Culturally Responsive
Social Emotional Learning
Student Engagement
Visible Learning
Celebrating Culture
Sessions: 3 & 4

Supaman’s presentation combines Native American culture, comedy and urban hip hop culture. He will speak on how dance and his music have helped him overcome challenges and discover a platform for sharing messages of hope and educating others on Indigenous issues. His presentation will also address ways in which educators can build relationships with students while embracing and celebrating their cultures.

Culturally Responsive Teaching: The Essentials
Richard Milner IV
Sessions: 1, 2, & 3

What is culturally responsive teaching, and how might culturally responsive practices meet the social and academic needs of students? The session highlights conceptions and tools teachers and school leaders might consider to address and meet the needs of all students, especially students living below the poverty line, those whose first language is not English, those who are Black and Brown, and those who might experience outside of school challenges across the United States. Particular attention will be placed on student assets and teacher practices that support students. Instructional practices that are culturally responsive to the very humanity of students will be addressed for classroom and school transformation.

Culturally Responsiveness
Dr. Donald Easton-Brooks
Sessions: 4

In his book Ethnic Matching: Academic Success of Students of Color, Dr. Donald Easton-Brooks addresses the academic success of students of color in U.S. public schools by exploring the impact of ethnic matching (i.e., the pairing of teachers of color with students of the same race/ethnicity). His research has shown that ethnic matching has a significantly positive and longitudinal impact on the academic outcomes of students of color. While students of color academically benefit from this approach, research has also shown that there is a profound challenge in recruiting and—more importantly—retaining teachers of color. This leads to a continuing disproportion of White teachers teaching an ever-growing U.S. population of students of color. Moreover, it is predicted that by 2025, students of color will represent over 50% of the public-school population. Given that we know the academic success of students of color can increase when they are taught by a teacher of color, this book address why this factor may exist by examining the practices quality teachers of color bring to the table as a way to assist in developing all teachers to effectively connect to an ever-growing ethnically and linguistic diverse public school student population.

ACEs, Resiliency, and the Trauma-Informed Classroom
Rich Mittelstedt & Ryan Rolfs
Sessions: 1, 2, 3, 4

ACEs (Adverse Childhood Experience), first studied in the 1990s, have become the new norm for people working with children. Participants will learn in an interactive setting what ACEs are, their impact on early childhood and brain development, the effects of trauma on health and behavior, the role and power resiliency holds within each child, and transformationist solutions all educators can implement regardless of their school role.

The Trauma-Informed Classroom: Elementary
Heather Forbes
Sessions: 1 & 3

When children impacted by early childhood trauma enter elementary school, they often find themselves overwhelmed, over-stimulated, confused, and completely unequipped and unable to follow instructions or focus. These are the students that have the ability to shift an entire classroom from a place of calm to a place of utter chaos. Tools and techniques specific to this age group will be given and demonstrated to help our elementary students have positive and successful experiences in their early academic careers, as this stage of their lives is critical to their future success in middle and high school, and beyond.

The Trauma-Informed Classroom: Secondary
Heather Forbes
Sessions: 2 & 4

Middle and high school students impacted by trauma can demonstrate negative and out-of-control behaviors when faced with the increased demands for focus, concentration, and higher performance at this stage of their academic careers. The increase in social interactions during these years also easily elevates their levels of stress, which then pushes them past their breaking points. Based on the science of the developing brain, strategies specific to secondary students will be given and demonstrated in this session to help our middle and high schoolers reach their highest academic potential.

Those Kids
Horace Mann Bridges Staff
Sessions: 2 & 3

Frequently, kids with behaviors are referred to as “those kids”. These sessions are designed to not only help students with behaviors and remove the label but to help with ALL students. All students need work on social/emotional/regulation skills. Teachers and students will benefit from having more tools in their tool boxes to help build their capacity in knowledge in researched based pedagogies to help students feel success in the classroom as well as in everyday life.

Top 20 Training
Nikki Allcock
Sessions: 3 & 4

The goal of Top 20 training is to increase the engagement of students and staff by thinking and approaching every day with a positive and open mindset. Attendees will learn how to create a school environment that empowers students and staff to support and bring out the best in each other. This Top 20 training will strengthen the skills of educational professionals to bring out the best in students and staff using simple yet effective strategies that can be used anywhere.

Coding for All
Jason Whiting
Sessions: 1 & 3

"Our world is changing fast, especially in the world of computer science. Futurists predict that students are going to need, at a minimum, a basic understanding of computer programming in any career field. Code.org learning provides an engaging environment to expose students to real-world coding and problem-solving skills. The best part about Code.org is the teacher and student do not need any prior computer programming experience."

