author of Public and Permanent™, Cyman Learns Cyber Smarts & Dangersand Cyman Learns Gaming Smarts & Dangers.

#PublicandPermanent

Mike Paget, M.Ed.: Disruptive Behavior Disorders: Insights and Strategies that will Improve Outcomes for Students with ODD, Conduct Disorders and Intermittent Explosive Disorder

Wednesday, June 19, 2019, 9:00 am – 12:00 pm

You know those students who make your day super difficult?  Those who exhibit an ongoing pattern of uncooperative or hostile actions – such as temper tantrums, fighting, cruelty and defiance?  Typically educators slip into a pattern of coercion and punishment. Non-disruptive peers start to reject them – isolating them and driving them to associate with other disruptive students. This path can lead to academic difficulties, poor relationships, substance abuse, delinquency and crime. But, these students may actually have a Disruptive Behavior Disorder – Oppositional Defiant Disorder, Conduct Disorder and/or Intermittent Explosive Disorder.

In this session, author and behavioral consultant Mike Paget, M.Ed. will share effective practices for working with students challenged by these disorders in the classroom. He will examine each of the disorders – ODD, CD and IED – and connect the dots between the three. What does the student challenged by ODD think and feel about authority figures?  Mike will share practical accommodations that will reduce confrontation with these students. Attendees will learn why getting tough and zero tolerance do not work with students challenged by CD and IED. Discover how educators can avoid power struggles and not take the behavior personally.

Learning objectives:

Know the risk factors for and symptoms of Oppositional Defiant Disorder, Conduct Disorder and Intermittent Explosive Disorder.

Discover classroom accommodations and strategies for dealing with Disruptive Behavior Disorders.

Gain strategies for de-escalating confrontational situations in your school or classroom.

Learn why it’s important to avoid lectures, interruption, yelling and arguing.

Learn to use more successful approaches including brevity, listening, neutral tone of voice, honesty and humor.

Discover how to build self-management through strength coaching, generosity and re-framing.

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 ODDHigh on the Spectrum:
Asperger’s, and High-Functioning Autism & Related Personalities.

Marquita Smith Blades, Ed.D.: POWARRful Teaching Strategies for Increasing Student Engagement & Decreasing Disciplinary Issues

Wednesday, June 19, 2019, 9:00 am – 12:00 pm

Creating a highly-engaging & rigorous classroom while trying to manage disciplinary issues can be difficult. In this workshop, participants will learn several effective strategies that can be used to create an interactive classroom that supports increased student engagement while minimizing student disciplinary issues. This is not a “sit-and-get” workshop. Bring your best energy, because we’ll be working through these strategies, just as you will be using them with your students!

Learning Objectives:

In this session, you will learn how to:

  • Learn how to use academic data to build relationships with all students.
  • Decrease disciplinary issues in the classroom by creating a more engaging learning environment.

Gain several strategies for increasing student engagement while maintaining rigor and addressing the needs of all learners. 

Steph Jensen, MS, LPC: Lost Boys: Strategies to Help Educators Navigate the World of Boys for Academic Success!

Wednesday, June 19, 2019, 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 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 Rainbowand her latest Princess Priscilla and the Great Beezilla!

Sold Out! Eric Clark, M.Ed.: Defiant, Manipulative & Attention-Seeking Students: How to Unlock Their Potential and Survive the Process!

Wednesday, June 19, 2019, 1:00 pm – 4:00 pm

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

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.

Hotep Benzo, MBA: The New PBIS: Behavior is a Symptom…NOT the Problem

Wednesday, June 19, 2019, 1:00 pm – 4:00 pm

“Behavior is a Symptom” demystifies the common behavior problems exhibited in schools by first explaining WHY they occur and then teaching HOW to change them. This workshop will: share the precursors that lead to all behavior; inform on how to transform academic and behavioral outcomes; explain what leads to at-risk behaviors and why students repeat the same negative behaviors; and demonstrate how relevance and relationships impact behavior. In the end, attendees will learn what is being called “The New PBIS”!

