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Our sessions provide a unique opportunity for attendees to learn key insights from a broad spectrum of experts and colleagues from around the country.
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Thursday, November 14, 9:00 am – 12:00pm
Working with difficult, demanding, and disruptive students is not a new challenge for educators. However, there are current concerns being voiced regarding the changing nature and intensity of the behaviors of these students. Some educators are reporting increases in selfish, manipulative and hostile behaviors while others are noticing more students who are overly anxious and/or difficult to engage. Even well seasoned, award-winning master educators can sometimes have their “feathers ruffled” by certain students in certain situations.
Responsibility-Centered Discipline is designed to assist all educators with identifying and addressing challenging student behaviors that affect the academic and behavioral progress of the students with whom they work. This power-packed seminar will provide you with up-to-date insights and strategies for reaching and helping those young people who seem to evoke the strongest feelings of frustration, hurt, and sometimes discouragement in professional educators.
Learning Objectives:
In this session, you will learn how to:
Thursday, November 14, 9:00 am – 12:00pm
You know those students who make your day super difficult? Those who exhibit an ongoing pattern of uncooperative or hostile actions – such as temper tantrums, fighting, cruelty and defiance? Typically educators slip into a pattern of coercion and punishment. Non-disruptive peers start to reject them – isolating them and driving them to associate with other disruptive students. This path can lead to academic difficulties, poor relationships, substance abuse, delinquency and crime. But, these students may actually have a Disruptive Behavior Disorder – Oppositional Defiant Disorder, Conduct Disorder and/or Intermittent Explosive Disorder.
In this session, author and behavioral consultant Mike Paget, M.Ed. will share effective practices for working with students challenged by these disorders in the classroom. He will examine each of the disorders – ODD, CD and IED – and connect the dots between the three. What does the student challenged by ODD think and feel about authority figures? Mike will share practical accommodations that will reduce confrontation with these students. Attendees will learn why getting tough and zero tolerance do not work with students challenged by CD and IED. Discover how educators can avoid power struggles and not take the behavior personally.
Learning objectives:
Know the risk factors for and symptoms of Oppositional Defiant Disorder, Conduct Disorder and Intermittent Explosive Disorder.
Discover classroom accommodations and strategies for dealing with Disruptive Behavior Disorders.
Gain strategies for de-escalating confrontational situations in your school or classroom.
Learn why it’s important to avoid lectures, interruption, yelling and arguing.
Learn to use more successful approaches including brevity, listening, neutral tone of voice, honesty and humor.
Discover how to build self-management through strength coaching, generosity and re-framing.
About the Presenter:
Mike Paget has over 25 years experience working as a “teacher-therapist”, special education teacher, director of clinical day program services, and state department of education consultant for emotional, behavioral, mental health issues, crisis de-escalation and prevention, and positive behavior supports.
Mike has biases; he believes that the most important “treatment” is a day during which a young person learns some new things, laughs with close friends, and contributes to making the day a bit better for classmates and community. He believes that teachers and parents are the primary facilitators for getting these things done.
Mike is now an independent trainer and consultant on topics related to emotional, behavioral, and mental health issues of students. He conducts workshops, seminars, and webinars across the United States and Canada.
Mike is the co-author of several books including
Aggressive and Violent Students, Defying the Defiance: 131 Insights, Strategies, Lessons and Activities for Helping Students with ODD, High on the Spectrum:
Asperger’s, and High-Functioning Autism & Related Personalities.
Thursday, November 14, 9:00 am – 12:00pm
Technology and social media play an increasingly large role in the social development of students today. Studies show that the average student (ages 7-17) spends up to 10 hours a day in front of a screen — cell phone, computer or tv.
Social media platforms have become critical for students who want to stay connected to peers — especially girls. But as girls spend more time trying to stay “connected” online, they actually become more disconnected. Studies show a correlation between the amount of time spent on social media and personal life dissatisfaction. Girls often create elaborate identities and personas on-screen; but do you ever wonder what is going on behind the screen? As girls experience the turbulent times of childhood and adolescence they often turn to social media to hide their fears, confusion and anxiety from the outside world. As a result, girls are twice as likely as boys to develop an internalizing disorder such as depression or anxiety by mid-adolescence.
Author Stephanie Jensen, MS, LPC will help attendees better understand what is hidden behind the screen of “mean girls,” and gain tools and strategies for promoting the healthy development of confident, strong and happy girls.
Learning Objectives:
• Learn how social media affects brain development.
• Develop an understanding of how social media can impact mental health.
• Discover strategies to teach Netiquette: Send Means Said.
• Create a plan for effective communication in the digital and real world.
• Apply tools to address social media addiction
About the Presenter
Stephanie Jensen, MS, LPC is an award-winning author and international speaker recognized for her insight and understanding of relational aggression. She combines 15 years of practice in the fields of education and counseling with research, practical strategies and humor to address challenging behaviors and to build positive relationships with students. With experience as a classroom teacher, education consultant and international speaker, she holds a master’s degree in clinical counseling, focusing her efforts on adolescent and family issues.
