schedule session location€¦ · a student is displaying challenging behaviors and to take steps...

12:30 - 12:45

1:00 - 1:45

2:00 - 2:45

3:00 - 3:45

4:00 - 4:30

KICK–OFF

SESSION 1*

SESSION 2*

SESSION 3*

PANEL

CPA

CLASSROOMS

CLASSROOMS

CLASSROOMS

CPA

SCHEDULE SESSION LOCATION

After the panel, please pick up your PGP certificate in the lobby of the CPA at 4:30.

*See inside for detials.

SESSION #1 | 1:00 - 1:45

THE TRAUMA-INFORMED CLASSROOM

PLANTING SEEDS OF RESILIENCE

LEADER IN ME

AN INTRODUCTION TO MINDFULNESS IN THE CLASSROOM

INCORPORATING SEL INTO CLASSROOM LESSONS

AGE: ALL

AGE: ALL

AGE: ALL

AGE: ALL

AGE: ELEMENTARY MIDDLE

Cyndi McCay, LCSW, CLC Director TRUST Program Hope Ministries & Center for the Homeless

Darlene Radcliff, LCSW, RPT-S

Rachael Whitlock, Franklin Covey

Margaret Jessop, PsyD Child Psychologist and author of Hornets and Hippos: How to Use Imagination, Mindfulness and Brain Science to Decrease Fear and Anger and Reach Your Goals.

Tressa Decker & Joanne Hartline

This session will provide an understanding of the cause of student’s challenging behaviors and practical tools for creating a classroom that feels safe (both physically and emotionally), aids students in developing self-regulation and social skills, and building relationship.

This presentation will assist all attendees to view students, staff, and themselves through Trauma Lenses. In order to accomplish this, the presentation will focus in on the first two R’s of the SAMHSA Four R’s of Trauma-Informed Care, which are Realize and Recognize. Using the Trauma Lens, we will take a close look at the different types of traumas we bring with us into the school environment, and we will focus in on the impacts trauma has on behavior and learning – thus Realizing the impact that trauma has on us as individuals and communities. By zooming in on specific ways trauma manifests in the school environment, we will hone our skills in Recognizing trauma when we see it. Participants will learn how valuable the Trauma Lens is to planting seeds of resilience within their classrooms, larger school community, and beyond.

Leader in Me (LiM) is an evidence-based, comprehensive Tier 1 SEL curriculum and school improvement model—developed in partnership with educators—that empowers students with the leadership and life-skills they need to thrive in the 21st century. The process helps schools create well-rounded learners by developing the whole-person and preparing students to become life-ready leaders.

An Introduction to Mindfulness: Come learn what mindfulness is, why it is useful, what’s the brain science behind it, and how to start using some basic mindful strategies to help children experience less fear and anger and reach their goals.

This presentation will show teachers how to weave SEL topics into literacy and writing.

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MANAGING THE STRESS EPIDEMICAGE: MIDDLE & HIGH SCHOOL & ADULTS

Emily Lehman & John Westra

Information about the impact of stress on adolescents to help school personnel understand the science of stress and how they can make an impact on students.

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TRAUMA-INFORMED PRACTICESAGE: K-5

Jennifer Sinclair & Julie Howard

This presentation helps teachers first to understand trauma, what it looks like, what causes it, and the effect it has on elementary-aged children. In this presentation, teachers will learn tools in helping them to consider why a student is displaying challenging behaviors and to take steps to help their classroom and approach be one that is trauma-informed.

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SESSION #1 | 1:00 - 1:45

RESPONSIVE CLASSROOMS

MINDFULNESS FOR TEACHERS

iGEN RELATIONSHIPS

AGE: ELEMENTARY

AGE: ALL

AGE: MIDDLE/HIGH, ADULTS

Jodi Cramer-Berry & Nicole Parker

Hollie Truckowski

Rachel Fry, Jeanie MItchell and John GensicKylee Wetzel & Rachael Meyers

Mary Goldthrite-DeKever & Lavon Dean-Null

Responsive Classroom is an evidence based approach to education associated with greater teacher effectiveness, higher student achievement, and improved school climate. There are four basic components of Responsive Classroom: Engaging Academics, Effective Management, Positive Community, and Developmentally Appropriate Teaching. This presentation will cover a brief introduction of the four components with resources and take-aways that can be easily implemented in the classroom.

Presentation will include ideas from the book; Mindfulness for Teachers by Patricia A. Jennings, as well as personal classroom experiences with mindfulness and it’s affect on teachers, students, parents, and colleagues within our school environments. Ms. Truckowski will share what mindfulness is and can be, as well as how it relates to the emotional art of teaching, understanding negative emotions and their affects on the classroom environment, as well as the power of positivity through the heart of teaching and how to use a variety of resources to orchestrate the social and emotional classroom dynamics of learning.

