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

School Discipline Conference

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

Thursday, March 26th, 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:
    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.

Stephanie Jensen, MS, LPC: Lost Boys: Strategies to Help Educators Navigate the World of Boys for Academic Success! Part 1

Thursday, March 26th, 9:00 am – 12:00 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.

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

Thursday, March 26th, 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.

Susan Coleman, Ph.D.: How to Walk the Talk: The Journey to Improving School Climate & Student Engagement through Social-Emotional Learning

Thursday, March 26th, 1:00 pm – 4:00 pm

Put theory into action! In this session, participants will learn a variety of strategies to make connections with students and improve school climate. This journey will take participants through past and present discipline practices and the impact on school culture. Restorative practices and the intersection of CASEL’s social/emotional learning competencies will also be discussed. Finally, participants will explore how districts can set up systems of support to keep students in school and engaged with true stories of successful implementation practices.

Learning Objectives:

  • Develop an understanding of the unintended consequences of punitive discipline.
  • Explore the connections between Restorative Practices and Social Emotional Learning Competencies.
  • Create an action plan to bring back home with practical implementation strategies to change school culture.

Stephanie Jensen, MS, LPC: Lost Boys: Strategies to Help Educators Navigate the World of Boys for Academic Success! Part 2

Thursday, March 26th, 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.

Mike Paget, M.Ed.: Disruptive Behavior Disorders: Insights and Strategies That Will Improve Outcomes for Students with ODD, CD & IED

Thursday, March 26th, 1:00 pm – 4:00 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 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

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

Friday, March 27th, 8:00 am – 11:00 am

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 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

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

Friday, March 27th, 8:00 am – 11:00 am

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

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

Friday, March 27th, 8:00 am – 11:00 am

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:

  • Implement do’s and don’ts to address specific behaviors
  • Gain 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
  • Identify the underlying causes of difficult behaviors in students

John Almarode, Ph.D.: How We Learn: Five Essential Practices for Successful Learning

Friday, March 27th, 8:00 am – 11:00 am

“I don’t know” and “I don’t remember” are phrases that haunt every classroom teacher and learner. How do we create experiences that lead to better learning for all students so that they will “know” and “remember”? Over the past fifteen years, the science of learning has provided many insights into how we think. Furthermore, these promising principles provide a starting point for inspired and passionate teachers to build the capacity in learners to see themselves as their own teachers. This workshop shows you how! The body of research on how we learn provides well established principles and practices that enhance the learning outcomes for each of our students. Moving beyond performance on a test, this workshop links these essential principles to the everyday instructional decisions you make in your classroom.

Practicing what we preach, you will take part in an edge-of-your-seat learning experience that translates these principles to practices across multiple content areas and grade-levels. You will leave with strategies that will make learning stronger for all of your students.

Learning Objectives/Success Criteria: Today we are learning about how our students engage in their learning and the implications this has on our teaching and learning. 

  • I can describe four principles of how we learn. 
  • I can give examples of practices that support greater learning outcomes. 
  • I can develop practices in my own classroom that maximize learning outcomes. 
  • I can describe ways to assess my impact on student learning.

Brad Chapin, MS, LCP, LMLP: Teaching Self-Regulation: Avoiding Classroom Chaos

Friday, March 27th, 8:00 am – 11:00 am

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 Objectives:

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

School Discipline Conference

School Discipline Conference

School Discipline Conference

Please Note: Pre-Conference Sessions for the Atlanta Conference will held June 24 & 25. The main Conference will begin on June 26 at 8:30 am. 

Erick Clark, M.Ed.: Defiant, Manipulative & Attention-Seeking Students: How to Unlock Their Potential & Survive the Process, Part 1

Wednesday, June 24th, 9:00 am – 12:00 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:

  • Implement do’s and don’ts to address specific behaviors
  • Gain 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
  • Identify the underlying causes of difficult behaviors in students

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

Wednesday, June 24th, 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:
    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.

Greg Richards, Ph.D.: Applications from Adolescent Brain Biology to Improve Behavior & Culture

Wednesday, June 24th, 9:00 am – 12:00 pm

Dr. Greg Richards introduces the adolescent brain and its structures and chemistry that account for immaturity in decision-making, self-control, and risk-avoidance. The challenges and opportunities of brain biology point a way to positive connections of students to parents, SROs, school personnel, and peers to improve teaching, safety, and culture at school.

