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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.
Scholar, Author & Expert on Urban Education
Pedro Noguera, PhD, is a Distinguished Professor of Education in the UCLA Department of Education and a renowned expert on issues in urban education including education and economic and social development, race and schooling, immigration/migration, leadership and school reform, and student achievement. He was formerly the Peter L. Agnew Professor of Education at New York University, where he was Executive Director of the Metropolitan Center for Research on Equity and the Transformation of Schools. He has held tenured faculty appointments at the Harvard Graduate School of Education, where he was named the Judith K. Dimon Professor of Communities and Schools and at the University of California at Berkeley, where he was also the Director of the Institute for the Study of Social Change.
Dr. Noguera has published more than 200 research and scholarly articles, monographs, research reports, and editorials on topics such as urban school reform, education policy, conditions that promote student achievement, the role of education in community development, youth violence, and race and ethnic relations in American society. His books include City Schools and the American Dream, Unfinished Business: Closing the Achievement Gap in Our Nation’s Schools, The Trouble with Black Boys…and Other Reflections on Race, Equity and the Future of Public Education, and Creating the Opportunity to Learn: Moving from Research to Practice to Close the Achievement Gap with A. Wade Boykin. His most recent book is Schooling for Resilience: Improving the Life Trajectories of African American and Latino Boys, which is co-written with Edward Fergus and Margary Martin.
Professor Noguera appears as a regular commentator on educational issues on CNN, MSNBC, National Public Radio and other national news outlets. Early in his career he served as a classroom teacher in public schools in Providence, RI, and Oakland, CA, and continues to work with schools nationally and internationally as a researcher and advisor. He earned his doctorate in Sociology from the University of California at Berkeley.
A sociologist whose scholarship and research focuses on the ways in which schools are influenced by social and economic conditions, as well as by demographic trends, Noguera says that schools are impacted by poverty in a myriad of ways, and that education should become a partner in systems that support poor students and families.
School Turnaround Specialist, Author of Closing the Attitude Gap
One of the most sought-after education speakers in America, Baruti Kafele is impacting America’s schools! An expert in the area of “attitude transformation,” Principal Kafele is the leading authority for providing effective classroom and school leadership strategies toward closing what he coined, “the Attitude Gap.” As a middle and high school principal, Principal Kafele led the transformation of four different New Jersey urban schools, including “The Mighty” Newark Tech, which went from a low-performing school in need of improvement to national recognition, which included U.S. News and World Report recognizing it three times as one of America’s best high schools. A prolific writer, he is the author of eight books which include his national best-sellers, Closing the Attitude Gap, Motivating Black Males to Achieve in School and in Life, The Principal 50 and The Teacher 50. His 9th book, Is Your School Better BECAUSE You Lead It? is forthcoming.
Principal Kafele is the recipient of more than 150 educational, professional and community awards which include the prestigious Milken National Educator Award, the National Alliance of Black School Educators Hall of Fame Award, induction into the East Orange, New Jersey Hall of Fame.
Supportive Discipline Innovator, Creator of Responsibility-Centered Discipline
Author of Roadmap to Responsibility and Give ‘em Five, Larry Thompson, M.Ed., is often called upon to deliver keynote presentations for state and national education conferences because of his knowledge, humor and passion for assisting today’s students. He has helped thousands of educators and schools throughout North America break away from their traditional discipline models to a model that creates a responsible climate and responsible students. Larry has served in a wide variety of roles in education – from special education teacher to alternative and traditional high school principal. As creator of the Responsibility-Centered Discipline program, Larry understands that systems must be created that can be realistically implemented and sustained.
International Speaker & Bestselling Author on Education & Parenting
Barbara Coloroso is an international bestselling author and for the past 40 years an internationally recognized speaker and consultant on parenting, teaching, school discipline, positive school climate, bullying, grieving, nonviolent conflict resolution and restorative justice.
She has appeared on Oprah, CBS, NBC, ABC, CNN, NPR, CBC, CTV and BBC and has been featured in the New York Times, Globe and Mail, Time, U.S. News & World Report, Newsweek, and other national and international publications.
