Event schedule

Conference Agenda

View the Conference Agenda and a Preliminary List of Conference Sessions below.

Pre-Conference, Wednesday June 21, 2017

8:00 am – 9:00 am

Pre-Conference Registration/Check-in

9:00 am – 12:00 pm

Pre-Conference Sessions
Brian Mendler: Motivating & Managing Hard-to-Reach, Uninterested & Disruptive Students

From the author of the international best-selling book Discipline with Dignity, this session is loaded with strategies, techniques, and ideas designed to prevent motivation and discipline problems in the most difficult classrooms. Discover and practice specific strategies and techniques designed to change attitudes and ignite a passion for success.  This practical, informative session will transform the lives of your most disruptive students.

OBJECTIVES

  • Recognize underlying causes of student misbehavior.
  • Identify 3 places to build relationships.
  • Describe merits of values vs. rules.
  • Demonstrate 8 steps to diffusing any student.

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Rick Shaw: Active Shooter: Lessons Learned from Sandy Hook & Other Violent Incidents

This presentation will look at post-event reports from active shooter and other violent situations like Sandy Hook as well as Student Survey data from nearly 10,000 students from schools across the nation. Lessons learned from these events and data from the Student Survey expose many of the same common and dangerous gaps. If you are looking for what immediate and evidence-based steps your school administrators and Safety/Threat Assessment Team can take to improve student safety for all students and all staff, don’t miss this presentation.

OBJECTIVES

  • Identify each step in the breakdown of communication and information flow prior to a security breach and the steps for improvement
  • Describe the 6 essential steps to proactive prevention vs. reacting/damage control
  • Create threat assessment teams comprised of key collaborators using best practices
  • Utilize lessons learned to prevent liability, lawsuits, headlines and tragedies
  • Demonstrate how social media information can be collected to assist with intervention and prevention

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Craig McCullough: Autism & Trauma Connections and Interactions - What Educators Need to Understand

A recent CDC (Centers for Disease Control) report states that 1 in 68 children have autism – an alarming 30% increase since 2012.  The number is far more prevalent in males (1 in 42).   Individuals with traits on the autism spectrum are at a high statistical risk of developing PTSD as well as other comorbidities that negatively impact their functioning level.  As children, they are five times more likely to be bullied or abused than neurotypical individuals. This session will help professionals in a school setting increase their awareness of the often hidden vulnerabilities with this growing group of children with hyper-reactive brains living in, what can be considered, an “aversive intense world.”

OBJECTIVES

  • Identify connections between the effects of trauma and ASD
  • Create solutions and interventions for the traumatized autistic child addressing difficulties with transitions, sensory processing, and other environmental stressors
  • Provide improved linkage of schools with mental health and other agencies supporting the developmentally challenged

 

ABOUT THE PRESENTER

Craig McCullough has been a counselor educator for the past 20 years working with children and families in various settings.  These have included schools, residential day treatment facilities, inpatient hospital programs, community-based models and a traditional psychotherapy practice.  He has specialized using various trauma-focused approaches.  With the rise in the diagnosis of autism, Craig became more exposed to clients who were on the spectrum.  He soon discovered the conventional wisdom surrounding autism to be not entirely adequate in appropriately treating the social and emotional struggles of this population.  His family has also been given the challenge and privilege of raising a daughter diagnosed with Asperger’s – which has provided him additional insights.

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Rick Fernandez: Hiring and Staffing for Success with Turnaround Schools

“Turnaround” is a frequent buzzword in and around education. Whether driven by inherent challenges affecting student achievement or simply a desire to excel, schools and districts want to improve. However, actually turning a school around is wrought with many challenges. Too often, schools pursue a “Band-Aid” approach with programs that don’t work and drain the valuable resources of time and money.  

In this eye-opening session, Rick Fernandez will walk attendees through lessons learned after taking over a struggling school previously closed down by the Texas Education Agency.  Dr. Fernandez saw that traditional hiring processes were proving ineffective for his impoverished school, and addressed the need to develop a model for hiring teachers with a different skill set.  This successful protocol and his outside-the-box perspective on leadership proved effective and provide a blueprint for working with other schools in need of a turnaround.

OBJECTIVES  

  • Understand generational poverty and its effect on classroom behavior.
  • Discern the attributes needed for effective “turnaround” teachers in your situation.
  • Adopt best practices using this outside-the-box hiring protocol.
  • Apply leadership “do’s and don’ts” learned in the trenches with turnaround schools

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12:00 pm – 1:00 pm

Lunch (on your own)

1:00 pm – 4:00 pm

Pre-Conference Sessions
Mike Shaw: Youth Risk-Taking Behavior: Shifting the Mindset

Did you know?

  •       Each year 4.3 million youths 14 and younger suffer unintentional injuries requiring hospital treatment.
  •       1 in 10 teens in high school drink and drive
  •       81% of students rarely or never wear a bicycle helmet.
  •       42% of students text while driving.

Today’s students face a silent epidemic. Risk-taking behaviors, critical errors and lapses in judgment cause millions of unintentional injuries each year in North America, resulting in sometimes grueling pain for students and families, as well as lost classroom time.  In some cases, these injuries permanently alter students’ lives. And 7000 to 8000 times each year these injuries prove fatal – about one per hour.