Erick Clark, M.Ed.: Defiant, Manipulative & Attention-Seeking Students: How to Unlock Their Potential & Survive the Process, Part 2

Wednesday, June 24th, 1:30 pm – 4:30 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:

  • Implement do’s and don’ts to address specific behaviors
  • Gain 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
  • Identify the underlying causes of difficult behaviors in students

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

Wednesday, June 24th, 1:30 pm – 4:30 pm

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

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

Develop an understanding of how trauma imprints on the brain.
Analyze how student responses can present as defiance/disrespect.
Gain research/evidence-based, non-punitive disciplinary responses to subjective behaviors.

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

Wednesday, June 24th, 1:30 pm – 4:30 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

Tom Magliscaeu, Ed.D.: Distraction, Disruption, Motivation & Grit: Our Brains on Adolescence

Wednesday, June 24th, 1:30 pm – 4:30 pm

Four high-energy, high-impact workshops in one! This session will help educators better understand the biology of the pre-adolescent and adolescent brains as well as the latest research behind motivation and grit. Additionally, participants will examine Adverse Childhood Experiences (ACEs) and the characteristics of the Trauma-Impacted Learner as a guide for building resilience in our kids while weaving a safety net for student success.

Learning Objectives:
Generating a greater understanding of brain development as correlated with learning, motivation, and “grit.”
Utilizing “trauma-informed” and “mindset” research to establish classroom, campus, and/or district cultural norms.
Building classroom and school-wide systems of support through resilience-building strategies.

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

Thursday, June 25th, 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

Tracie Berry-McGhee, M.Ed., LPC: Girl Drama is Real!

Thursday, June 25th, 9:00 am – 12:00 pm

In this session, we will explore how to use social-emotional learning circles for girls to impact social aggression and decrease the factors that motivate relational aggression. We will also offer interactive tools used in SEL circles to create a safe space through the use of poetry, music, and therapeutic mentoring to develop trauma-free spaces. Educators, Counselors and administrators will understand the benefits of facilitating gender-specific programming that promotes strength and resiliency in girls, increasing literacy while also improving their attitude toward school, home and community while reducing depression.

Allyson Bowen, LISW-CP, CHN: Food, Mood & Behavior

Thursday, June 25th, 9:00 am – 12:00 pm

Session Description Coming Soon!

Damiso Joey, Ed.D., Kareem Spence M.A., Jamey Roberts, M.A.: Hip Hop 101: How to Connect to & Teach this Hip Hop Generation

Thursday, June 25th, 9:00 am – 12:00 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.

Richard Guerry: Exploitation, Identity Theft, Cyberbullying & Sextortion: Motivate Responsible Use of Technology

Thursday, June 25th, 1:30 pm – 4:30 pm

Session Description Coming Soon!

Hotep Benzo, MBA: The New PBIS: Behavior is a Sympton…Not the Problem

Thursday, June 25th, 1:30 pm – 4:30 pm

Behavior is a Symptom demystifies the common behavior problems exhibited in schools by first explaining WHY they occur and the 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 people 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.

Steph Jensen, M.S., LPC: SEL- Moving from the Philosophical to Practical: Integrating Social Emotional Learning & Academics

Thursday, June 25th, 1:30 pm – 4:30 pm

In this session participants will be introduced to a comprehensive approach to integrate social emotional learning to effectively layer and align academic, behavioral, and social/emotional supports and services for all students in order to reduce frustration and accelerate learning. Participants will also learn how to supplement core instruction in academic, behavioral, and social/emotional supports, to ensure all students have access to supports and services to increase academic and SEL competencies.

2020 School Discipline Conference

School Discipline Conference

School Discipline Conference

Pre-Conference Sessions for the Innovative Teaching Strategies Conference Las Vegas will take place on July 6 & 7. The main Conference will begin on July 8, 2020 at 8:30 am.

Mike Paget, M.Ed.: Positive Behaviorial Supports for Students Who Are Wired Differently

Monday, July 6th, 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.

Tom Maglisceau, Ed.D.: Distraction, Disruption, Motivation & Grit: Our Brains on Adolesence – Part 1

Monday, July 6th, 9:00 am – 12:00 pm

Four high-energy, high-impact workshops in one! This session will help educators better understand the biology of the pre-adolescent and adolescent brains as well as the latest research behind motivation and grit. Additionally, participants will examine Adverse Childhood Experiences (ACEs) and the characteristics of the Trauma-Impacted Learner as a guide for building resilience in our kids while weaving a safety net for student success.

Learning Objectives:
Generating a greater understanding of brain development as correlated with learning, motivation, and “grit.”
Utilizing “trauma-informed” and “mindset” research to establish classroom, campus, and/or district cultural norms.
Building classroom and school-wide systems of support through resilience-building strategies.

