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CONFERENCE

SOCIAL EMOTIONAL LEARNING CONFERENCE

SEL

JUNE 29 & 30

2017 CANE RIDGE HIGH SCHOOL PRESENTED BY:


WELCOME Welcome to the 2017 SEL Conference! It is an honor to welcome so many educators and community partners who are committed to creating safe and caring school climates, where students can thrive socially, emotionally and academically.

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his year marks our seventh annual SEL Conference, hosted by MNPS and Alignment Nashville. Since it’s inception, the conference has grown from a small gathering of just under 200 local educators, to a vibrant regional conference with 700+ attendees. This exponential growth speaks to the way in which our educational system, locally and nationally, is resetting its priorities and mission. In addition to more than 60 diverse and unique sessions during these two days, participants at the 2017 SEL Conference will also hear from two very special keynote speakers, Tim Shriver and Erin Beacham. Tim Shriver is the co-founder and current board member of the Collaborative for Academic, Social, & Emotional Learning and Chairman of the Special Olympics where he happily services over four million athletes in 170 countries. Erin Beacham is the Education Director in the Southeast Region of the Anti-Defamation League. The ADL is a civil rights organization that was founded in 1913, with the mission to “stop the defamation of the Jewish people and secure fair treatment and justice for all”.

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MNPS is proud to be one of ten districts participating in the CASEL (Collaborative for Social, Emotional and Academic Learning) Collaborating Districts Initiative, which has afforded us resources and supports for scaling up SEL districtwide. In Nashville, we share CASEL’s definition of SEL, “social and emotional learning (SEL) is a process through which adults and children learn to recognize and manage emotions, demonstrate care and concern for others, develop positive relationships, make good decisions, and behave ethically, respectfully, and responsibly.” Within MNPS, we focus on building relationships and the capacity for adults to create a positive, welcoming and healthy environment where students feel known and valued. We want all students to experience high quality instruction through engaged learning in a safe and supportive environment. Our goal is to help build hospitable learning spaces that set the foundation for equitable, engaging, and high quality instruction to take place. This conference is an example of our continued efforts to build positive relationships and capacity of adults in our district to develop their own and their students’ social and emotional learning core competencies. Thank you for your presence today and for your work to support the social, emotional and academic needs of students. We encourage you to tweet about the learning that you engage in during these two days and help us spread the word about SEL in MNPS. Our Twitter hashtag is #SELConference. Co-chairs of the Alignment Nashville Behavioral Health/SEL A-Team, Kyla Krengel Director of SEL, MNPS

Kathy Gracey Program Director, Vanderbilt


ENGAGE & RESPECT TWEET about your experiences at the conference using the hashtag #SELConference Follow @ AlignNashville for updates about next year's conference!

TAKE THE SURVEY Help us improve the conference by sharing your feedback via the conference survey located in your participant bag! Please complete the survey and drop it in the collection box before you leave.

ELECTRONIC DEVICES LIKE the SEL Conference on Facebook at facebook.com/selconference

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Please be respectful of speakers, presenters, and your fellow attendees by keeping cell phones turned off throughout the day. Take calls outside or in the cafeteria rather than in hallways or empty classrooms. THANK YOU!

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MAP

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AGENDA Thursday, June 29, 2017

Friday, June 30, 2017

7:15 - 8:00

Registration

7:15 - 8:00

Registration

8:00 - 8:15

Welcome & Opening Remarks

8:00 - 8:15

Welcome & Housekeeping

8:15 - 10:15

Keynote Address and Q&A

8:15 - 10:15

Keynote Address and Q&A

10:15 - 10:30

Break and Transition

10:15 - 11:15

Workshop Session E

10:30 - 11:30

Workshop Session A

11:15 - 11:30

Break and Transition

11:30 - 11:45

Break and Transition

11:30 - 12:30

Workshop Session F

11:45 - 12:45

Workshop Session B

12:30 - 1:45

12:45 - 1:15

Lunch

Lunch and Exhibit Viewing

1:15 - 1:45

Exhibit Viewing Time

1:45 - 2:45

Workshop Session G

1:45 - 2:45

Workshop Session C

2:45 - 3:00

Break and Transition

2:45 - 3:00

Break and Transition

3:00 - 4:00

Workshop Session H

3:00 - 4:00

Workshop Session D

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KEYNOTE SPEAKERS Thursday Keynote Timothy P. Shriver, Ph.D. Chairman of Special Olympics Timothy Shriver is Chairman of Special Olympics and in that capacity, he happily serves together with over 5.3 million Special Olympics athletes in 170 countries, all working to promote health, education, and a more unified world through the joy of sports. Before joining Special Olympics in 1996, Shriver was and remains a leading educator focusing on the social and emotional factors in learning. He co-founded and currently chairs the Collaborative for Academic, Social, and Emotional Learning (CASEL), the leading school reform organization in the field of social and emotional learning.

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e is a member of the Council on Foreign Relations, Co-Chairman of the National Commission on Social and Emotional Learning, President of the Joseph P. Kennedy Jr. Foundation, Member of the Board of Directors for the WPP Group, LLC, and is a co-founder of Lovin’ Scoopful Ice Cream Company. Shriver earned his undergraduate degree from Yale University, a Master's degree from Catholic University, and a Doctorate in Education from the University of Connecticut. He has produced 4 films, is

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the author of the New York Times Best Selling book Fully Alive – Discovering What Matters Most, written for dozens of newspapers and magazines and has been rewarded with degrees and honors which he happily accepted on behalf of others. Shriver and his wife, Linda Potter, reside in the Washington, D.C. area and have five adult children.