In recent years, Stephanie has applied her passion for adolescents to focus on the dynamics of relational aggression, social-emotional learning, and positive behavior interventions. She is the author of Thrive in the Hive: Surviving the Girl’s World of Good and Bad Relationship Bee-haviors, Mom’s Choice Award-winning Princess Priscilla and the Bully-Bee Day, Princess Priscilla and the Mood Ring Rainbow and her latest Princess Priscilla and the Great Beezilla!
Thursday, November 14, 1:00 pm – 4:00pm
Boys are held back in school twice as often as girls. Boys also get expelled from preschool nearly five times more often than girls, and they are diagnosed with learning disorders and attention problems at nearly four times the rate of girls. Boys are more likely to dropout of school, and make up only 43 percent of college students. Millions of boys are being lost along the path to academic success and career achievement in today’s knowledge economy. Teacher bias regarding behavior, rather than academic performance, penalizes boys as early as kindergarten. On average, boys receive lower behavioral assessment scores, and those scores affect teachers’ overall perceptions of boys’ intelligence and achievement.
Rather than penalize boys’ high energy – as traditional classroom methods often do – successful teachers are learning to take advantage of male liveliness, curiosity and thirst for competition. Unless educators stop to consider whether traditional methods are working for both genders, boys will continue to get the short end of the educational stick.
This session will helps educators understand the structural, chemical and processing differences between boys’ and girls’ brains. It helps educators support boys’ developmental needs, while teaching them social /emotional competencies. Attendees will discover innovative strategies, as well as group and individual interventions, to help boys achieve their highest academic potential.
Learning Objectives:
In this session, you will learn how to:
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!
Thursday, November 14, 1:00 pm – 4:00pm
Working with difficult, demanding, and disruptive students is not a new challenge for educators. However, there are current concerns being voiced regarding the changing nature and intensity of the behaviors of these students. Some educators are reporting increases in selfish, manipulative and hostile behaviors while others are noticing more students who are overly anxious and/or difficult to engage. Even well seasoned, award-winning master educators can sometimes have their “feathers ruffled” by certain students in certain situations.
Responsibility-Centered Discipline is designed to assist all educators with identifying and addressing challenging student behaviors that affect the academic and behavioral progress of the students with whom they work. This power-packed seminar will provide you with up-to-date insights and strategies for reaching and helping those young people who seem to evoke the strongest feelings of frustration, hurt, and sometimes discouragement in professional educators.
Learning Objectives:
In this session, you will learn how to:
Thursday, November 14, 1:00 pm – 4:00pm
Between 2 and 16% of students have behaviors that disrupt their day, the efforts of their teachers, and the focus of their peers. This session will review where these patterns come from, what makes them worse, and strategies to provide a calmer, more productive school climate.
Learning Objectives:
In this session, you will learn how to:
About the Presenter
Mike Paget has over 25 years experience working as a “teacher-therapist”, special education teacher, director of clinical day program services, and state department of education consultant for emotional, behavioral, mental health issues, crisis de-escalation and prevention, and positive behavior supports.
Mike has biases; he believes that the most important “treatment” is a day during which a young person learns some new things, laughs with close friends, and contributes to making the day a bit better for classmates and community. He believes that teachers and parents are the primary facilitators for getting these things done.
Mike is now an independent trainer and consultant on topics related to emotional, behavioral, and mental health issues of students. He conducts workshops, seminars, and webinars across the United States and Canada.
Mike is the co-author of several books including:
Aggressive and Violent Students, Defying the Defiance: 131 Insights, Strategies, Lessons and Activities for Helping Students with ODD, and High on the Spectrum: Asperger’s, High-Functioning Autism & Related Personalities
Friday, November 15, 9:00 am – 12:00pm
When a student can’t read, we teach him how. When a student struggles with algebra, we give her skills to help. When a student has trouble behaving, what do we do?
Self-Regulation skills can be taught. Not all students have the same ability to regulate emotions, behaviors and responses to difficulties. And those who have not mastered Self-Regulation can be very disruptive to instruction time. When educators include lessons on Self-Regulation as part of the curriculum, everyone can benefit from the training on how to recognize triggers and how to manage responses to them. Rather than trying to modify behavior and/or removing the stimuli that results in unacceptable behavior, Self-Regulation training gives students control over their responses.
During this insightful session Brad Chapin will share strategies that have helped students develop skills necessary for success in academic performance, relationships and overall wellness. Brad will demonstrate that personal responsibility for behaviors and self-discipline are stronger predictors of academic success than IQ.
Learning Objective:
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 DVDand the Self-Regulation Training Board. His latest book, Helping Pre-Schoolers Learn Self-Regulation, was released to critical acclaim in 2016.