Steph Jensen, M.S., LPC: Lost Boys Strategies to Help Educators Navigate the World of Boys for Academic Success – Part 1

Monday, July 6th, 9:00 am – 12:00 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.

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

Monday, July 6th, 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:
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

Mike Paget, M.Ed.,: Disruptive Behavior Disorders — ODD, CD & Intermittent Explosive Disorder

Monday, July 6th, 1:30 pm – 4:30 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.

Tom Maglisceau, Ed.D.: Distraction, Disruption, Motivation & Grit: Our Brains on Adolesence – Part 2

Monday, July 6th, 1:30 pm – 4:30 pm

Four high-energy, high-impact workshops in one! This session will help educators better understand the biology of the pre-adolescent and adolescent brains as well as the latest research behind motivation and grit. Additionally, participants will examine Adverse Childhood Experiences (ACEs) and the characteristics of the Trauma-Impacted Learner as a guide for building resilience in our kids while weaving a safety net for student success.

Learning Objectives:
Generating a greater understanding of brain development as correlated with learning, motivation, and “grit.”
Utilizing “trauma-informed” and “mindset” research to establish classroom, campus, and/or district cultural norms.
Building classroom and school-wide systems of support through resilience-building strategies.

Steph Jensen, M.S., LPC: Lost Boys Strategies to Help Educators Navigate the World of Boys for Academic Success – Part 2

Monday, July 6th, 1:30 pm – 4:30 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.

Nathan Levy, M.A.: Powerful Strategies to Enhance the Learning of Gifted & Highly Able Students

Tuesday, July 7th, 9:00 am – 12:00 pm

This workshop, by noted Stories with Holes author Nathan Levy, explores numerous, proven ways to reach gifted learners in challenging ways. Participants will leave with a variety of new strategies and specific ideas to help pupils become better creative and critical thinkers. A variety of successful teaching and parenting techniques relating to social and emotional needs will be shared. Bring your thinking caps and your funny bones to this dynamic presentation.

Baruti Kafele, M.A.: Climate & Culture Cannot Be Transformed with Disciplinary Referrals

Tuesday, July 7th, 9:00 am – 12:00 pm

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.

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

Tuesday, July 7th, 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

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

Tuesday, July 7th, 1:30 pm – 4:30 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:

  • Implement do’s and don’ts to address specific behaviors
  • Gain 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
  • Identify the underlying causes of difficult behaviors in students

Jessica Sinarski, M.A., LPCMH: Light Up the Learning Brain

Thursday, June 25th, 1:30 pm – 4:30 pm

This lively workshop will take a fresh look at the root of “bad behavior” and the brain processes behind it. Participants will discover new tools based on the latest neuroscience to increase learning opportunities, reduce negative behavior, and improve communication between school and home. Whether you’re a brain novice or well-versed in research about trauma and the brain, you won’t want to miss this hope-filled learning experience.

Aaron Wiemeier, M.S., LPC: 10 Steps to a Trauma-Empowered School & Classroom

Tuesday, July 7th, 1:30 pm – 4:30 pm

According to NCTSN (National Child Traumatic Stress Network), one out of every four children attending school has been exposed to a traumatic event that can affect learning and/or behavior. These events range from severe weather events, to divorce, to bullying, or to homelessness, among others. The results of exposure to trauma can affect a student’s ability to learn. She may be distracted by intrusive thoughts – distracting her from paying attention, learning and doing well on tests. Exposure to violence can lead to decreased IQ and reading ability.

Is it enough to just be informed? Does information by itself lead to automatic change?

In this keynote address, Aaron Wiemeier, LPC will give teachers, administrators, school counselors and school social workers critical information to increase their effectiveness in working with traumatized students and discover the difference between being trauma informed and trauma empowered. Attendees will also learn the fundamental principles and innovative strategies to take the next step in transforming your schools and classroom. Trauma-informed advocate, Aaron Wiemeier, will guide attendees through seven impactful concepts about trauma to integrate into schools and classrooms right away. As well as, why a social-emotional curriculum is so important and to implement preventative strategies for dealing with toxic classrooms and school cultures.

William Noel, Ed.D.: Color Brave: Strategies for Becoming a More Culturally Competent School

Tuesday, July 7th, 1:30 pm – 4:30 pm

Session Description Coming Soon!

Hotep Benzo, MBA: The New PBIS: Behavior is a Sympton…Not the Problem

Tuesday, July 7th, 1:30 pm – 4:30 pm

Behavior is a Symptom demystifies the common behavior problems exhibited in schools by first explaining WHY they occur and the 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 people 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.