Friday Keynote Erin Beacham Anti Defamation League Erin Beacham is the Education Director in the Southeast Region of the Anti-Defamation League. The ADL is a civil rights organization that was founded in 1913, with the mission to “stop the defamation of the Jewish people and secure fair treatment and justice for all”. In this position Erin develops, manages and implements the ADL’s education programs. These education programs include: A World of Difference Institute® the premiere anti-bias trainings for students, counselors, teachers, law enforcement and the community, No Place for Hate® the year-long antibullying campaign, as well as Holocaust education.

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rin has dual-Bachelor’s degrees in Psychology and African American Studies from Guilford College and a Master of Arts in Peace and Conflict Studies from the University of North Carolina at Greensboro.

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Thursday Schedule

Full workshop descriptions begin on Page 16

Integrated StoriesTamara Fyke, M.Ed.

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Thursday Schedule

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Friday Schedule

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Enhancing SelfRegulation in Preschool Children Sarah Iriogbe

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Enhancing SelfRegulation in Preschool Children Sarah Iriogbe

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Friday Schedule

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Workshop Descriptions #It'sTheRelationship: Ten ways to improve skills in Relationship-building Don E. Breedwell, Metro Nashville Public Schools Effective relationships are key to success. Major sports team, corporations, communities and even families and classroom all depend upon healthy effective relationships to be successful. Looking at these ten key ideas will remind us of critical skills in building relationships. We will look at diversity in cultures or backgrounds, sustaining relationships over time and even address "messy" situations with conflict resolutions. Each task, each lesson or each phone call either improves the relationship or adds stress to it. Improving our skills in managing our many relationships creates success for everyone. COMPETENCIES: [Relationship Skills] SESSION 1 (INITIAL): E. June 30, 10:15 to 11:15; CLASSROOM 1202 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1203 A Commitment to Equity Leads to Success Janice Eldridge, Hazelden Publishing Building Assets, Reducing Risks (BARR) is a comprehensive, strength-based approach to education that improves achievement for all students by increasing a school's effectiveness at building relationships and leveraging real-time data. BARR is committed to creating equitable schools and believes that every student, regardless of race, ethnicity, or socioeconomic status should have access to high quality education where adults know them, recognize their strengths, and help them succeed. Extensive studies have shown that BARR closes the gap in achievement for white and non-white students. This interactive session describes how BARR increases performance in high school students and closes the opportunity gap. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): B. June 29, 11:45 to 12:45; CLASSROOM 1201 SESSION 2 (REPEAT): F. June 30, 11:30 to 12:30; CLASSROOM 1101 ABA: More than just "MotivAiders� Supporting SEL through ABA Morgan McCall and Bethany PIttman, Common Ground Cooperative Do you think Applied Behavior Analysis is only for individuals with Autism? Do you think ABA is an impersonal, unemotional practice? Think again! ABA incorporates a wide array of evidence-based practices that are ideal for supporting Social-Emotional Learning for ALL kids. Come expand your SEL toolkit with Common Ground Cooperative! Learn how to see behavior objectively in a way that facilitates student success. Blending the research-based practices of ABA with SEL curricula will bring fun, joy, and engagement to your school or classroom. CGC is a Nashville-based nonprofit that Believes in the Power of Growth! COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): C. June 29, 1:45 to 2:45; CLASSROOM 1100 SESSION 2 (REPEAT): D. June 29, 3:00 to 4:00; CLASSROOM 1100

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Addressing Adverse Childhood Experiences (ACEs) Jennifer Vaida, MPH and Trevor Crowder, M.A., Prevent Child Abuse Tennessee Workshop participants will screen the documentary film "Resilience: The Biology of Stress and The Science of Hope" and participate with an expert panel in a discussion afterwards. Researchers have recently discovered a dangerous biological syndrome caused by abuse and neglect during childhood. This toxic stress is a chronic activation of a physiologic response to Adverse Childhood Experiences (ACEs) when there is no buffering protection,or support. Hormones can be triggered that wreak havoc on the brains and bodies of children, putting them at a greater risk for disease, homelessness, prison time and early death. Resilience, however, is a natural counter-weight to Adverse Childhood Experiences. The film and panel discussion will help participants feel comfortable discussing the critical messages of Resilience with colleagues or peers, in their own language and motivate them to take action on behalf of children, their families and the communities in which they live. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): AB. June 29, 10:30 to 12:45; CLASSROOM 1108 SESSION 2 (REPEAT): CD. June 29, 1:45 to 4:00; CLASSROOM 1108 ADHD in the School Setting Molly Butler, Vanderbilt University Medical Center A look at how ADHD manifests in the school system and an overview of how these students may be treated with medications. COMPETENCIES: [Responsible Decision Making] SESSION 1 (INITIAL): E. June 30, 10:15 to 11:15; CLASSROOM 1100 SESSION 2 (REPEAT): F. June 30, 11:30 to 12:30; CLASSROOM 1100 Adult and Student Bullying Not That Different: Bullying in the Workplace Rodger Dinwiddie, STARS Nashville Have you ever felt as if? Your work is never good enough for the boss. Your boss makes you feel humiliated. You constantly feel anxious and agitated at work, and dread the start of a new workweek? You are yelled at in front of others, but risk punishment if you yell back. You constantly feel stressed about work, even when you are at home? Then this session could help. While studies may reveal different outcomes, it is estimated that nearly half of all American workers have been affected by workplace bullying. The session will focus on what to do about it! COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): B. June 29, 11:45 to 12:45; CLASSROOM 1205 SESSION 2 (REPEAT): E. June 30, 10:15 to 11:15; CLASSROOM 1110