Friday, November 15, 9:00 am – 12:00pm
Adolescents are more susceptible to adverse childhood experiences (psychological trauma) during what Erikson described as
the ”identity versus role confusion stage.” Pubescent brains are pruning; trauma or toxic stress can substantially disrupt brain
development, changing how they respond to perceived threats. In schools, students’ trigger reactions (fight, flight or freeze)
are categorized as disruptive, defiant and/or disrespectful (D-Codes) resulting in more punitive disciplinary consequences.
Learning Objectives:
• Develop an understanding of how trauma imprints on the brain
• Analyze how student responses can present as defiance/disrespect
• Gain research/evidence-based, non-punitive disciplinary responses to subjective behaviors.
Friday, November 15, 9:00 am – 12:00pm
Description Coming Soon!
Friday, November 15, 9:00 am – 12:00pm
Description Coming Soon!
Defiant, Manipulative & Attention-Seeking Students: Unlocking Their Potential & Serving the Process – Part 1 – Larry Thompson, M.Ed.
Mean Girls Behind the Screen: Addressing & Preventing Bullying, Cyberbullying & Relational Aggression – Steph Jensen, MS, LPC
Positive Behavioral Supports with Students Who Are Wired Differently – Mike Paget, M.Ed.
Lost Boys: Strategies to Help Educators Navigate the World of Boys for Academic Success! – Steph Jensen, MS, LPC:
Defiant, Manipulative & Attention-Seeking Students: Unlocking Their Potential & Serving the Process – Part 2 – Larry Thompson, M.Ed.
Disruptive Behavior Disorders: Oppositional Defiant Disorder, Conduct Disorder & Intermittent Explosive Disorder – Mike Paget, M.Ed.
*Note: An additional fee will be charged for each pre-conference session
Beyond Grit & Resiliency: Empowering Students for Success through Transformational Schools – Dr. Tom Maglisceau
Self- Regulation Training: Framework for Success – Brad Chapin, MS, LCP, LMLP
Trauma, NOT a D-Code Drama – Catava Burton, Ed.S.
I Define Me! – Tracie Berry-McGhee, M.Ed., LPC
In this talk, Dr. Emdin uses hip-hop as an approach to teaching and learning that privileges students’ realities. The talk provides an approach to pedagogy that comprises practical and tangible approaches to instruction, but also a philosophy for teaching and learning that gives teachers and school leaders a path toward more effective practice.
Atlanta Pre-Conference Sessions will be held from 9:00 am – 4:00 pm on Tuesday, June 18 and from 9:00 am – 4:00 pm on Wednesday, June 19. The main conference will begin on at at 8:30 am on Thursday, June 20.
Tuesday, June 18, 2019, 9:00 am – 12:00 pm
For educators just getting their feet wet with technology integration to those currently using technology in the classroom, presenter Eric Clark will explore exciting 21st century tech tools that will increase student engagement and bring a wow factor into the classroom. One-to-one computing, BYOD (Bring Your Own Device), Smart Boards and other improvements have revolutionized the technology environment in many North American classrooms. Yet, many educators have lagged behind in incorporating that technology into their instruction resulting in classrooms that are not much different than they were 20 years ago.
In this seminar, Clark will draw upon his experience as a media teacher, media entrepreneur, administrator and master trainer to help teachers sort through tools they might find useful in their classrooms – while opening their minds to other ways to harness technology.
Session Highlights:
Learning Objectives:
In this session, you will learn how to:
• Discern the value of reverse mentoring in a technology-filled classroom.
About the Presenter
Eric Clark, M. Ed., is a Certified Master Trainer for Responsibility-Centered Discipline and helped shape the implementation materials for the program. He most recently served as Head of School at a progressive private school in the Midwest. Previously he served as Principal in a public school setting, while also serving as the District Technology Integration Specialist. Eric began his education career teaching English Language Arts, Journalism and Media Communications. Between his other responsibilities, he also launched a thriving publishing company. As an administrator, he has successfully implemented the supportive, non-exclusionary principles of Responsibility-Centered Discipline with elementary, middle and high school faculty and students.
Tuesday, June 18, 2019, 9:00 am – 12:00 pm
Students cannot learn effectively when they are experiencing the effects of trauma. The impact of childhood trauma and chronic stress is an issue facing students, educators and society at large. However, when students are taught trauma-informed strategies, it raises the possibility of stronger resilience across many domains of life.
This workshop will help participants better understand how to respond to the effects of trauma — including self-injury and other self-destructive behaviors — using research-based, best-practice approaches. These strategies are designed to increase the ability to focus, improve emotional regulation, and empower students to engage in their own cognitive restructuring.
During this session, speaker and author Kaye Randall, MSW, LISW-CP will teach innovative approaches educators may use in the school setting to create a wellness path for students, in and out of the classroom. These strategies are designed to help students understand and master their interpretations and choices — which will enable them to live more connected and powerful lives.