Learning Objectives:

  •        Identify key components for engaging and motivating at-risk youth and increased student retention.
  •        Demonstrate innovative, non-exclusionary conflict resolution, classroom management and discipline skills.
  •        Recognize underlying causes of student misbehavior.
  •        Utilize the Outcome Progression Model
  •        Differentiate between the four stages of discipline.

About the Presenter

Education success strategist and award-winning author Hotep Benzo is widely known for his proactive, “tough love” approach to education. He is a 15-year master teacher who developed a reputation for requesting the most troubled students and transforming them into willing participants in their own education. Hotep is the founder of Hustle University and creator of the MAKE A WAY program, a series of curricula used in more than 1000 schools throughout the U.S. His work has earned him nominations for the Presidential Citizens Medal and as a CNN Hero. He is also creator of the Outcome Progression Model, which is used to transform a mindset of poverty, excuse-making and helplessness into one of empowerment, resiliency and success!Hotep is the author of more than 14 published works (textbooks, workbooks, DVDs etc.) including10 Things Every Leader Must Know, Bored of Education, Keep It MovingandEverything You Need To Know Before You Graduate.

Josey, M.A.; de Haan, MA.Ed., MA.EL & Spence, M.A.: Hip Hop 101: How To Connect & Teach to this Hip Hop Generation

Wednesday, June 19, 2019, 1:00 pm – 4:00 pm

In this interactive session, attendees will learn how to use Hip Hop music and culture to engage all students and reach those who identify with the culture. The session will explore the fundamental elements of Hip Hop music and culture, and explain how and why students are interested in the art form. Attendees will leave with concrete teaching methods for using of school-appropriate Hip Hop music and culture in the classroom. This session will enable you, as an educator, to become a student of your students who live the Hip Hop culture.

Learning Objectives:

  • Learn how to understand today’s current youth culture and gain strategies on how to connect and engage these students.
  • Understand the fundamental elements that make Hip Hop music unique.
  • Integrate elements of Hip Hop into the classroom.

About the Presenters

Damiso A. Josey

Through a turbulent past, Damiso Josey learned to analyze the experiences of his life and to use them as a catalyst for success rather than a reason for failure. Damiso has used his triumph through abuse and personal shortcomings to become a successful educational leader and businessman who shows his students and clients the keys to overcoming and achievement. He takes his audiences through a flight of emotions landing at a place of success..In addition to motivational speaking and keynote addresses, Damiso is currently an Assistant Principal in New Jersey, CEO of Empowerment Perspective Group, Creator/Director of 10 Day Inc. and has worked for ESPN and ABC.  He is the author of the self-retrospective book Life Music.  

Darlyne de Haan

Darlyne de Haan is a former forensic scientist and environmental chemist with more than 20 years experience in STEM Education. She serves as Director of Curriculum & Instruction Math & Science in Connecticut, while also specializing in professional development in the areas of math and science instruction, differentiated instruction and ELL as Co-Founder/Executive Director of Mad About Science.   Darlyne has served as a middle school vice principal and instructional specialist for the New Jersey Department of Education. She has presented at many conferences both at the national and state levels, including NCTM, SDE, Innovative Schools, STEMCON, and for the New Jersey Department of Education. She is currently a doctoral candidate at Stockton University.

Kareem Spence

Heartaches and loss are often considered not only stressors, but barriers to success. It is very common for people who are going through a storm to develop a perception that life is “not fair.” Kareem Spence’s passions is to help people use their stressors to bring about the life that they desire to have. Kareem has helped children, adults and families to find healthy perceptions and open the lines of communication that strengthens their bond. Drive, Determination and Dedication are philosophies that Kareem strives to instill in every youth and adult. Teaching these principles allows for individuals to have healthy views of themselves. Kareem currently serves as a School Counselor in Egg Harbor, New Jersey and previously worked as a community-based youth counselor.  In addition to motivational speaking, Kareem has works on a volunteer basis with several youth organizations. His great sense of humor often allows others to find humor in their own lives. Kareem is currently working on a book entitled How About That!(a journey through life without a guide).