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Alternatives to Violence Project Trina Baum, Martha Willis, Jack Willis, David Meyers, Sara Hurst, Alternatives to Violence Project The Alternatives to Violence Program (AVP) offers a learning workshop, which is implemented by trained local facilitators. Our experiential workshop uses the shared experience of participants, interactive exercises, games, and role-plays to examine the ways in which we respond to situations where injustice, prejudice, frustration and anger can lead to aggressive behavior and violence. Participants will be actively engaged in exercises that help people improve self- awareness, empathy and interpersonal skills needed to transform their lives in a positive way.‏‏ COMPETENCIES: [Responsible Decision Making] SESSION 1 (INITIAL): EF. June 30, 10:15 to 12:30; CLASSROOM Library SESSION 2 (REPEAT): No Repeat; CLASSROOM An Introduction to Connect Science: Let's Leverage Social and Emotional Skills in our Science Instruction! Sara Rimm-Kaufman, University of Virginia This workshop describes Connect Science, a program just introduced to MNPS in Summer, 2017! Connect Science makes fourth grade science instruction come alive as students learn to use their social and emotional skills to fix real world problems in their community. In Connect Science professional development and coaching, teachers learn about energy and natural resources in ways that match the newly adopted Tennessee Science Standards. Teachers also learn new SEL and service-learning strategies. Teachers lead Connect Science lessons over an 8-10 week period and culminate with an authentic project related to energy use. Join a Connect Science developer for an introduction! COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): D. June 29, 3:00 to 4:00; CLASSROOM 1207 SESSION 2 (REPEAT): E. June 30, 10:15 to 11:15; CLASSROOM 1207 Broken children left untouched become broken adults. Why It's Important to Address the Social and Emotional Well-Being of Adolescents Erica Battle, Life Changes in Progress, LLC Research has consistently proven that addressing the Social and Emotional Health of adolescents reduces questionable actions that tend to lead to violence, drug abuse and destructive sexual behaviors. When educating adolescents, it is important to be mindful of the five competencies of the Social and Emotional Framework and how they directly relate to one's mental state and behavior. Come listen and learn as Author, Educator, and Speaker, Erica Battle, explains the importance of addressing the Social and Emotional Health of adolescents and how it can prove to reduce questionable behaviors while building the mental capacity to overcome adverse circumstances. COMPETENCIES: [Self Management,Self Awareness] SESSION 1 (INITIAL): B. June 29, 11:45 to 12:45; CLASSROOM 1200 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1106

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Building Learning Communities PK - 12 Dave Moore, EdD, Vanderbilt University This workshop will focus on building relationships with and among students and teachers around belonging, significance, and fun! COMPETENCIES: [Relationship Skills] SESSION 1 (INITIAL): C. June 29, 1:45 to 2:45; CLASSROOM Library SESSION 2 (REPEAT): D. June 29, 3:00 to 4:00; CLASSROOM 0

Building Self-Esteem Through Music Nita L. Smith, M. A. Ed., Metro Nashville Public Schools Self-esteem can be achieved through the contemporary culture of students. Studies have demonstrated that emotions can be channeled through the discipline of music. When students engage in musical activities, they reap the benefits of positive responses from their teachers, peers, and parents. Musical experiences build self-esteem and a sense of accomplishment. Music is one of the proven methodologies that develops discipline in a way that encourages a healthy learning environment. Students from diverse backgrounds bring with them music that is deeply rooted in their culture - funds of knowledge, COMPETENCIES: [Relationship Skills, Social Awareness, Self Awareness] SESSION 1 (INITIAL): G. June 30, 1:45 to 2:45; CLASSROOM 1103 SESSION 2 (REPEAT): H. June 30, 3:00 to 4:00; CLASSROOM 1103 Building Strong Brains Lori Myers, LCSW, RPT-S, Nashville Children's Alliance Early experiences literally shape how the brain gets built, establishing either a sturdy or a fragile foundation for all of the development and behavior that follows. A strong foundation in the early years increases the probability of positive outcomes. This presentation will explore how Adverse Childhood Experiences (ACEs) harm the developing brains and bodies of children compromising the foundation for lifelong health. The ACE research has resulted in child abuse and neglect being acknowledged as a major public health problem and a leading cause of early death. From academic failure to alcoholism, from crime to cancer, presence of ACEs compromise the safety, tax dollars and quality of life for all Tennesseans. Understanding the ACE research deepens professional knowledge across sectors and creates a common language for collectively addressing community challenges. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Awareness] SESSION 1 (INITIAL): AB. June 29, 10:30 to 12:45; CLASSROOM 1107 SESSION 2 (REPEAT): CD. June 29, 1:45 to 4:00; CLASSROOM 1107 Cheer Your Peer for a Mighty Impact! – Character Strengths Hands-on Lab Johanna Penttila, The Mighty United Come and experience how social and emotional skills are practiced in Finland! For Finnish teachers, the past years have been a breakthrough in positive pedagogy. In Mightifier's strength-based feedback lab, you'll get a chance to learn about positive pedagogy and character strengths. You will also learn how to improve team spirit in your class with positive peer communication. Also, you'll get