Learning Objectives:
About the Presenter
Kaye Randall is a nationally known author and speaker who has led professional seminars throughout North America on student mental health, bullying, self-injury, depression, anxiety and anger — as well as youth leadership and student empowerment. The former Training Director for the University of South Carolina Center for Child & Family Studies, Kaye has inspired seminar participants through her practical insights, humor and proactive strategies for helping children and adolescents. She continues to provide clinical services to both children and adolescents and has been named Social Worker of the Year by the Council on Adoptable Children. She is co-author of See My Pain, Creative Strategies & Activities for Helping Young People Who Self-Injure(featured in USA Today), 102 Creative Strategies for Working with Depressed Children
Tuesday, June 18, 2019, 9:00 am – 12:00 pm
Girl friendships are intense and all-encompassing from early elementary years on; but cliques, power struggles and an intense desire to belong create a ripe field for relational aggression. Describing the emotional milieu girls face as they grow, bestselling author Lisa Damour, Ph.D. reminds us that a girl’s “key support system – her tribe – consists of peers who are also as reactive and erratic as they will ever be. (She) works hard every day to harness
powerful and unpredictable emotions so that she can get on with doing everything else she means to do.”
Teachers, counselors and administrators can help guide girls to define what makes a healthy friendship. As a family therapist and Founder of the SistaKeeper organization, Tracie Berry-McGhee, M.Ed., LPC has focused much of her career on working with girls. In this session, she will discuss the impact of social aggression and the factors that motivate relational aggression. She will share tools to develop a trauma-free space to promote girl empowerment. The benefits of gender-specific programming that promotes strength and resiliency in girls will be explored. Discover tools for promoting pro-social behaviors like kindness, sharing and empathy in girls K-12, while improving their attitude toward school and reducing depression.
Learning Objectives:
About the Presenter
Tracie Berry-McGhee, M.Ed. LPC, NCC founded the SistaKeeper Empowerment Center in St. Louis 12 years ago with the mission of inspiring and developing the mind, body and spirit of young women. SistaKeeper has since spread to other locations within the United States, as well as to Europe, Africa and the Caribbean.
Tracie continues to serve the community via her private counseling practice, which specializes in women and teen girl issues. She is often called upon to keynote on topics such as conflict resolution, dealing with low self-esteem and bullying. She is the recipient of numerous awards including the Delta Sigma Theta “Power of 22 Award,” the African American Professional Organization of Women “Women of Distinction Award,” the Girls Scouts “Women of Distinction in Social Services Award,” the NAACP “Hometown Champion Award” and the University of Missouri “Outstanding Achievement and Meritorious Service to Education Award.” Tracie is the author of SistaKeeper: Poetry for the Soul, I’m a Keeperand OWN Your NOW.
Tuesday, June 18, 2019, 1:00 pm – 4:00 pm
Disorganization, irritability, intense moods, emotional escalation, anxiety, perfectionism: these are some of the Top 10 Challenges faced by students who are “Wired Differently” – and by their teachers. Supporting the increasing number of students (now estimated at 1 in 5) with emotional and behavioral challenges requires an array of practices beyond traditional discipline practices.
During this session, author and nationally known education consultant Mike Paget will provide an overview of some of the emotional and behavioral challenges confronting these neuro-diverse students. Increasingly, teachers, counselors, administrators and other educators are realizing that success for these students demands an emphasis on prevention, positive skill-building and other practical supports (including practices at the universal, secondary and tertiary levels) – and that these supports actually improve the behavior of all students. Positive Behavior Interventions & Supports (PBIS) is one of the more prominent practices, but whether or not your school has implemented PBIS, this session will give helpful insights into the unique characteristics of these students and provide lots of practical supports that will help all students – but particularly those who are “Wired Differently.”
Learning Objectives
About the Presenter
Mike Paget has over 25 years experience working as a “teacher-therapist”, special education teacher, director of clinical day program services, and state department of education consultant for emotional, behavioral, mental health issues, crisis de-escalation and prevention, and positive behavior supports.
Mike has biases; he believes that the most important “treatment” is a day during which a young person learns some new things, laughs with close friends, and contributes to making the day a bit better for classmates and community. He believes that teachers and parents are the primary facilitators for getting these things done.
Mike is now an independent trainer and consultant on topics related to emotional, behavioral, and mental health issues of students. He conducts workshops, seminars, and webinars across the United States and Canada.
Mike is the co-author of several books including
Aggressive and Violent Students, Defying the Defiance: 131 Insights, Strategies, Lessons and Activities for Helping Students with ODD, High on the Spectrum:
Asperger’s, and High-Functioning Autism & Related Personalities.
Tuesday, June 18, 2019, 1:00 pm – 4:00 pm
Girl friendships are intense and all-encompassing from early elementary years on; but cliques, power struggles and an intense desire to belong create a ripe field for relational aggression. Describing the emotional milieu girls face as they grow, bestselling author Lisa Damour, Ph.D. reminds us that a girl’s “key support system – her tribe – consists of peers who are also as reactive and erratic as they will ever be. (She) works hard every day to harness
powerful and unpredictable emotions so that she can get on with doing everything else she means to do.”