Her uniquely effective parenting and teaching strategies were developed through her years of training in sociology, special education, and philosophy, as well as field-tested through her experiences as a classroom teacher, laboratory school instructor, university instructor, seminar leader, volunteer in Rwanda, and mother of three grown children.
She is the author of four international bestsellers: kids are worth it! Giving Your Child the Gift of Inner Discipline; Parenting Through Crisis—Helping Kids in Times of Loss, Grief and Change; The Bully, the Bullied, and the Bystander—From Pre-School to High School, How Parents and Teachers Can Help Break the Cycle of Violence; and Just Because It’s Not Wrong Doesn’t Make It Right—From Toddlers to Teens, Teaching Kids to Think and Act Ethically. Barbara’s latest book is Extraordinary Evil: A Brief History of Genocide…and Why it Matters. She also has two critically acclaimed video programs Winning at Parenting…without beating your kids and Winning at Teaching…without beating your kids.
Trauma-Informed Schools Pioneer, Author, Subject of Paper Tigers Documentary
Jim Sporleder retired in 2014 as Principal of Lincoln High School in Walla Walla, WA. Under Jim’s leadership, Lincoln High School became a “Trauma Informed” school, gaining national attention due to a dramatic drop in out of school suspensions, increased graduation rates and the number of students going on to post-secondary education. These dramatic changes at Lincoln caught the attention of Jamie Redford, who spent a year filming the documentary, Paper Tigers, which tells the Lincoln story. The documentary was released at the May 2015 Seattle International Film Festival and received positive reviews.
Jim is currently working as a trauma-informed coach / consultant as well as a trainer with the Children’s Resilience Initiative, based in Walla Walla. His travels as a consultant, keynote speaker, presenter and trainer have taken him all over the United States.
Jim is married, has three daughters and six granddaughters. In his spare time, Jim enjoys fishing, hunting, but most of all spending time with family.
San Antonio Pre-Conference Sessions will be held from 9:00 am – 4:00 pm on Thursday, November 14 and from 8:00 am – 11:00 am on Friday, November 15. The main conference will begin at 12:00 pm on Friday, November 15.
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:
About the Presenter
Author of Roadmap to Responsibility and Give ‘em Five, Larry Thompson, M.Ed., is often called upon to deliver keynote presentations for state and national education conferences because of his knowledge, humor and passion for assisting today’s students. He has helped thousands of educators and schools throughout North America break away from their traditional discipline models to a model that creates a responsible climate and responsible students. Larry has served in a wide variety of roles in education – from special education teacher to alternative and traditional high school principal. As creator of the Responsibility-Centered Discipline program, Larry understands that systems must be created that can be realistically implemented and sustained.
Thursday, November 14, 9:00 am – 12:00pm
Disorganization, irritability, intense moods, emotional escalation, anxiety, perfectionism: these are some of the Top 10 Challenges faced by students who are “Wired Differently” – and by their teachers. Supporting the increasing number of students (now estimated at 1 in 5) with emotional and behavioral challenges requires an array of practices beyond traditional discipline practices.
During this session, author and nationally known education consultant Mike Paget will provide an overview of some of the emotional and behavioral challenges confronting these neuro-diverse students. Increasingly, teachers, counselors, administrators and other educators are realizing that success for these students demands an emphasis on prevention, positive skill-building and other practical supports (including practices at the universal, secondary and tertiary levels) – and that these supports actually improve the behavior of all students. Positive Behavior Interventions & Supports (PBIS) is one of the more prominent practices, but whether or not your school has implemented PBIS, this session will give helpful insights into the unique characteristics of these students and provide lots of practical supports that will help all students – but particularly those who are “Wired Differently.”
Learning Objectives:
About the Presenter
Mike Paget has more than 25 years experience working as a “teacher-therapist,” special education teacher, director of clinical day program services, and state department of education consultant for emotional, behavioral, mental health issues, crisis de-escalation and prevention and positive behavior supports.