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to explore award-winning Finnish SEL application, Mightifier. The app develops several SEL competencies, but the most important ones are Social Awareness, Relationship Skills, and SelfAwareness. Strength-based peer communication is an effortless way to influence students both on individual and on class level. COMPETENCIES: [Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): A. June 29, 10:30 to 11:30; CLASSROOM 1105 SESSION 2 (REPEAT): F. June 30, 11:30 to 12:30; CLASSROOM 1200 Combining Literacy + Social-Emotional Learning in Class and at Home Ami Shah, Peekapak Get ready for a fun-filled session on ways to integrate social-emotional learning into your literacy and ELA instruction. These tools and strategies are sure to excite, inspire and invigorate your students! We know that learning doesn't stop in the classroom, so we'll share tips and tricks to help families reinforce the SEL skills their child learned in class. This will ensure the fun extends into every student's home. Finally, Ami will share a case study with research findings gathered from a districtwide study about improving SEL skills in elementary-aged students. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): E. June 30, 10:15 to 11:15; CLASSROOM 1200 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1107 Creating a Safe Connected Learning Environment Lindsey Garcia, Metro Nashville Public Schools This presentation will allow those in attendance to further develop a safe and happy classroom, while embedding social emotional learning into the curriculum. Topics will help to establish and confirm community norms in the classroom. The activity will be structured around a restorative circle. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): E. June 30, 10:15 to 11:15; CLASSROOM 1106 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1207 Educators Have ACES Too: Supporting Staff Self-Care. Alexine Batts LPC-MHSP, CCTP, NCC, Family & Children's Service What's it like to be an adult with an ACE score working with children with their own ACE scores? Science tells us that at least 60% of us are doing just that. In this workshop, we will discuss the impact of ACES on adults, explore how systems can provide needed support and leave with practical ways to practice restorative self-care in order to combat symptoms of burn out. COMPETENCIES: [Relationship Skills,Self Management,Self Awareness] SESSION 1 (INITIAL): AB. June 29, 10:30 to 12:45; CLASSROOM 1203 SESSION 2 (REPEAT): CD. June 29, 1:45 to 4:00; CLASSROOM 1203

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Effective Family Engagement Allison Buzard, Metro Nashville Public Schools This interactive workshop session explores new research and methodology for effective family engagement practices for teachers and schools. During these two hours, we will examine our own definitions and expectations about family engagement, unpack the five roles families play in accelerating learning, and explore high impact family engagement strategies. Participants will leave this session with tools to partner with families for the social, emotional, and academic success of students COMPETENCIES: [Relationship Skills,Self Awareness] SESSION 1 (INITIAL): CD. June 29, 1:45 to 4:00; CLASSROOM 1103 SESSION 2 (REPEAT): GH. June 30, 1:45 to 4:00; CLASSROOM 1205 Empathy Research and Teacher Preparation: Benefits and Obstacles Bobette Bouton, Austin Peay State University Teacher preparation is critical in cultivating good teachers, but more importantly in helping teachers learn how to meet the academic and emotional needs of preK-12 students. Teaching and training the socio-emotional trait of empathy is an important skill for pre-service teachers to develop. However, due to the multiple definitions, fields of study, and purposes of researching empathy, complications arise with measuring, researching and training empathy. This presentation discusses many of the difficulties that surround empathy research, but also makes a strong case for the need to overcome the obstacles in order to benefit both pre-service teachers and students alike. COMPETENCIES: [Relationship Skills] SESSION 1 (INITIAL): B. June 29, 11:45 to 12:45; CLASSROOM 1100 SESSION 2 (REPEAT): D. June 29, 3:00 to 4:00; CLASSROOM 1104 Engage & Empower: Improving Experiences for LGBTQ Students Del Ray Zimmerman; others, GLSEN Educators have the opportunity to empower LGBTQ students, ensuring that their voices and skills are put to use to create learning environments that are inclusive and respectful of all students, regardless of sexual orientation or gender identity/ expression. Participants will discuss the most recent findings from GLSEN's National School Climate Survey and other publications, explore LGBTQ-specific adverse experiences and understand concrete strategies for creating systems of support that foster positive outcomes for LGBTQ youth in and out of schools. COMPETENCIES: SESSION 1 (INITIAL): F. June 30, 11:30 to 12:30; CLASSROOM 1202 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1202 Enhancing Self-Regulation in Preschool Children Sarah Iriogbe The need for preschool children to attain academic success has resulted in a shift from socialemotional competence towards enhancement of academic skills. Preschool children are expected to comply with classroom challenging tasks, regulate their emotions, focus on achieving social and academic goals, as well as, promote appropriate interpersonal interactions with their teachers and peers. Sadly, preschool children are three times more likely to be expelled for classroom disruptive behavior than children in the K-12. Self-regulation skills encourage goal-oriented behaviors,

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attentiveness, and engagement in classroom tasks, which require children to exhibit appropriate emotional, attentional, and behavioral control. SESSION 1 (INITIAL): G. June 30, 1:45 to 2:45; CLASSROOM 1108 SESSION 2 (REPEAT): H. June 30, 3:00 to 4:00; CLASSROOM 1108 Fostering Character Strengths Through Student Participation in Inclusive Service Learning Meghan Edwards-Bowyer, M.Ed., Metro Nashville Public Schools The Inclusive Service Learning framework fosters opportunities for students to make connections to curriculum, community, and one another. Embedding opportunities for Inclusive Service Learning into content blocks allows teachers to preserve current routines while meeting academic standards, enhancing students' self-image, developing classroom community, and differentiating engagement strategies across learners. This workshop will equip teachers to a) identify steps to embedding opportunities for Inclusive Service Learning in the classroom, b) analyze strategies for differentiated support strategies across students, c) evaluate opportunities for students to hold valued roles d) reflect on priority character strengths to maximize student dialogue during reflections. COMPETENCIES: [Relationship Skills, Social Awareness, Self Management, Self Awareness] SESSION 1 (INITIAL): C. June 29, 1:45 to 2:45; CLASSROOM 1104 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1104 Fostering empathy in our schools and classrooms David Levine, Teaching Empathy Institute Fostering empathy focuses on how to create a school and classroom culture that facilitate caring and meaningful relationships, emotional safety, and relevant learning. Workshop presenter David Levine's work is based on the premise that every single interaction between adult and child in school, helps to build safety and connection to the school community. It is within our influence to monitor and manage those micro-interactions, particularly in stressful and emotionally trying times. Fostering empathy focuses on how to effectively infuse social skills development into the learning culture through group dialogue, class meetings, common language, ritual building, mindfulness, storytelling and processing. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): AB. June 29, 10:30 to 12:45; CLASSROOM 1209 SESSION 2 (REPEAT): CD. June 29, 1:45 to 4:00; CLASSROOM 1209 Fostering Student Responsibility at Home and at School Doug Granier and Kyla Krengel, Metro Nashville Public Schools When students develop personal responsibility, it gives them their best chance of succeeding in school and later in life. The focus of this session will be on creating a home and school connection that fosters common expectations for student growth and development. Participants will receive strategies that parents and teachers can use to empower students to take control of their lives so that they can eventually achieve their goals and dreams. COMPETENCIES: [Responsible Decision Making] SESSION 1 (INITIAL): A. June 29, 10:30 to 11:30; CLASSROOM 1202 SESSION 2 (REPEAT): C. June 29, 1:45 to 2:45; CLASSROOM 1202