Teachers, counselors and administrators can help guide girls to define what makes a healthy friendship. As a family therapist and Founder of the SistaKeeper organization, Tracie Berry-McGhee, M.Ed., LPC has focused much of her career on working with girls. In this session, she will discuss the impact of social aggression and the factors that motivate relational aggression. She will share tools to develop a trauma-free space to promote girl empowerment. The benefits of gender-specific programming that promotes strength and resiliency in girls will be explored. Discover tools for promoting pro-social behaviors like kindness, sharing and empathy in girls K-12, while improving their attitude toward school and reducing depression.
Learning Objectives:
About the Presenter
Tracie Berry-McGhee, M.Ed. LPC, NCC founded the SistaKeeper Empowerment Center in St. Louis 12 years ago with the mission of inspiring and developing the mind, body and spirit of young women. SistaKeeper has since spread to other locations within the United States, as well as to Europe, Africa and the Caribbean.
Tracie continues to serve the community via her private counseling practice, which specializes in women and teen girl issues. She is often called upon to keynote on topics such as conflict resolution, dealing with low self-esteem and bullying. She is the recipient of numerous awards including the Delta Sigma Theta “Power of 22 Award,” the African American Professional Organization of Women “Women of Distinction Award,” the Girls Scouts “Women of Distinction in Social Services Award,” the NAACP “Hometown Champion Award” and the University of Missouri “Outstanding Achievement and Meritorious Service to Education Award.” Tracie is the author of SistaKeeper: Poetry for the Soul, I’m a Keeperand OWN Your NOW.
Tuesday, June 18, 2019, 1:00 pm – 4:00 pm
Inspiring internal motivation for change with students can be challenging. Enabling young people to see themselves as the authors of their lives and enabling them to live responsibly with accountability, kindness and compassion are some of the most critical life skills. When students choose a context of growth, they learn that the challenges of life may offer the greatest opportunities for that growth! This workshop gives specific creative strategies for facilitating and maintaining the growth mindset context specific to the student’s social and emotional learning needs.
Learning Objectives:
About the Presenter
Kaye Randall is a nationally known author and speaker who has led professional seminars throughout North America on student mental health, bullying, self-injury, depression, anxiety and anger — as well as youth leadership and student empowerment. The former Training Director for the University of South Carolina Center for Child & Family Studies, Kaye has inspired seminar participants through her practical insights, humor and proactive strategies for helping children and adolescents. She continues to provide clinical services to both children and adolescents and has been named Social Worker of the Year by the Council on Adoptable Children. She is co-author of See My Pain, Creative Strategies & Activities for Helping Young People Who Self-Injure(featured in USA Today), 102 Creative Strategies for Working with Depressed Children.
Wednesday, June 19, 2019, 9:00 am – 12:00 pm
This workshop will address issues that all male students face, as well as issues related to adverse childhood experiences (ACEs) and/or trauma — including violence and divorce, incarceration or death of parents. How males process stressors influences their behavior, motivation and desire to learn. All students experience negative moments inside and outside of school, however boys process them differently. During this interactive session, administrators and educators will gain insight into how to help male students overcome life’s challenges with ready-to-use strategies.
Learning Objectives:
About the Presenter
Robert Jackson, author of the No More Excuses Curriculum featuring the following books, No More Excuses: Black Men Stand Up!, No More Excuses: The Workbook, No More Excuses: Solutions to Educating Black and Latino Males, and No More Excuses: Put a Stop to Bullying,is a national speaker, consultant, trainer, and owner of Lavelle Publishing and Nova Concepts Speakers. Robert received his BS, Industrial Technology degree from Western Kentucky University where he lettered four years in both football and track. After being cut from the NFL Minnesota Vikings during training camp, Robert has remained deeply rooted in his commitment to serve his community as a mentor and leader especially on issues facing African American Students. He mentors young men and presents workshops, seminars and speeches nationwide to youth and adults. As a consultant and speaker, Robert works to reverse the drop out rates of black and latino males and to create positive change in school systems across the country and abroad to bridge the gap between parents, teachers, administrators and students. He has been invited to do just that in Nova Scotia Halifax, Canada and at Harvard University Graduate School.
He has also spoken at the National Council on Educating Black Children (NCEBC), Texas Alliance of Black School Educators (TABSE), The National School Board Association (NSBA), The Black and Brown Conference at Hillsborough Community College in Tampa, Florida, Urban Education Conference at Central State University, The Indiana University Men and Women of Color Conference, Norfolk State University Men of Valor, Broward College, The Southern Black Student Leadership Conference (SBSLC), The National Alliance of Black School Educators National Conference (NASBE), Student African American Brotherhood (SAAB) Regional and National Conferences and The 100 Year Centennial Celebration of Kappa Alpha Psi, Fraternity, Inc. to name a few. Robert was awarded the Key to the City in Miami, Florida by the Mayor after his keynote address at the 5000 Role Models Scholarship Program where 45 black and latino males received both a full scholarship to any school in Florida and laptops. Mr. Jackson has also been a national speaker at the 100 Black Men of America National Conference.