We have a responsibility to our students to make sure they have the skills necessary to assess risk and reduce unintentional injuries.

In this thought-provoking session, Mike Shaw will highlight how behavior-based skills such as greater awareness, attention, and intention can reduce injuries, as well as other types of errors – including academic errors.

Attendees will gain key insights and lessons learned on understanding risk and knowing personal limitations from Mike’s ski coaching and performance background.  He will share unique perspectives on risk vs. reward, and what dangerous sports and death-defying stunts have to do with the average student’s safety and performance.  Attendees will walk away with fresh insights and practicable techniques for reducing risk and error.

Research has shown that mental states like rushing, frustration, fatigue and complacency, which most students find themselves in almost every day, cause or contribute to critical errors. These critical errors often put a student in the path of a hazard. Mr. Shaw will explain how this state-to-error risk pattern is responsible for up to 95% of student injuries, and will present skills that students – and educators — can use to improve safety and reduce critical errors in school and all facets of their lives.

OBJECTIVES:

  •       Define the state-to-error risk pattern
  •       Differentiate the three types of at-risk behavior
  •       Applying the Critical Error Reduction Techniques to classroom life skills lessons
  •       Recognize the importance of gauging risk in all areas of life – a 24/7 approach
  •       Recognize the importance of keeping eyes and mind on task to reduce risk and error
  •       Implement a simple set of techniques for increasing awareness in the moment that will contribute to a deeper sense of wellbeing, increased performance and decreased injuries.

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Larry Thompson M. Ed.: Closing the Exits off the Road to Responsibility: Supportive, Non-Exclusionary Discipline

Can responsibility be taught? How can educators move from “making” students behave to helping students learn self-management?  This is a major, but necessary, paradigm shift – moving from enforcement to a focus on student growth and providing essential life skills.

In this session, author Larry Thompson will discuss how traditional discipline practices actually allow students to continue using those exits to avoid responsibility.  He will also share six essential practices that will close those exits and help students learn self-management.  These six essential practices include:

  • Benefits for Changing Behavior
  • Clear Expectations
  • Emotional Control
  • Consistency
  • Leadership in Challenging Moments

OBJECTIVES:

  • Adopt best practices for creating a school culture in which students take ownership of their actions.
  • Master techniques for dealing with different low-to-high intensity disciplinary cases.
  • Close exits on the road to responsibility with emotional control.
  • Adopt methods to drastically decrease disciplinary referrals to the office.
  • Cultivate clear, appropriate and consistent expectations to prevent and address disruptive student behaviors.

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Mike Paget: Positive Behavioral Supports with Students Who Are Wired Differently
Brad Chapin, MS, LCP, LMLP: Self-Regulation Training: A Framework for Success

Self-Regulation includes a set of skills necessary for academic success, emotional control and healthy social interaction. In this strategy-packed session, author and national consultant Brad Chapin will provide concrete lessons targeting each of the 3 skill-training areas identified in the Self-Regulation Training System (Physical, Emotional and Cognitive Regulation.)

Learning Objectives:

This session will help you:

  • Develop a level of understanding of Self-Regulation framework sufficient for teaching it to students and parents.
  • Apply step-by-step strategies to teach young people how to increase Self-Regulation.
  • Implement strategies in a way that is most effective for addressing multiple behavioral problem areas.
  • Report measurable outcomes from application of Self-Regulation strategies

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5:00 pm – 7:30 pm

Early Conference Registration/Check-in

Conference, Thursday June 22, 2017

7:00 am – 8:20 am

Conference Registration/Check-in, Refreshments & Exhibits

8:20 am – 9:30 am

Welcome/Plenary Session

10:00 am – 11:00 am

Sessions

11:15 am – 12:15 pm

Sessions

12:15 pm – 1:30 pm

Lunch (on your own)

1:30 pm – 2:30 pm

Sessions

2:45 pm – 3:45 pm

Sessions

4:00 pm – 5:00 pm

Sessions

Conference, Friday June 23, 2017

7:30 am – 8:20 am

Refreshments & Exhibits

8:20 am – 9:30 am

Plenary Session

10:00 am – 11:00 am

Sessions

11:15 am – 12:15 pm

Sessions

12:15 pm – 1:30 pm

Lunch (on your own)

1:30 pm – 2:30 pm

Sessions

2:45 pm – 3:45 pm

Sessions

4:00 pm – 5:00 pm

Plenary Session

Conference, Saturday June 24, 2017

7:00 am – 8:00 am

Refreshments & Exhibits

8:00 am – 9:00 am

Plenary Session

9:15 am – 10:15 am

Sessions

10:30 am – 11:30 am

Sessions

11:30 am – 12:45 pm

Lunch (on your own)

12:45 pm – 1:45 pm

Sessions

2:00 pm – 2:55 pm

Closing Plenary Session

Session List

Ready to join us?

Contact Us

800-251-6805
pd@accutrain.com

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208 Ash Avenue

Virginia Beach, VA 23452

pd@accutrain.com

(800) 251-6805