Attendees will participate in and come away with strategies and resources to support socially aware, equitable classroom conversations while having proactive discussions around potential educational equity situations.

Inspired by Collaborative for Academic, Social, and Emotional Learning’s (CASEL) call for emphasis on equity, this session will first define equity and social awareness within its SEL framework. Then this session will elaborate on equity as it relates to SEL facets. CASEL was founded in 1994 to help make social and emotional learning (SEL) an essential part of education, PreK through high school. CASEL communicated in a 2018 webinar that a specific future direction is, “Rigorous examination of programs, processes and practices (e.g., community-building, project-based learning) that highlight equity-elaborated competencies and academic learning as individual or group outcomes.”

Communication skills, modeling expectations, compassion, empathy, and activities for implementation.

This presentation would give others a look at the Shine Girls’ Group established at Schmucker Middle School. This group provides both social and emotional learning and mentoring by female staff members. This group is uniquely designed to utilize art, music and a Girls’ Tea/Mini-Mentoring component. The goal of this presentation is to provide creative ideas and tools that will help establish, unique and meaningful groups for girls.

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SHINE GIRLS GROUP: CREATIVE WAYS TO UTILIZE ART, MUSIC AND MINI-MENTORING SESSIONS TO HELP GIRLS

CLASSROOM CONVERSATION STRATEGIES TO PROMOTE SEL AND EQUITY

AGE: MIDDLE AND HIGH

AGE: ALL

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FLIGHT, FIGHT, OR FREEZE: THE POWER OF THE AMYGDALAAGE: ANY SCHOOL AGE, ADULTS

Lindsay Helman

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The amygdala is one of the most powerful parts of your brain, and yet it is one of the most overlooked. This small, almond-sized section is your defender, protector, and quick response champion. But what happens when it misfires? Understanding the amygdala, what it does, and misfire coping strategies is so important to social-emotional well-being. When a student is in the flight, fight, or freeze condition, we often react in an unintentionally improper way. Understanding how this part of the brain affects everything in your body can help you not only recognize these key behaviors in students, but it can help you engage with them in a way that’s beneficial. Student anxiety is at an all-time high in schools and therefore, misfires of the amygdala are occurring more and more often.

SESSION #1 | 1:00 - 1:45 SESSION #2 | 2:00 - 2:45

MINDFULNESS IN EDUCATION

TRAUMA-SENSITIVE DISCIPLINE

GROWING RESILIENT LEARNING COMMUNITIES

CLASSCRAFT

THEATER AS THERAPY

AGE: ALL

AGE: ALL

AGE: ALL

AGE: ELEMENTARY & MIDDLE

AGE: PRESCHOOL, ELEMENTARY, MIDDLE, ADULTS

Kathy Blumentritt, LMFT -Director of The Front Porch, & Jenna Duell,LMHC -Assistant Director of the Front Porch

Cyndi McCay, LCSW, CLC Director TRUST Program Hope Ministries & Center for the Homeless


Seth Molnar

Cameron Ponce

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Learn the science behind why mindfulness is growing in the educational system and it’s effective contribution to creating an effective learning environment. The Front Porch will also teach practical ways of applying mindfulness in the classroom.

Focus will be on Restorative Practices to teach accountability, communication, prosocial skills, and repair of relationships. Participants will learn how PBIS, SEL, RTI and Restorative Practices and Trauma-Informed Care fit together to form a comprehensive program to fit the needs of the students and staff.

This presentation will closely examine concrete strategies that anyone working with children and youth can implement to build Resilience. The last two R’s of the SAMHSA Four R’s of Trauma-Informed Care – Respond and Resist Re-traumatization - will provide guidance and structure for our focus on resilience-building strategies. With Trauma Lenses in place, we will take a close look at short film clips that illustrate integral concepts of Resilience, and we will experience peer support in action as we discuss reactions and insights in response to the clips. Peer support and the building of trusting relationships, are two Trauma-Informed principles that are woven throughout this presentation as they are applied intentionally to the school environment.

This session will provide an overview of Classcraft, which is a web-based approach used to create a positive climate and organize classrooms to complement, emphasize, and reinforce Tier 1 SEL and PBIS concepts. Advanced users can learn to truly gamify lessons.

Identifying emotions as tools for communication within the theater/entertainment setting allows for a generalized approach to emotional control in day to day life. The feeler is pushed to assess their intent vs. their communication.