Robert Jackson is an active Life Member of Kappa Alpha Psi Fraternity, Inc. and 100 Black Men of Indianapolis. He serves on the Board with Wheelers Boys/Girls Club of Indianapolis, Indiana where he was a former member and mentors young men nationally.
Wednesday, June 19, 2019, 9:00 am – 12:00 pm
This high-energy presentation will shed light on new technologies and trends on the horizon (facial recognition, snapchat spectacles, wearables, etc.) to help you teach and motivate the responsible use of any digital tool — current or future — to students, families, educators and peers. It will illustrate how today and tomorrow’s powerful digital tools can open windows of opportunity when used appropriately — and close them if abused. It will show you how to eliminate myths of “Anonymity, “Social Privacy” and “Ephemeral Technologies” to help reduce digital abuse and create a positive (digital) environment. It will also help attendees understand the importance of digital legacy and how our digital actions today will be used to shape and identify who we were as digital forefathers to future generation and family.
There is no magic button to eliminate all digital abuse in your school– but there are ways to reduce it, bring accountability to those that create it, and empower those who wish to avoid it. Whether you are tech-savvy or tech-challenged, this workshop will provide you with solutions and recommendations for prevention that you can take back to your school and implement. Led by one of the nation’s most sought-after speakers in the field, author and internationally known digital safety advocate Richard Guerry will help educators understand the latest technology trends and how to motivate positive use and prevent digital abuse. All attendees will obtain tools & guidelines that can be efficiently implemented to prevent sextortion, cyberbullying, gaming risks, mobile malware, inappropriate content, and many other current and future cyber issues.
LEARNING OBJECTIVES:
About the Presenter
Richard Guerry is the Founder of IROC2 (the Institute for Responsible Online and Cell-Phone Communication). At the height of the technology revolution, Richard served as an interactive marketing executive, where he encountered the darkest areas of the internet and discovered countless individuals unknowingly being manipulated and schemed. As the father of two young children, and an avid user of digital technology himself, ten years ago he decided to focus his energies on a different area of technology – what he calls “Digital Consciousness.”
As the Executive Director of IROC2, he now travels across the country speaking to digital users, young and old, regarding the importance of practicing Digital Consciousness in every aspect of life to avoid any current – or future – digital disease™. Richard has been a featured speaker at many national conferences including the National Conference on Child Sexual Abuse and Exploitation Prevention, the International Bullying Prevention Association, and the National Symposium on Child Abuse. He has also appeared as a digital safety expert on various media outlets like CNN, Radio Disney and MTV. He is the author of Public and Permanent™, Cyman Learns Cyber Smarts & Dangersand Cyman Learns Gaming Smarts & Dangers.
#PublicandPermanent
Wednesday, June 19, 2019, 9:00 am – 12:00 pm
You know those students who make your day super difficult? Those who exhibit an ongoing pattern of uncooperative or hostile actions – such as temper tantrums, fighting, cruelty and defiance? Typically educators slip into a pattern of coercion and punishment. Non-disruptive peers start to reject them – isolating them and driving them to associate with other disruptive students. This path can lead to academic difficulties, poor relationships, substance abuse, delinquency and crime. But, these students may actually have a Disruptive Behavior Disorder – Oppositional Defiant Disorder, Conduct Disorder and/or Intermittent Explosive Disorder.
In this session, author and behavioral consultant Mike Paget, M.Ed. will share effective practices for working with students challenged by these disorders in the classroom. He will examine each of the disorders – ODD, CD and IED – and connect the dots between the three. What does the student challenged by ODD think and feel about authority figures? Mike will share practical accommodations that will reduce confrontation with these students. Attendees will learn why getting tough and zero tolerance do not work with students challenged by CD and IED. Discover how educators can avoid power struggles and not take the behavior personally.
Learning objectives:
Know the risk factors for and symptoms of Oppositional Defiant Disorder, Conduct Disorder and Intermittent Explosive Disorder.
Discover classroom accommodations and strategies for dealing with Disruptive Behavior Disorders.
Gain strategies for de-escalating confrontational situations in your school or classroom.
Learn why it’s important to avoid lectures, interruption, yelling and arguing.
Learn to use more successful approaches including brevity, listening, neutral tone of voice, honesty and humor.
Discover how to build self-management through strength coaching, generosity and re-framing.
About the Presenter:
Mike Paget has over 25 years experience working as a “teacher-therapist”, special education teacher, director of clinical day program services, and state department of education consultant for emotional, behavioral, mental health issues, crisis de-escalation and prevention, and positive behavior supports.
Mike has biases; he believes that the most important “treatment” is a day during which a young person learns some new things, laughs with close friends, and contributes to making the day a bit better for classmates and community. He believes that teachers and parents are the primary facilitators for getting these things done.
Mike is now an independent trainer and consultant on topics related to emotional, behavioral, and mental health issues of students. He conducts workshops, seminars, and webinars across the United States and Canada.
