Latest Event Updates
Boy Brains & Engagement Keynoter Principal Baruti Kafele says “to excel in school, at-risk male learners need role models and dreams.” While principal of Newark Tech High School, Kafele established the Young Men’s Empowerment Program to help his students overcome obstacles and establish a vision for their lives.
Principal Kafele is an author, internationally-known motivator and urban school turnaround specialist. He will present a keynote session at the Boy Brains & Engagement Conference in Atlanta.
Boys are more likely to be held back, suspended or expelled. They are also more likely to drop out of school, and comprise only 43 percent of college students. This conference will help educators understand and support the unique neurochemistry of the male brain. REGISTER NOW!
Don’t Miss It: Early Registration Ends 2/28! www.atriskstudentsconference.com
Innovative Schools Summit Plenary Speaker Dr. Christopher Emdin believes teachers should be trained to value the unique realities of minority students by incorporating their culture into classroom instruction — an approach that sets both students and educators up for success.
Dr. Emdin, a professor at Columbia University, is founder of the #HipHopEd movement, and the author of the award-winning book, Urban Science Education for the Hip-hop Generation, and The New York Times bestseller, For White Folks Who Teach In The Hood…and the Rest of Ya’ll Too. He will deliver a closing session on the topic of STEM/STEAM at the At-Risk & Struggling Students Conference in Atlanta.
The At-Risk & Struggling Students Conference focuses on evidence-based programs and strategies that educators can use to prevent dropouts and to help students experience success in school. More than 1.2 million students in the United States and Canada drop out of high school each year (with the percentages skewed toward males, low-income and minority students). Millions more are considered at-risk because they exhibit ongoing disciplinary problems, impulsive behavior, truancy issues and have become frustrated or disengaged. The long-term cost of failing to engage these students is tremendous, since they are much less likely to transition successfully into adulthood and to achieve economic self-sufficiency. Join us in Atlanta to gain valuable insights and to explore practical ways to help this critical portion of your school’s population. REGISTER TODAY!
What is the value of a student hearing his or her name pronounced correctly?
Learning to pronounce students’ names correctly — even if it takes a lot of effort/practice — can be a huge step toward communicating respect and helping students understand that educators value and celebrate diversity.
My Name, My Identity (www.mynamemyidentity.org) is a national campaign launched by the Santa Clara County Office of Education. Organizers note that many students can feel shame because of their names, and sometimes even opt to change their given names to nicknames to avoid unwanted attention.
For educators and students who want to take action and practice pronouncing names correctly, the campaign website offers some helpful tools:
- Forvo: a website that helps users pronounce words from a wide array of categories including common words, phrases and names.
- Teacher’s Guide
- Take the Pledge
The School Climate & Culture forum features practical, real-world initiatives that are successfully transforming the quality, character and personality of schools. It showcases programs, assessments and tools proven to improve school culture and climate. Evidence-based and research-based interventions will be introduced, while the forum also highlights high-potential efforts currently being implemented in the laboratory of everyday school life. REGISTER NOW!
Girls and boys are different — and they learn differently. Understanding these differences can help educators defuse escalations, keep students engaged in the classroom and increase their chances of success.
In this 90-minute, interactive webinar, author and nationally known speaker Steph Jensen, MS, LPC will explore the physical and chemical differences in boys’ and girls’ brains and how educators can implement classroom practices based on those differences to help students succeed. She will discuss the underlying neuroscience and latest research concerning drama and relational aggression that can derail teen girls in school. This webinar will also help educators understand how boys process differently from girls to better support boys’ developmental needs. Webinar attendees will gain an appreciation of what makes each gender tick and will discover innovative strategies to help boys and girls achieve their highest academic potential.
- Exploring male and female brains
- Structural and chemical differences
- Contrasts between girls and boys regarding:
- Games and sports
- Hierarchies among peers
- Withdrawal symptoms from too much screen time
- How nature and nurture influence girl drama and relational aggression
- Learning to take advantage of male liveliness, curiosity and thirst for competition
- The rule of TIME
Webinar attendees will learn to:
- Explain how boys’ and girls’ brains work including the unique structure and chemistry
- Identify the differences in the ways female and male students focus
- Recognize the role of hormones in how the brain works
- Discover how to instill social/emotional connections among girls and boys
- Implement individual, small group and classroom strategies and activities to engage students of both sexes to ensure the best possible academic outcomes.
Thursday, 2/22/18 @
11:30 am & 2:00 pm Eastern Time
WHO SHOULD ATTEND:
- School Counselors
- Social Workers (All Levels)
- Principals and Administrators
- Special Education Personnel
- At-Risk Coordinators
- Intervention Specialists
- After-School Program Coordinators
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 Rainbow and her latest Princess Priscilla and the Great
Innovative Schools Summit Plenary Speaker Dr. Yong Zhao says “the process of creating is a natural desire of students — and one that schools could choose to systematically support — rather than squelching such instinctive learning urges. This need to be creative must be supported from a young age, thus the implications for school cultures is significant.”
Dr. Zhao is an expert on globalization and education. He has published over 100 articles and 20 books, including Catching Up or Leading the Way: American Education in the Age of Globalization. Dr. Zhao will deliver a plenary presentation at the Innovative Schools Summit Las Vegas.
Scholars struggle to consistently define and distinguish the terms, but educators agree on the need to transform both “climate” and “culture” to improve academic outcomes. The School Climate & Culture forum features practical, real-world initiatives that are successfully transforming the quality, character and personality of schools. It showcases programs, assessments and tools proven to improve school culture and climate. Evidence-based and research-based interventions will be introduced, while the forum also highlights high-potential efforts currently being implemented in the laboratory of everyday school life. REGISTER NOW!
Self-Regulation includes a set of insights and skills students need for academic success, emotional control and healthy social interaction. When a young person is lacking in his/her ability to self-regulate emotions and behavior, negative outcomes are easily observable. Helping young people improve their Self-Regulation skills can help them to better handle anger issues, anxieties, impulsiveness, academic challenges, classroom behavior issues, self-esteem struggles, social troubles and more. Helping young people improve their Self-Regulation skills will enable teachers, counselors, social workers, administrators and other educators to see observable and sustained positive changes in young people.
This seminar, Helping Young People Learn Self-Regulation: Teaching Impulse Control to Students Grades K-12, the presenter will provide recommendations and strategies that you will be able to use with all students, and in particular with students who have behavioral and/or emotional self-control issues. Included will be practical insights, recommendations and learning activities that are based upon the evidence-based approaches used in cognitive-behavior psychology. The content of this seminar is consistent with the principles underlying the RTI/MTSS and Positive Behavior Supports movements. The presenter will provide creative, fresh and engaging approaches for individual students, small groups, classrooms and the whole school.
In this seminar you will learn how to:
- Develop a level of understanding of the Self-Regulation framework sufficient for teaching it to students and presenting it to parents.
- Apply step-by-step strategies/activities to teach young people how to increase Self-Regulation including: Cooling the Flame, My Warning Signs, Melting Freeze, You
- Can’t Make Me Laugh, Free Emotional Expression, Challenge Software Program, Defiance Trap
- Organize and implement strategies in a way that is most effective for addressing many social/emotional, behavioral and academic problem areas including: anger and oppositional behavior, depression & anxiety, academic performance, chronic impulsiveness, ADHD, motivation, learned helplessness, bullying & other school safety issues
- Access, monitor and report measurable outcomes from the application of Self-Regulation strategies presented in this seminar