2020 School Discipline ConferenceAtlanta

Coming Soon!

2020 Atlanta School Discipline Conference

Coming Soon!

school-discipline-conference-stuart-albon

Dr. Stuart Ablon

Session Title: Rethinking Challenging Behaviors: Skill, Not Will

Neuroscience research tells us why traditional school discipline doesn’t work with our most challenging students. Conventional wisdom is wrong: challenging students do not lack the will to behave well. They lack the skills to behave well. Prepare yourself for a paradigm shift in how you understand and help students with behavioral challenges.
Learning Objectives:

  • Why traditional school discipline is poorly match to the needs of today’s most challenging students.

  • The side effects of traditional school discipline

  • The types of thinking skills challenging students struggle with an evidence-based alternative to

    traditional school discipline focused on building skills and relationships

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Baruti Kafele

Urban Principal/ School Turnaround Specialist

Session Title: Climate & Culture Cannot Be Transformed with Disciplinary Referrals!

Understand how our mindset about hard-to-reach students can negatively or positively affect them academically and/or behaviorally. Attendees will be inspired to cultivate positive change in their educational environment.

About the Presenter
Award-winning principal, internationally-renowned education speaker and best-selling author, Principal Kafele is on fire! He’s on a personal mission to close the ATTITUDE GAP, the world over.

A highly-regarded urban public school educator in New Jersey for over twenty years, Principal Kafele distinguished himself in the classroom and as a school leader. As a middle and high school principal, he led the transformation of four different schools, including “The Mighty” Newark Tech, which went from a low-performing school in need of improvement to national recognition by the National Association of State Directors of Career Technical Education, and U.S. News and World Report Magazine recognizing it three times as one of America’s best high schools. Currently, Principal Kafele is one of the most sought- after education speakers for transforming the attitudes of at-risk student populations in America. His newest book is titled, Closing the Attitude Gap: How to Fire Up Your Students to Strive for Success.

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Dr. Robyn Jackson

Author of Never Work Harder than Your Students, Founder of Mindsteps

Session Title: Discovering Your Zone of Genius

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Larry Thompson

Supportive Discipline Innovator & Creator of Responsibility-Centered Discipline

Building a Responsibility-Centered School Culture

When they first walk into the building, most educators can “feel” the climate of a school fairly quickly. Leaders sometimes hope that team building events, open-door policies, additional technology and frequent communication will create a positive school culture. But school culture is based on relationships. When relationships are in conflict, the climate and culture are impacted. Many of the conflicts in school life are caused by behavior and discipline issues. If a teacher does not feel supported, that creates conflict. If a student does not feel “listened to,” that creates conflict.

Behavior issues – and academic issues – can often be traced back to a student’s lack of self-control (perhaps related to trauma or a diagnosis). Imagine a student with a weak self-control muscle. It may look like she can’t get herself to do things that she doesn’t enjoy or can’t control her anger. To help such students reach their potential, educators must help them grow the self-control muscle. In this session, author and supportive discipline innovator Larry Thompson will discuss how teaching students self-responsibility and self-control has transformed the culture of schools throughout North America – from private schools to juvenile prisons. Resulting in improved academic performance. You will learn how giving students the gift of self-control can improve academic performance and transform your school culture.

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Brian Mendler

Expert on Working with Disruptive Students, Co-Author of Discipline With Dignity

Session Title: That One Kid!

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David Rendall

International Speaker, Neurodiversity Thought Leader, Author of The Freak Factor

Session Title: Funny for a Change

2019 School Discipline Conference Las Vegas

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 8:30 am on July 10, 2019.