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Foundational SEL Skills for Newly Arrived Refugees Rachel Haltiwanger Asres, Metro Nashville Public Schools Learn about refugee's unique social and emotional needs as well as specific lessons, themes, and competencies to focus on to meet refugees' unique needs and allow them to thrive academically, socially, emotionally, and cognitively. COMPETENCIES: [Self Management,Self Awareness] SESSION 1 (INITIAL): E. June 30, 10:15 to 11:15; CLASSROOM 1101 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1201 Helping Traumatized Children Learn: A Tool Kit for Educators Brianna Grant, LCSW, RPT, Mental Health Cooperative Educators work with a wide range of student abilities and behaviors in their classrooms and often are already employing positive strategies with those students. However, for the students who have experienced trauma the impact on their self-perception, the world around them, their brain development and their ability to safely connect with others can get carried into the classroom, where it can interfere with the ability to process information and maintain control over behaviors and emotions. Students who have experienced trauma continuously react to the world as if they are in danger. They are unable to regulate heightened levels of arousal and emotional responses. Their bodies and brains have been conditioned to survive and they can easily be triggered. These student can benefit greatly from relationships with supportive adults at school, including teachers, support staff, and administrative staff who are aware of the impact of trauma and who are able to facilitate trauma-sensitive interventions in the classroom. COMPETENCIES: [Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): AB. June 29, 10:30 to 12:45; CLASSROOM 1208 SESSION 2 (REPEAT): GH. June 30, 1:45 to 4:00; CLASSROOM 1208 How to ACE Conversations with Parents Jenn Martin and Brad Palmertree, The Family Center We all know the impact a parent has on a child's learning, but do you know the impact that a parent's ACEs can have on that same child? This workshop will focus on how Adverse Childhood Experiences can impact a parents' relationship with their children and their education. We will talk about traumainformed tools anyone can use when talking to a parent affected by ACEs. The tools will encourage ways to build a partnership with parents, create a safe meeting environment for families, and to effectively talk about the hard stuff. So join us, as we talk about our experiences in working with the most vulnerable parents in Middle Tennessee and their most valuable lessons to us. COMPETENCIES: [Relationship Skills,Social Awareness,Self Awareness] SESSION 1 (INITIAL): F. June 30, 11:30 to 12:30; CLASSROOM 1103 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1105 How Our SEL Journey Began Susan Purcell-Orleck, Dr. Samuel S. Underwood, and James Parsons, Metro Nashville Public Schools We knew the needs were great. We knew the benefits were unmistakable. But, the program options were numerous. So, where were we to begin? Join the Executive Principal, the SEL Facilitator and a classroom teacher for a discussion that retraces the beginning (first year) of the SEL journey at Meigs.

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COMPETENCIES: Responsible Decision Making, Relationship Skills, Social Awareness, Self Management, Self Awareness SESSION 1 (INITIAL): F. June 30, 11:30 to 12:30; CLASSROOM 1206 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1206 Inspired Educator, Inspired Learner: Experiential, Brain-Based Strategies to Engage, Connect, Build Community, and Promote Social-Emotional Learning Jennifer Stanchfield, Experiential Tools Join this interactive workshop and fill your toolbox with experiential, brain-based techniques to engage and connect learners, create a positive and supportive learning community, and maximize social-emotional learning and academic outcomes. We will explore: Strategies for increasing buy-in and ownership of learning Interactive activities to cultivate communication, social problem-solving, relationship skills, collaboration, self-regulation, decision-making, self-awareness, emotional expression, and reflection Techniques for developing responsive and nurturing relationships teacher to student and peer to peer Embedding instruction in play and using games and activities to teach and reinforce content and cultivate a connected classroom New research from the field of educational neuroscience and its impact on learning, teaching, and social-emotional skills development Reflective tools to help students find meaning, increase depth of understanding, and application to future learning COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management] SESSION 1 (INITIAL): AB. June 29, 10:30 to 12:45; CLASSROOM Library SESSION 2 (REPEAT): GH. June 30, 1:45 to 4:00; CLASSROOM 0 The Power of Integrated Stories Tamara Fyke, M.Ed., Love In A Big World Conversations are teachable moments, a time when students share and are open to guidance. Jumpstart these heart connections by using multi-media stories, like classic and contemporary children's literature, music, oral stories, and more. Learn through hands-on experience how to cultivate conversations with students in the classroom in order to teach social & emotional learning competencies and create positive school climate. Perfect for administrators, guidance counselors and teachers who desire genuine connections with students. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): CD. June 29, 1:45 to 4:00; CLASSROOM 1105 SESSION 2 (REPEAT): EF. June 30, 10:15 to 12:30; CLASSROOM 1105 Integrating SEL into the mathematics classroom through the lens of students' mathematical identity David Williams, Metro Nashville Public Schools Each of us has an identity, and each of us has a mathematical identity (for better or worse). Educators must consider the factors which contribute to the development of students' mathematical identity and shape their views of themselves as learners and doers of mathematics, their