Las Vegas

School Discipline Conference

Coming Soon!

school discipline conference pbis conference student behavior conference teacher conference educator education principal conference speaker sessions noguera

Dr. Pedro Noguera

Scholar, Author & Expert on Urban Education

Keynote: Motivating, Engaging and Empowering Latino & African American Males to Learn While Creating Conditions that Promote Student Achievement

Pedro Noguera, PhD, is a Distinguished Professor of Education in the UCLA Department of Education and a renowned expert on issues in urban education including education and economic and social development, race and schooling, immigration/migration, leadership and school reform, and student achievement.  He was formerly the Peter L. Agnew Professor of Education at New York University, where he was Executive Director of the Metropolitan Center for Research on Equity and the Transformation of Schools. He has held tenured faculty appointments at the Harvard Graduate School of Education, where he was named the Judith K. Dimon Professor of Communities and Schools and at the University of California at Berkeley, where he was also the Director of the Institute for the Study of Social Change.   

Dr. Noguera has published more than 200 research and scholarly articles, monographs, research reports, and editorials on topics such as urban school reform, education policy, conditions that promote student achievement, the role of education in community development, youth violence, and race and ethnic relations in American society. His books include City Schools and the American DreamUnfinished Business: Closing the Achievement Gap in Our Nation’s Schools, The Trouble with Black Boys…and Other Reflections on Race, Equity and the Future of Public Education, and Creating the Opportunity to Learn: Moving from Research to Practice to Close the Achievement Gap with A. Wade Boykin. His most recent book is Schooling for Resilience: Improving the Life Trajectories of African American and Latino Boys, which is co-written with Edward Fergus and Margary Martin.

Professor Noguera appears as a regular commentator on educational issues on CNN, MSNBC, National Public Radio and other national news outlets.  Early in his career he served as a classroom teacher in public schools in Providence, RI, and Oakland, CA, and continues to work with schools nationally and internationally as a researcher and advisor.  He earned his doctorate in Sociology from the University of California at Berkeley.

A sociologist whose scholarship and research focuses on the ways in which schools are influenced by social and economic conditions, as well as by demographic trends, Noguera says that schools are impacted by poverty in a myriad of ways, and that education should become a partner in systems that support poor students and families.

2019 School Discipline ConferenceSan Antonio

San Antonio Pre-Conference Sessions will be held from 9:00 am – 4:00 pm on Thursday, November 14 and from 8:00 am – 11:00 am on Friday, November 15. The main conference will begin at 12:00 pm on Friday, November 15.

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:

  • 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

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

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

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

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 more than 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.

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:

  • Understand 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:

  • 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:

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

 

About the Presenter

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

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:

  • 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 – Distraction, Disruption, Motivation and Grit: Our Brains on Adolesence

Friday, November 15, 8:00 am – 11:00am

Four high-energy, high-impact workshops in one! This session will help educators better understand the biology of the pre-adolescent and adolescent brains as well as the latest research behind motivation and grit. Additionally, participants will examine Adverse Childhood Experiences (ACEs) and the characteristics of the Trauma-Impacted Learner as a guide for building resilience in our kids while weaving a safety net for student success.

 

About the Presenter

Tom Maglisceau, Ph.D., is currently Chief Student Services Officer at Rockwall Independent School District in the Dallas metro area. While serving as principal at Rockwall-Heath High School, he co-founded the Rockwall ISD Teachers Institute. Earlier he served as principal of Dorothy Smith Pullen Elementary School in the same district. Prior to joining Rockwall ISD, Dr. Maglisceau served as a teacher, coach, dean of instruction and associate principal at the high school and middle school levels with Dallas ISD. He considers himself fortunate to have moved several times during his youth, as each new experience helped him to better appreciate differences between people and cultures, ultimately nurturing a desire for a career that involves serving and leading others. Passionate about the concept of social capital, particularly as it relates to family structure and childhood outcomes, Dr. Maglisceau continues his study and research in these fields.

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

Friday, November 15, 8:00 am – 11:00am

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.

 

About the Presenter

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

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

Friday, November 15, 8:00 am – 11:00am

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 Objectives:

  • 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, 8:00 am – 11:00am

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:

  • 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

 

About the Presenter

Tracie Berry-McGhee founded the SistaKeeper Empowerment Center in St. Louis 12 years ago with the mission of empowering, 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 also continues to serve the community via her private counseling practice, which specializes in women and teen girl issues. She is often called upon to speak 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.

2019 School Discipline Conference San Antonio

2019 School Discipline Conference San Antonio