Mike Paget, M.Ed: Positive Behavioral Supports with Students Who Are Wired Differently

Monday, July 8, 2019, 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

Steph Jensen, MS, LPC: Mean Girls Behind the Screen: Addressing & Preventing Bullying, Cyberbullying & Relational Aggression

Monday, July 8, 2019, 9:00 am – 12:00 pm

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 Rainbow and her latest Princess Priscilla and the Great Beezilla!

Kaye Randall, MSW, LISW-CP: See My Pain: Using Trauma-Informed Strategies to Help Students Engaging in Self-Destructive Behaviors

Monday, July 8, 2019, 9:00 am – 12:00 pm

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.

Steph Jensen, MS, LPC: Lost Boys: Strategies to Help Educators Navigate the World of Boys for Academic Success!

Monday, July 8, 2019, 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 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!

Kaye Randall, MSW, LISW-CP: Be the Difference: Growth Mindset Strategies for Creating Resiliency, Responsibility and Accountability

Monday, July 8, 2019, 1:00 pm – 4:00 pm

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.

Eric Clark M.Ed.: 25 Tech Tools Teachers Can Use to Enhance Engagement

Monday, July 8, 2019, 1:00 pm – 4:00 pm

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.

Tracie Berry-McGhee, M.Ed., LPC: Girl Drama: Best Practices to Help Educators Reduce Relational Aggression, Cyberbullying & Emotional Violence

Tuesday, July 9, 2019, 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 Keeper and OWN Your NOW.

Brad Chapin, MS, LCP, LMLP: Self- Regulation Training: Framework for Success

Tuesday, July 9, 2019, 9:00 am – 12:00 pm

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 DVD and the Self-Regulation Training Board. His latest book, Helping Pre-Schoolers Learn Self-Regulation, was released to critical acclaim in 2016.

Sold Out! Brian Mendler: Motivating & Managing Hard to Reach, Uninterested and Disruptive Students

Tuesday, July 9, 2019, 9:00 am – 12:00 pm

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 Kid and The Taming of the Crew.  He has also co-authored Strategies for Successful Classroom Management, Power Struggles 2nd Edition, and the bestseller Discipline With Dignity 3rd Edition: New Challenges, New Solutions.

Rick Shaw: First Preventers’ Playbook: Instrumental Strategies to Create a School Culture of Preventing Safety Issues

Tuesday, July 9, 2019, 9:00 am – 12:00 pm

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.

 

Repeat Session! Eric Clark, M.Ed.: Supportive Discipline: Teaching Students to “Own” Their Behaviors

Tuesday, July 9, 2019, 9:00 am – 12:00 pm

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.

 

 

Repeat Session! Brad Chapin, MS, LCP, LMLP: Self- Regulation Training: Framework for Success

Tuesday, July 9, 2019, 1:00 pm – 4:00 pm

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 DVD and the Self-Regulation Training Board. His latest book, Helping Pre-Schoolers Learn Self-Regulation, was released to critical acclaim in 2016.

Robert Jackson: Salvaging Our Sons: Helping Educators Reach, Teach and Empower Young Men

Tuesday, July 9, 2019, 1:00 pm – 4:00 pm

Session Description Coming Soon!

Sold Out! Eric Clark, M.Ed.: Supportive Discipline: Teaching Students to “Own” Their Behaviors

Tuesday, July 9, 2019, 1:00 pm – 4:00 pm

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.

 

 

Sold Out! Susan Coleman, Ph.D.: Stay Classy! Using Social Emotional Learning Competencies to Create Alternatives to Suspensio

Tuesday, July 9, 2019, 1:00 pm – 4:00 pm

Session Description Coming Soon!

Mike Paget, M.Ed.: Disruptive Behavior Disorders: Insights and Strategies that will Improve Outcomes for Students with ODD, Conduct Disorders and Intermittent Explosive Disorder

Tuesday, July 9, 2019, 1:00 pm – 4:00 pm

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

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