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contributions to the classroom community, and their perception of the discipline. COMPETENCIES: [Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): C. June 29, 1:45 to 2:45; CLASSROOM 1210 SESSION 2 (REPEAT): No Repeat; CLASSROOM Integrating Social and Emotional Learning as an Alternative to Zero Tolerance John McGuire, Boys Town Zero tolerances policies were first implemented to dissuade kids from major, violent misbehaviors. These policies, have increased suspensions and expulsions at an alarming rate leading to time out of class, increased drop-out rates and a lack of guidance towards pro-social behavior. Join us to learn how replacing zero tolerance policies with positive, learning focused alternatives allows students to grow in a safe, healthy environment. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): D. June 29, 3:00 to 4:00; CLASSROOM 1200 SESSION 2 (REPEAT): E. June 30, 10:15 to 11:15; CLASSROOM 1211 Intro to Growth Mindset Jill Baker, MNPS Join us for an introductory conversation about Growth Mindset in the classroom utilizing the research of Dr. Carole Dweck. We will explore what it is, how language plays a role, and look at resources for implementing practices on a daily basis. COMPETENCIES: SESSION 1 (INITIAL): B. June 29, 11:45 to 12:45; CLASSROOM 1104 SESSION 2 (REPEAT): No Repeat; CLASSROOM Let's talk about Family and Community Engagement Michael George, LCSW, Vanderbilt Center of Excellence for Children in State Custody Bring your fidget spinners and your willingness to share a struggle, a success, a question, or an answer regarding Family and Community Engagement. The premise of this workshop is that the expertise is in the room and that we can learn from each other's shared experiences. We'll get mindful, present, grateful, and collectively map the direction and goals of our time together so that we all leave having learned something new. COMPETENCIES: [Relationship Skills, Social Awareness, Self Management, Self Awareness] SESSION 1 (INITIAL): E. June 30, 10:15 to 11:15; CLASSROOM 1104 SESSION 2 (REPEAT): F. June 30, 11:30 to 12:30; CLASSROOM 1104 Making Stress Your Friend Janna Ramsey, Metro Nashville Public Schools One of the most common phrases we hear at work is, "I am so stressed!" In this presentation, learn about recent research which shows that your attitude about stress can make all the difference. You will discover simple ways to use mindfulness, cognitive-behavioral techniques, and self-care to make

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your stress work for you. COMPETENCIES: [Self Management] SESSION 1 (INITIAL): A. June 29, 10:30 to 11:30; CLASSROOM 1201 SESSION 2 (REPEAT): D. June 29, 3:00 to 4:00; CLASSROOM 1201 Mindful Communication: Exploring Relationships, Technology and Implicit Bias Through the Lens of Mindfulness Mary Agee, Ashiya Swan, University School of Nashville (USN) This workshop will offer a very basic introduction to principles of mindful communication in three areas: 1. the power of mindful listening as a way to strengthen relationships 2. working with technology more mindfully 3. exploring how mindfulness can help us work with implicit bias more skillfully COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): C. June 29, 1:45 to 2:45; CLASSROOM 1205 SESSION 2 (REPEAT): H. June 30, 3:00 to 4:00; CLASSROOM 1105 Mindfulness in the School Garden Ginger Sands, Nashville School Garden Coalition As scientists, we observe the external world. With mindfulness, we can use our senses and attention to notice our internal responses to it. School gardens are a rich environment for lessons in mindfulness, which can be a dynamic and valuable tool to support SEL. In this presentation, we will share ways in which we can use the garden and other outdoor environments to teach mindfulness using the natural world. We will be featuring activities, games and storytelling for supporting group dynamics as well as the individual student. COMPETENCIES: [Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): B. June 29, 11:45 to 12:45; CLASSROOM 1101 SESSION 2 (REPEAT): C. June 29, 1:45 to 2:45; CLASSROOM 1101 Moving the Needle toward ACEs-Informed School Culture and Practices in Metro Nashville Public Schools and Fall Hamilton Elementary Mary Crnobori, PhD Mathew Portell, MEd, Metro Nashville Public Schools MNPS was recently awarded support from Tennessee's Building Strong Brains Initiative to promote widespread awareness about impacts and outcomes associated with ACEs, and organizational change toward trauma-informed school culture and practices that promote safe, stable, nurturing relationships and environments for all students. We are pleased to share this groundbreaking movement in our district, and to highlight the exemplary practices at one of our trauma-informed pilot schools. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): D. June 29, 3:00 to 4:00; CLASSROOM 1210 SESSION 2 (REPEAT): H. June 30, 3:00 to 4:00; CLASSROOM 1206