Mike has biases; he believes that the most important “treatment” is a day during which a young person learns some new things, laughs with close friends and contributes to making the day a bit better for classmates and community. He believes that teachers and parents are the primary facilitators for getting these things done.
Mike is now an independent trainer and consultant on topics related to emotional, behavioral and mental health issues of students. He conducts workshops, seminars, and webinars across the United States and Canada.
Mike is the co-author of several books including Aggressive and Violent Students, Defying the Defiance: 131 Insights, Strategies, Lessons and Activities for Helping Students with ODD and High on the Spectrum: Asperger’s, High-Functioning Autism & Related Personalities.
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:
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:
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:
About the Presenter
Author of Roadmap to Responsibility and Give ‘em Five, Larry Thompson, M.Ed., is often called upon to deliver keynote presentations for state and national education conferences because of his knowledge, humor and passion for assisting today’s students. He has helped thousands of educators and schools throughout North America break away from their traditional discipline models to a model that creates a responsible climate and responsible students. Larry has served in a wide variety of roles in education – from special education teacher to alternative and traditional high school principal. As creator of the Responsibility-Centered Discipline program, Larry understands that systems must be created that can be realistically implemented and sustained.
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:
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, 8:00 am – 11:00am
Four high-energy, high-impact workshops in one! This session will help educators better understand the biology of the pre-adolescent and adolescent brains as well as the latest research behind motivation and grit. Additionally, participants will examine Adverse Childhood Experiences (ACEs) and the characteristics of the Trauma-Impacted Learner as a guide for building resilience in our kids while weaving a safety net for student success.
About the Presenter
Tom Maglisceau, Ph.D., is currently Chief Student Services Officer at Rockwall Independent School District in the Dallas metro area. While serving as principal at Rockwall-Heath High School, he co-founded the Rockwall ISD Teachers Institute. Earlier he served as principal of Dorothy Smith Pullen Elementary School in the same district. Prior to joining Rockwall ISD, Dr. Maglisceau served as a teacher, coach, dean of instruction and associate principal at the high school and middle school levels with Dallas ISD. He considers himself fortunate to have moved several times during his youth, as each new experience helped him to better appreciate differences between people and cultures, ultimately nurturing a desire for a career that involves serving and leading others. Passionate about the concept of social capital, particularly as it relates to family structure and childhood outcomes, Dr. Maglisceau continues his study and research in these fields.
Friday, November 15, 8:00 am – 11:00am
Adolescents are more susceptible to adverse childhood experiences (psychological trauma) during what Erikson described as the ”identity versus role confusion stage.” Pubescent brains are pruning; trauma or toxic stress can substantially disrupt brain development, changing how they respond to perceived threats. In schools, students’ trigger reactions (fight, flight or freeze) are categorized as disruptive, defiant and/or disrespectful (D-Codes) resulting in more punitive disciplinary consequences.
Learning Objectives
About the Presenter
Catava Burton, MS is the Preventative Services Specialist for a large public school district in Virginia. She provides oversight to the Behavior Support Team and the Positive Behavior Intervention & Supports (PBIS) program. She possesses 19 years experience in psychology with a focus on mental health, trauma and human development. Catava is also a certified trauma practitioner, blogger for The Mighty, and was featured as a 2017 Human of Richmond.
Friday, November 15, 8:00 am – 11:00am
When a student can’t read, we teach him how. When a student struggles with algebra, we give her skills to help. When a student has trouble behaving, what do we do?
Self-Regulation skills can be taught. Not all students have the same ability to regulate emotions, behaviors and responses to difficulties. And those who have not mastered Self-Regulation can be very disruptive to instruction time. When educators include lessons on Self-Regulation as part of the curriculum, everyone can benefit from the training on how to recognize triggers and how to manage responses to them. Rather than trying to modify behavior and/or removing the stimuli that results in unacceptable behavior, Self-Regulation training gives students control over their responses.
During this insightful session Brad Chapin will share strategies that have helped students develop skills necessary for success in academic performance, relationships and overall wellness. Brad will demonstrate that personal responsibility for behaviors and self-discipline are stronger predictors of academic success than IQ.