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SOCIAL AND EMOTIONAL PRACTICES TO INCREASE CLASSROOM CONNECTEDNESS (AND A PEEK INSIDE THE SCHOOL COUNSELING EXPERIENCE)AGE: MIDDLE AND HIGH

Stacy Eck & Andrea Hoover

Former teachers/current school counselors dive into counseling practices and model simple activities that can be used in the classroom to increase student-student and teacher-student connectedness. Session also includes a brief description of the school counselor role. Teachers at any grade level could benefit from the classroom topics, strategies, and included information.

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SESSION #2 | 2:00 - 2:45

LEADER IN ME

TRAUMA INFORMED CARE - ACE’S STUDY

CRAFTING A CHOICE

AMBASSADORS

FRESHMAN MENTORING

DIFFERENCES IN SEX DEVELOPMENT

TALKING TO MOTIVATE STUDENTS

AGE: ALL

AGE: ALL

AGE: ALL

AGE: MIDDLE SCHOOL

AGE: HIGH SCHOOL

AGE: ALL

AGE: MIDDLE & HIGH


John Wetra & Randy WIlliams

Kylee Wetzel & Rachael Meyers

Sandra Badur & Deanna Ward

Marni Cronk & Maddi Watkins

John Gensic & Lainey Bristow

Emily Lehman


A review of the ACE’s study and it’s impact on our students, parents, and faculty.

Effective steps and strategies, science behind making decisions, priorities, and activities for implementation.

Explanation of a program developed to grow student leadership.

Presentation on what is in the Freshman Mentoring Program.

Educating adults on the biological sex developmental differences. Not everyone has typical XY or XX sex determination genetics. There is nuance and complexity in this space that adults can better understand. Participants will work minds-on through data, research, and findings.

This presentation will be about how to build relationships with students and elicit their own motivation. We will initially discuss how to be an active listener and cover body language, setting, and how to listen in a way that prompts kids to keep talking: summarizing, paraphrasing, open-ended questions, etc. Then we will discuss entry-level basics of motivational interviewing such as Resisting the Righting Reflex, Understanding their motivation, Listening with Empathy, and Empowerment. We will also cover what “change talk” is and the fundamentals of why and how people become ready to change. The emphasis will be on how to elicit motivation from students without arguing.

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THE MORNING MEETING: PAVING THE WAY FOR A SUCCESSFUL DAYAGE: ELEMENTARY

Debbie DeLaurelle & Lorraine WhiteWe will share how morning meeting can be used to teach critical life skills all year long through literature, music, role playing, and discussion. We will provide resources such as suggested texts, songs, and lessons for teaching the “Word of the Week”. These words cover themes such as self-regulation, compassion, empathy, respect and emotional responsiveness. The morning meeting also provides opportunities for building connections between students and creating a caring classroom community through positive interactions, understanding, and powerful stories.

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SESSION #2 | 2:00 - 2:45

MINDFULNESS AND MOVEMENT IN THE CLASSROOM

MINDSETTHE SOCIAL-EMOTIONAL LEARNING TOOLBOX

INTRODUCTION TO RESTORATIVE PRACTICES

AGE: ELEMENTARY

AGE: ELEMENTARYAGE: ELEMENTARY

AGE: ALL

Danielle Black

Janet Bohner & Heather BellLindsay Helman

Seth Molnar

Cultivating a classroom environment of calm and connection is no easy task! However, there is much research about both mindfulness and movement in the classroom that, when utilized, can help these goals be realized. We will quickly summarize the large body of research supporting the practices of mindfulness and movement, and then experience exercises in both that can be transferred into your own classrooms. Led by a believer who happens to be a high school teacher. Nevertheless, elementary and secondary teachers are welcome and will likely find the session applicable. If possible, please bring a device to enjoy a more interactive experience.

Overview of the Mind your Mindset curriculum, including information from Mindset by Carol S DweckStudents come to use with a variety of needs; many that go beyond simple academic skills. So how do we teach all the standards while meeting the emotional needs of our students? Teachers can learn to be proactive and help students with a variety of emotional needs by using simple interventions. I have created a variety of resources that are easy to use for teachers and students. From a connection journal that builds a relationship and allows students to express themselves, to simple printables to use as needed for a variety of situations. Do you have a student that overreacts? Use a chart to help them visual their range of emotions and connect it to the situation. Do they struggle with communicating their feelings? Use a graphic organizer to practice “I Statements.” Do you have a space for students to take a break? Set up a break corner with a variety of sensory tools to help them regroup and refocus. Reteaching social-emotional skills is so important to the classroom community. Giving students a space to regroup and refocus can change the trajectory of a child’s day. Simple interventions can have a huge impact!

This session will provide a general introduction to Restorative Practices. Restorative Practices seek to provide strategies to teachers to create safe learning environments through community building that is focused around trust and redressing harm that occurred during the learning process. Restorative Practices also places an emphasis on building, nurturing, and repairing relationship with mutual respect. With deliberate implementation, classroom climate and student achievement will improve.