Mike is the co-author of several books including
Aggressive and Violent Students, Defying the Defiance: 131 Insights, Strategies, Lessons and Activities for Helping Students with ODD, High on the Spectrum:
Asperger’s, and High-Functioning Autism & Related Personalities.
Wednesday, June 19, 2019, 9:00 am – 12:00 pm
Creating a highly-engaging & rigorous classroom while trying to manage disciplinary issues can be difficult. In this workshop, participants will learn several effective strategies that can be used to create an interactive classroom that supports increased student engagement while minimizing student disciplinary issues. This is not a “sit-and-get” workshop. Bring your best energy, because we’ll be working through these strategies, just as you will be using them with your students!
Learning Objectives:
In this session, you will learn how to:
Gain several strategies for increasing student engagement while maintaining rigor and addressing the needs of all learners.
Wednesday, June 19, 2019, 1:00 pm – 4:00 pm
Boys are held back in school twice as often as girls. Boys also get expelled from preschool nearly five times more often than girls, and they are diagnosed with learning disorders and attention problems at nearly four times the rate of girls. Boys are more likely to dropout of school, and make up only 43 percent of college students. Millions of boys are being lost along the path to academic success and career achievement in today’s knowledge economy. Teacher bias regarding behavior, rather than academic performance, penalizes boys as early as kindergarten. On average, boys receive lower behavioral assessment scores, and those scores affect teachers’ overall perceptions of boys’ intelligence and achievement.
Rather than penalize boys’ high energy – as traditional classroom methods often do – successful teachers are learning to take advantage of male liveliness, curiosity and thirst for competition. Unless educators stop to consider whether traditional methods are working for both genders, boys will continue to get the short end of the educational stick.
This session will helps educators understand the structural, chemical and processing differences between boys’ and girls’ brains. It helps educators support boys’ developmental needs, while teaching them social /emotional competencies. Attendees will discover innovative strategies, as well as group and individual interventions, to help boys achieve their highest academic potential.
Learning Objectives:
In this session, you will learn how to:
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!
Wednesday, June 19, 2019, 1:00 pm – 4:00 pm
Working with difficult, demanding, and disruptive students is not a new challenge for educators. However, there are current concerns being voiced regarding the changing nature and intensity of the behaviors of these students. Some educators are reporting increases in selfish, manipulative and hostile behaviors while others are noticing more students who are overly anxious and/or difficult to engage. Even well seasoned, award-winning master educators can sometimes have their “feathers ruffled” by certain students in certain situations.
Responsibility-Centered Discipline is designed to assist all educators with identifying and addressing challenging student behaviors that affect the academic and behavioral progress of the students with whom they work. This power-packed seminar will provide you with up-to-date insights and strategies for reaching and helping those young people who seem to evoke the strongest feelings of frustration, hurt, and sometimes discouragement in professional educators.
Learning Objectives:
In this session, you will learn how to:
• Identify the underlying causes of difficult behaviors in students
About the Presenter
Eric Clark, M. Ed., is a Certified Master Trainer for Responsibility-Centered Discipline and helped shape the implementation materials for the program. He most recently served as Head of School at a progressive private school in the Midwest. Previously he served as Principal in a public school setting, while also serving as the District Technology Integration Specialist. Eric began his education career teaching English Language Arts, Journalism and Media Communications. Between his other responsibilities, he also launched a thriving publishing company. As an administrator, he has successfully implemented the supportive, non-exclusionary principles of Responsibility-Centered Discipline with elementary, middle and high school faculty and students.
Wednesday, June 19, 2019, 1:00 pm – 4:00 pm
“Behavior is a Symptom” demystifies the common behavior problems exhibited in schools by first explaining WHY they occur and then teaching HOW to change them. This workshop will: share the precursors that lead to all behavior; inform on how to transform academic and behavioral outcomes; explain what leads to at-risk behaviors and why students repeat the same negative behaviors; and demonstrate how relevance and relationships impact behavior. In the end, attendees will learn what is being called “The New PBIS”!
Learning Objectives:
About the Presenter
Education success strategist and award-winning author Hotep Benzo is widely known for his proactive, “tough love” approach to education. He is a 15-year master teacher who developed a reputation for requesting the most troubled students and transforming them into willing participants in their own education. Hotep is the founder of Hustle University and creator of the MAKE A WAY program, a series of curricula used in more than 1000 schools throughout the U.S. His work has earned him nominations for the Presidential Citizens Medal and as a CNN Hero. He is also creator of the Outcome Progression Model, which is used to transform a mindset of poverty, excuse-making and helplessness into one of empowerment, resiliency and success!Hotep is the author of more than 14 published works (textbooks, workbooks, DVDs etc.) including10 Things Every Leader Must Know, Bored of Education, Keep It MovingandEverything You Need To Know Before You Graduate.
Wednesday, June 19, 2019, 1:00 pm – 4:00 pm
In this interactive session, attendees will learn how to use Hip Hop music and culture to engage all students and reach those who identify with the culture. The session will explore the fundamental elements of Hip Hop music and culture, and explain how and why students are interested in the art form. Attendees will leave with concrete teaching methods for using of school-appropriate Hip Hop music and culture in the classroom. This session will enable you, as an educator, to become a student of your students who live the Hip Hop culture.