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Not Words But Meanings Kathy Halbrooks and Shaun Arroyo, PFLAG Nashville, Tennessee Transgender Political Coalition Thoreau said, "The language of friendship is not words, but meanings." Actions are important, and one way to be active in supporting and affirming the LBGT+ community is by using correct words and terms. This workshop will focus on reviewing words and terms to learn how they change over time and which ones are best to use today. COMPETENCIES: [Social Awareness] SESSION 1 (INITIAL): E. June 30, 10:15 to 11:15; CLASSROOM 1103 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1101 Part 1: Practical Strategies to Meet the Needs of Students Dealing with Adversity and Toxic Stress Yvette Carter, MS Mary Crnobori, PhD, Metro Nashville Public Schools Adverse Childhood Experiences (ACEs) are not just a mental health problem but an educational problem that, if left unaddressed, can derail the academic achievement and school success of countless students. In this presentation, we build on the foundational information provided in Part 1 by sharing practical trauma-informed strategies educators can use to promote resilience and school success. We explore how educators can cultivate trauma-informed culture through safe, stable, nurturing relationships and environments and supportive interactions for all students. Next, we dig in to practical trauma-informed practices educators can use to support positive academic, behavioral, and social emotional outcomes that help students experience greater success at school and throughout the life span. NOTE to conference organizers: This is the second part of a 2-part series that can either stand alone or allow participants to stay for both. If possible it would be ideal to schedule this in the same room/ back to back with Part 1: Adverse Childhood Experiences in the Classroom: Learning, Behavior, and Social Emotional Success at School (same presenters) COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): A. June 29, 10:30 to 11:30; CLASSROOM 1106 SESSION 2 (REPEAT): E. June 30, 10:15 to 11:15; CLASSROOM 1107 Part 2: Adverse Childhood Experiences in the Classroom: Learning, Behavior, and Social Emotional Success at School Mary Crnobori, PhD and Yvette Carter, MS, Metro Nashville Public Schools Many students in our school district bring various life stressors into the classroom as they face adverse childhood experiences (ACEs). In this presentation, we briefly explore the impacts of trauma and toxic stress on the developing brain and how adversity and stress can impair the way students function at school. We will discuss prevalence of childhood adversity in American schools, and how ACEs may impact learning and academic performance, behavior, and social-emotional outcomes, and signs teachers can look for as indicators that adversity is affecting school performance. We encourage you to stay for part 2 of this presentation (Practical Strategies to Meet the Needs of Students with ACEs). COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness]

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SESSION 1 (INITIAL): B. June 29, 11:45 to 12:45; CLASSROOM 1105 SESSION 2 (REPEAT): F. June 30, 11:30 to 12:30; CLASSROOM 1110 Peace Circles Becky Astarita and Denise Yeargin, Becky Astarita, LCSW, ADS The Peace Circle Workshop offers a fun, interactive, experiential opportunity for participants to identify what increases/decreases peace, and how it effects their connections/relationships (with themselves, their families, communities and others). The workshop helps participants, practice mindfulness and become aware of its effects/influences on others/their environments, what steals/increases one's calmness and ways to maintain wellbeing. Participants will also recognize that to be peaceful is a conscious choice that becomes the foundation for the decision making process. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): AB. June 29, 10:30 to 12:45; CLASSROOM 1103 SESSION 2 (REPEAT): EF. June 30, 10:15 to 12:30; CLASSROOM 1205 Playing Mindful Games in the Classroom Mary Agee, University School of Nashville (USN) This playful workshop will introduce some of the theory and research around teaching mindfulness skills to children, along with lots of game to help us remember that the having fun part is as important as the learning! The workshop content will draw from Susan Kaiser Greenland's book and card sets, Mindful Games. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): A. June 29, 10:30 to 11:30; CLASSROOM 1210 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1210 Problem-Solving in the High School Classroom Tara Worthey Segal, Metro Nashville Public Schools The objective of this workshop is to help teachers use problem-solving to integrate social emotional learning practices into the classroom to meet behavior challenges and positively impact student achievement. Educators will leave the workshop feeling equipped with specific strategies for using SEL best practices to promote problem-solving in their classrooms. COMPETENCIES: [Responsible Decision Making, Self Management] SESSION 1 (INITIAL): G. June 30, 1:45 to 2:45; CLASSROOM 1200 SESSION 2 (REPEAT): H. June 30, 3:00 to 4:00; CLASSROOM 1200 Quiet Revolution Mr. Mark Pittman, Metro Nashville Public Schools Based on the work of award-winning author Susan Cain and her book, "Quiet", this session will aid teachers in helping students to appreciate the strengths and weaknesses of both extroverts and introverts in the classroom. In our literacy-focused schools, where there is an emphasis on collaboration, teamwork, and discussion, how can we create class-room cultures in which both the extroverts and introverts are able to engage and contribute as valued individuals? The session will highlight salient research and explore a guide specifically developed for teachers. Bonus: the material can help participants understand their own tendencies and how these tendencies might

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impact their relationships in the workplace and at home. COMPETENCIES: [Relationship Skills] SESSION 1 (INITIAL): B. 29, 1:45 to 2:45; CLASSROOM 1202 SESSION 2 (REPEAT): D. June 29, 3:00 to 4:00; CLASSROOM 1202 Reading Apprenticeship Workshop: What SEL looks like in the context of Reading Apprenticeship Dr. Cynthia Greenleaf, WestEd Reading Apprenticeship is a family of middle and high school programs designed to improve students' literacy by integrating metacognitive strategy instruction into content areas, especially science and social studies. All Reading Apprenticeship variations incorporate extensive reading, collaborative sense-making, and teaching of meta-cognitive skills such as prediction, summarization, graphic organizers, and clarification. Teachers receive extensive professional development and coaching, including analyses of classroom video and modeling of reasoning processes. Reading Apprenticeship meets the design, implementation, and evaluation criteria required for this high-level designation: Well-designed, school based program promoting students' development across the CASEL five competency clusters, providing opportunities for practice, and offered over multiple year High quality training and other implementation supports Evidence of effectiveness with at least one carefully conducted evaluation demonstrating a positive impact on a student behavioral outcomes COMPETENCIES: [Responsible Decision Making, Relationship Skills, Social Awareness, Self Management, Self Awareness] SESSION 1 (INITIAL): B. June 29, 11:45 to 12:45; CLASSROOM 1106 SESSION 2 (REPEAT): D. June 29, 3:00 to 4:00; CLASSROOM 1106 Relational Leadership: The Foundation for a High Performing Culture Chris Layton, The Flippen Group Flip Flippen believes, “If you have a child's heart, you have a child's mind.� Culture is either random or intentional. Schools require several tiers of leadership and intervention to create a positive culture where students are motivated to learn. We will use research-based processes to equip educators with tools to build relationships and high-performing, self-managing teams which lead to achieving remarkable results: increases in attendance, student achievement and decreases in discipline referrals and drop-out rates. Join us for this exciting co-presentation and see how relational leadership can make all the difference in the lives of kids. COMPETENCIES: SESSION 1 (INITIAL): A. June 29, 10:30 to 11:30; CLASSROOM 1104 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1204 Ritualizing Social Emotional Learning through Creative Expression Caitlin Daly and Susan Percell-Orleck, Move This World In this experiential and interactive session that draws on theories from expressive arts therapy, Move This World Education Wellbeing Consultant Caitlin Daly will join Susan Purcell-Orleck of Meigs Academic Magnet School to explore the power of creativity in cultivating mindfulness and facilitating healthy emotional management among both staff and students. They will address the use of movement to identify and manage emotions, and speak to the kinesthetic dimension of empathy that allows students and educators to feel the physical state of another person with their own body - a