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SEAMLESS INCORPORATIONAGE: MIDDLE & HIGH

Lucas Fry & Kristyn MartinIncorporating something “extra” into an already busy daily schedule is not a possibility for most educators. Therefore, it is important bring specific intention to what schools are already doing to provide additional support for students. Seamless incorporation is not only important for the effectiveness of social and emotional learning but also for the longevity of its purpose.

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SESSION #3 | 3:00 - 3:45

MINDFULNESS AND VISUALIZATION FOR SELF CARE

SELF-CARE FOR RESILIENT EDUCATORS

AGE: ALL

AGE: ALL

Kathy Blumentritt, LMFT -Director of The Front Porch, & Jenna Duell,LMHC -Assistant Director of the Front Porch


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Learn and practice mindfulness and visualization for body regulation and stress reduction. It only takes a few minutes to care for yourself, in which then spreads to your classroom or office. All based in a science driven practice.

This presentation will make a strong case for the biological relevance of self-care as an essential practice for everyone. Self-care as a practice for those working in the school environment will be the focus as participants learn: 1) Research that demonstrates the power of self-care to prevent disease and even lengthen our lifespan, 2) The five domains of self-care – Physical, Psychological, Emotional, Spiritual, and Professional, and 3) Concrete strategies that all staff can use immediately to practice holistic self-care.

Becky Zackowski, RN St. Joseph County Cares Coordinator

Free and low-cost mental health and wellness resources and training opportunities for school staff, teachers, students, and families abound in our community – but they are only helpful if one knows how to access them. This session will inform participants of what’s available within our local System of Care and how to make it happen. Attendees will also have a chance to weigh in on what’s missing, to help our System of Care address the gaps and support the work being done in schools.

REGIONAL RESOURCE ROUNDUP: AN OVERVIEW OF LOCAL MENTAL HEALTH AND WELLNESS TRAINING OPPORTUNITIES AND RESOURCES AVAILABLE IN OUR COMMUNITY

AGE: ALL

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LEADER IN ME

STRESS MANAGEMENT FOR STUDENTS

THE #1 DETERMINANT OF STUDENT SUCCESS OF FAILURE

AGE: ALL

AGE: ALL

AGE: ALL


Georges Prosper, Beacon Community Health

Seth Maust, President, Five Star Life


Stress is a state of mental or emotional strain or tension resulting from adverse or very demanding circumstances. During this session we will discuss best practices for a student dealing with stress management issues. Our goal is to give you some practical and simple tools to help reduce stress levels at home or in the community. Trauma can include one of the Adverse Childhood Experiences (ACEs) identified by researchers in a CDC-Kaiser Permanente Study. These are: (1) Emotional, physical, or sexual abuse, (2) Neglect, (3) A parent who is incarcerated, gets a divorce, has a mental illness, has experienced domestic violence, or abuses alcohol or drugs, or (4)Trauma can also include witnessing community or neighborhood violence, bullying and institutional trauma (from the foster care system or juvenile detention), among other toxic stressors. During this session we will discuss trauma informed best practices for school setting.

7000 students are dropping out of school every single day in America. Research suggests their success or failure is determined by one thing...their mindset. Session goals are to educate participants in the study of mindset, offer solutions to schools searching for curriculum that addresses the social emotional state of students.

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SESSION #3 | 3:00 - 3:45

YOUTH SERVICE BUREAU OF ST. JOE COUNTY

DON’T STRESS YOURSELF OUT



Laurie Ellis

Kylee Wetzel & Rachael Meyers

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Explaining all of the programs of YSB: YDS, Safe Station, Safe Place, Street Outreach, Drop in Center, Young Mom’s Self Sufficiency Program, Transitional Living Program, and Porch Light Program.

Balance of of personal, professional, and gear it towards students with their balances. Tips and tricks to help alleviate for all, and activities for implementation.

Holly Farmer, MA, LMHC, Center for Hospice

The presenter will describe grief and mourning in children, discuss the developmental understanding of death, explore what grieving children and teens need and explain the Center for Hospice Care Bereavement Services.

CHILDREN & TEENS GRIEVE TOO: RECOGNIZING AND SUPPORTING GRIEVING CHILDREN & TEENSAGE: ALL

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PANEL DISCUSSION IN CPA | 4:00 - 4:30Be sure to pick up your PGP certificate in the lobby at 4:30.

NOTES

NOTES EVENT MAP

to all of the presenters and attendees for making P-H-M’s first SEL professional

development initiative a success.

Thank you

SEL PD: UNLOCKING POTENTIAL | JUNE 13, 2019

schedule session location€¦ · a student is displaying challenging behaviors and to take steps...

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