Learning Objectives:
About the Presenter
Brad Chapin is a leading authority on Self-Regulation and a masters level psychologist with a passion for helping others learn the skills necessary for success and happiness. He is a best-selling author and nationally-recognized speaker in the area of Self-Regulation. He has served as the Director of Child and Adult Community Services for a large community mental health center where he supervised 65 mental health field staff. Currently, Brad is Director of Clinical Services for Stormont-Vail Behavioral Health Services. Brad’s first book, Helping Young People Learn Self-Regulation, is in its second printing. He has since published Helping Teens Learn Self-Regulation, The Legend of the Regulators, Teaching Self-Regulation Smart Guidance DVD and the Self-Regulation Training Board. His latest book, Helping Pre-Schoolers Learn Self-Regulation, was released to critical acclaim in 2016.
Friday, November 15, 8:00 am – 11:00am
Failed female relationships – many educators see the drama play out on a sometimes daily basis in the form of bullying and relational aggression. Psychologically speaking, the female brain is hard-wired to try to identify others’ emotions and feelings, and to respond with appropriate emotions in the hope for a connection. With girls’ increased sensitivity to relationships, an increased understanding of “self” is vitally important.
Studies by leading researchers have shown that culturally relevant gender-specific groups can have a lasting impact on girls’ well-being. The evidence also reveals that girl-on-girl relational aggression often occurs as a result of low self-esteem, correlating with nationwide increases in discipline rates with minority girls due to negative media influences, environmental factors and low academic scores. A Dove Global Survey (2010) found that 6 out of 10 girls will stop doing something they love or something that will benefit them because they feel negatively about how they look. A World Association study (2013) of women and girls from 70 countries found that 45 percent of respondents think girls are held back from taking on leadership positions because of low body confidence. Girls need to realize society does not define them!
In the insightful professional development facilitated by SistaKeepers Founder and Family Therapist Tracie Berry-McGhee will disclose innovative restorative justice strategies for creating social emotional learning spaces(SEL), and gender specific mentoring wellness circles creating a society of young women who are able to make educated choices, be assertive, practice teamwork and be true to self – displaying self-discipline, increased self-confidence and improved relationships with others.
Ms. Berry-McGhee will use her 15 years as a consultant and facilitator within inner-city, charter, private and alternative schools to pinpoint the strong disconnect that occurs when caring professionals try to resolve this crisis. Using a biblio-therapy poetry model, this session will explore and identify negative educational/societal trends, provide fresh strategies and enhance facilitation skills to help girls to be their best selves.
Learning Objectives:
About the Presenter
Tracie Berry-McGhee founded the SistaKeeper Empowerment Center in St. Louis 12 years ago with the mission of empowering, inspiring and developing the mind, body and spirit of young women. SistaKeeper has since spread to other locations within the United States, as well as to Europe, Africa and the Caribbean.
Tracie also continues to serve the community via her private counseling practice, which specializes in women and teen girl issues. She is often called upon to speak on topics such as conflict resolution, dealing with low self-esteem and bullying. She is the recipient of numerous awards including the Delta Sigma Theta “Power of 22 Award,” the African American Professional Organization of Women “Women of Distinction Award,” the Girls Scouts “Women of Distinction in Social Services Award,” the NAACP “Hometown Champion Award” and the University of Missouri “Outstanding Achievement and Meritorious Service to Education Award.” Tracie is the author of SistaKeeper Poetry for the Soul, I’m a Keeper and OWN your NOW.
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
Distraction, Disruption, Motivation and Grit: Our Brains on Adolescence – 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
Speaker: Barbara Coloroso
Speaker: Dr. Pedro Noguera
25 Innovative Strategies to Create a Positive School Climate
Please continue to check this page for updates. Information will be made available as the Conference date approaches.
Session Description: Coming Soon!
Please Note: Pre-Conference Sessions for the At-Risk & Struggling Students Conference Atlanta will held June 24 & 25. The main Conference will begin on June 26, 2020 at 8:30 am.
Coming Soon!
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Pre-Registration for San Antonio Ends on 10/31!