Learning Objectives:
About the Presenters
Damiso A. Josey
Through a turbulent past, Damiso Josey learned to analyze the experiences of his life and to use them as a catalyst for success rather than a reason for failure. Damiso has used his triumph through abuse and personal shortcomings to become a successful educational leader and businessman who shows his students and clients the keys to overcoming and achievement. He takes his audiences through a flight of emotions landing at a place of success..In addition to motivational speaking and keynote addresses, Damiso is currently an Assistant Principal in New Jersey, CEO of Empowerment Perspective Group, Creator/Director of 10 Day Inc. and has worked for ESPN and ABC. He is the author of the self-retrospective book Life Music.
Darlyne de Haan
Darlyne de Haan is a former forensic scientist and environmental chemist with more than 20 years experience in STEM Education. She serves as Director of Curriculum & Instruction Math & Science in Connecticut, while also specializing in professional development in the areas of math and science instruction, differentiated instruction and ELL as Co-Founder/Executive Director of Mad About Science. Darlyne has served as a middle school vice principal and instructional specialist for the New Jersey Department of Education. She has presented at many conferences both at the national and state levels, including NCTM, SDE, Innovative Schools, STEMCON, and for the New Jersey Department of Education. She is currently a doctoral candidate at Stockton University.
Kareem Spence
Heartaches and loss are often considered not only stressors, but barriers to success. It is very common for people who are going through a storm to develop a perception that life is “not fair.” Kareem Spence’s passions is to help people use their stressors to bring about the life that they desire to have. Kareem has helped children, adults and families to find healthy perceptions and open the lines of communication that strengthens their bond. Drive, Determination and Dedication are philosophies that Kareem strives to instill in every youth and adult. Teaching these principles allows for individuals to have healthy views of themselves. Kareem currently serves as a School Counselor in Egg Harbor, New Jersey and previously worked as a community-based youth counselor. In addition to motivational speaking, Kareem has works on a volunteer basis with several youth organizations. His great sense of humor often allows others to find humor in their own lives. Kareem is currently working on a book entitled How About That!(a journey through life without a guide).
25 Tech Tools Teachers Can Use to Enhance Engagement – Eric Clark, M.Ed.
See My Pain: Using Trauma-Informed Strategies to Help Students Engaging in Self-Destructive Behaviors – Kaye Randall, MSW, LISW-CP
Girl Drama: Best Practices to Help Educators Reduce Relational Aggression,Cyberbullying & Emotional Violence – Part 1 – Tracie Berry-McGhee, M.Ed., LPC, NCC
Positive Behavioral Supports with Students Who Are Wired Differently – Mike Paget, M.Ed.
Be the Difference: Growth Mindset Strategies for Creating Resiliency, Responsibility and Accountability – Kaye Randall, MSW, LISW-CP
Girl Drama: Best Practices to Help Educators Reduce Relational Aggression,Cyberbullying & Emotional Violence – Part 2 – Tracie Berry-McGhee, M.Ed., LPC, NCC
*Note: An additional fee will be charged for each pre-conference session
Salvaging Our Sons: Helping Educators Reach, Teach and Empower Young Men – Robert Jackson
Motivate Responsible Use of Technology & Prevent Digital Bullying, Exploitation and Abuse – Richard Guerry
Disruptive Behavior Disorders: Insights and Strategies that will Improve Outcomes for Students with ODD, Conduct Disorders and Intermittent Explosive Disorder – Mike Paget, M.Ed.
POWARRful Teaching Strategies for Increasing Student Engagement & Decreasing Disciplinary Issues – Marquita S. Blades, Ed.D
Lost Boys: Strategies to Help Educators Navigate the World of Boys for Academic Success! – Steph Jensen, MS, LPC
Defiant, Manipulative & Attention-Seeking Students: How to Unlock Their Potential and Survive the Process! – Eric Clark, M.Ed.
The New PBIS: Behavior is a Symptom…NOT the Problem – Hotep Benzo, MBA
Hip Hop 101: How To Connect & Teach to this Hip Hop Generation – Josey, M.A.; de Haan, MA.Ed., MA.EL & Spence, M.A
Plenary Session: “Reimagining Education: Hip-Hop as/and an Approach to Teaching from the Students’ Standpoint” by Dr. Chris Emdin
Keynote Session: “It’s a Package Deal: Clinical Treatment, Medications, School/Family Collaboration, and Positive and Preventive Daily Experiences Working Together for the Best Student Outcomes” by Mike Paget
Keynote Session Speaker: Steph Jensen
Plenary Session: “Reach for Greatness: Personalizable Education for All” by Dr. Yong Zhao
Keynote Session: “Catching Kids Before They Fail” by Jim Sporleder
Keynote Session Speaker: Larry Thompson
25 in 50: 25 Innovative Strategies to Create a Positive School Climate
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