Heidi Streit, Margaret Dalton & Michelle Dykstra
Sessions: 1 & 4

Engagement + Group Work + Strategy = the place for you! If you want to hone your skill of student engagement and effective groupwork, and add strategic tools to your toolbox, join us for an invigorating 2.5 hours of engroupatesies! :) We will be working on achieving prolonged classroom engagement and creating groupworthy, content-specific tasks, while reviewing best-practice strategies.

Google Maps in Instruction
Chris Martin
Sessions: 1 & 4

Participants will learn how to easily construct maps to create and analyze data, use in presentations, and study the world around them. Students and teachers can go hands-on in seconds and build powerful results. Maps in both printed and digital forms can be used to teach in many different disciplines, including Math, Art, Language and of course Geography. From measuring distances and calculating routes to exploring historical sites and developing schema, Google Maps can be one of the most powerful teaching tools in your toolbox.

Planning for Responsive Instruction
Sessions: 2

Design tiered instruction for all students using MAP Growth data. Differentiated instruction that includes topics of interest, such as formative assessment, flexible groups to meet all levels of students in your classroom.

Project Based Learning
New Technology High School Staff
Sessions: 1 & 3

Participants will develop the beginnings of a project, rooted in project based learning (PBL) protocols including an entry document, project outline, content rubric, and an outline of scaffolding activities while gaining an understanding of the fundamental principles and practices of PBL. Participants will learn basic classroom management strategies for a PBL classroom and cultural components that promote healthy collaboration among students working in groups. Project Based Learning provides opportunities for teachers and students to be fully engaged in a learning environment with challenging projects and investigations through interdisciplinary activities. Because of the advancement of learning theory, we now know learning is a social activity, takes place in context of culture, community, and past experiences. Project based learning provides these opportunities for learners.

Using Data to Drive Growth
Sessions: 1

Gain a deeper understanding of what your students know and need to learn. Use MAP data to help you address instructional needs and gaps in skills.

Building and Developing Assessment-Capable Learners
Kristin Anderson
Sessions: 1 & 3

The Building and Developing Assessment-Capable Learners session is all about how to develop learners who can answer the questions: Where am I going? How am I going? Where to next? In this workshop the focus will be on the characteristics of a visible learner, knowing how to target learning through the use of effective learning intentions and success criteria, understanding how to embed into lessons opportunities for self and peer assessment, and being able to identify the mind frames needed to ensure you have teacher clarity. During this session, participants will:

  • Learn the characteristics of and how to develop a Visible Learner to another teacher
  • Think about their own school context and evaluated where they are now and what they need to do next
  • Know how to target learning through the use of effective learning intentions and co-designed success criteria
  • Embed into lessons opportunities for self and peer assessment
  • Identify the mind frames needed to ensure teacher clarity
Feedback That Makes Learning Visible
Kristin Anderson
Sessions: 2 & 4

This session supports deep implementation of Visible Learning strategies looking closely at what effective feedback is and how you can get the greatest impact from the feedback that you give. We also consider the feedback that teachers receive and how to make a positive difference to the outcomes from students in your school. In this session, the workshop will focus on the role of effective feedback in the learning process. Participants will gain understanding of how learning intentions and success criteria are the basis for giving effective feedback and how you can use the three instructional feedback levels. Participants will also learn the difference between praise and effective feedback. During this session, participants will:

  • Understand the role of effective feedback in the learning process
  • Understand how learning intentions and success criteria are the basis for giving effective feedback
  • Know how to use the three instructional feedback levels
  • Know the difference between praise and effective feedback
  • Understand the role of feedback from students
Building the Foundation for Prevention: 10 PBIS Tier 1 Markers:
Jessica Hannigan
Sessions: 1, & 3

This session is designed to guide participants through an interactive process to help them understand the why, what, and how of effective MTSS Implementation. Specifically, participants will learn how to audit and align their current practices, structures, interventions, and resources across all levels of the educational system in order to support ALL students. They will also learn how to effectively integrate academics and behavior through a data based decision making and continuous improvement lens. Participants will gain access to practical tips and tools that will guide and support their work in creating an infrastructure necessary to improve equity and access for All students in their schools.

Building the Foundation for Intervention: 8 PBIS Tier 2 Markers
Jessica Hannigan
Sessions: 2 & 4

This workshop is designed to provide an overview of how to create an effective Tier 2 behavior system. This workshop will provide practical definitions, markers, rubrics, and samples for educators on how to incorporate or refine existing Tier 2 practices and interventions. Educators will learn how to assess their current PBIS Tier 2 state and build the 8 essential PBIS Tier 2 markers necessary for effective implementation. Designing a Multi-Tiered System of Supports will have participants learning how to audit and align their current Tier 2 practices, structures, interventions, and resources across all levels of the educational system in order to support ALL students.