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crucial component in the perception and expression of emotions. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): E. June 30, 10:15 to 11:15; CLASSROOM 1206 SESSION 2 (REPEAT): H. June 30, 3:00 to 4:00; CLASSROOM 1107 School Garden Pest Management 101: Structuring Outdoor Classroom Management and Developing Respect in the Garden Elias Attea, University of Tennessee - Assisted Community Schools Worms on your cabbage, sure; aphids on your tomatoes, always; but a crucial obstacle to developing a school garden is the children who occupy the space. Outdoor classroom management is not an easy adjustment for students inside all day. In this presentation we will discuss and develop strategies to develop a school culture beyond just the classroom that responds to respecting an outdoor space. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): F. June 30, 11:30 to 12:30; CLASSROOM 1107 SESSION 2 (REPEAT): No Repeat; CLASSROOM Sex, Drugs, & Advertising: The Media's Messages to Youth Haley Stocker, Centerstone This presentation will provide information on the messages being conveyed to youth by the media/advertising on topics of alcohol, drugs, sexuality, and body image and what educators can do to encourage critical thinking about these messages. COMPETENCIES: [Social Awareness] SESSION 1 (INITIAL): C.June 29, 1:45 to 2:45; CLASSROOM 1111 SESSION 2 (REPEAT): F. June 30, 11:30 to 12:30; CLASSROOM 1209 Social and Emotional Learning with Oppositional Defiant Disorder Sloane Sparks, Vanderbilt University Medical Center Oppositional Defiant Disorder (ODD) is a childhood disorder characterized by overt resistance to authority, negativistic attitude, low frustration tolerance, and hostile behavior. This workshop is an overview of the diagnosis and treatment of children with ODD. Predisposing factors for development of ODD, recognition of stimuli for aggressive outbursts, treatment options through behavioral interventions, and the potential role of medication management are outlined. A specific focus is placed on effective de-escalation techniques used by educators to address problematic behaviors expressed in the school-setting. COMPETENCIES: [Relationship Skills,Self Management] SESSION 1 (INITIAL): F. June 30, 11:30 to 12:30; CLASSROOM 1211 SESSION 2 (REPEAT): H. June 30, 3:00 to 4:00; CLASSROOM 1111 Social Emotional Learning in the Garden Saul Calzadilla, Metro Nashville Public Schools Social Emotional Learning in the Garden will show instructors how to use gardening practices to help facilitate student growth and skills that will help them to better understand relationships, consequences, decision making, self management and social awareness in a safe, low risk environment, that allows them to have direct experiences. The lessons and skills students learn in the

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garden can be generalized to everyday life in a variety of ways. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): E. June 30, 10:15 to 11:15; CLASSROOM 1108 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1110 Teaching Children Social Justice Values and Leadership: Beyond Sharing and Bullying Tara Voit, Katherine Madison, Tsitsi Cecilia Nyabando, East Tennessee State University This presentation will exhibit and identify how to foster the value of social justice and leadership in preschool-aged children in any learning environment. The purpose of this presentation is to demonstrate how to connect children's prior experiences with peers and adults in their learning environment, and really get to know one another in deeper, more meaningful efforts by fostering compassion and respect. The presentation includes a mini, mock preschool center, targeting social justice and leadership and describing beautiful learning environments for children to become actively engaged in and directly influenced by the Reggio Emilia and Montessori movements. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management] SESSION 1 (INITIAL): F. June 30, 11:30 to 12:30; CLASSROOM 1111 SESSION 2 (REPEAT): H. June 30, 3:00 to 4:00; CLASSROOM 1104 Teaching mindfulness to Middle Schoolers - Using Humor, Games and Improvisation Ginger Sands, Nashville School Garden Coalition Teaching mindfulness to middle schoolers can be inspiring, challenging, humbling and at times, hilarious. Though you may arrive to class armed with a thoughtful, well-planned mindfulness lesson, sometimes you need to pivot, depending on the students' energy levels, situational challenges and teacher input. In this workshop, we will explore tools you can use to "respond on the fly" to the needs of your dynamic student group. We will discuss props, visual aids, games, and basics of improvisational comedy, as we explore some of the ways we can share SEL-supporting mindfulness techniques .Teaching mindfulness to middle schoolers can be inspiring, challenging, humbling and at times, hilarious. Though you may arrive to class armed with a thoughtful, well-planned mindfulness lesson, sometimes you need to pivot, depending on the students' energy levels, situational challenges and teacher input. In this workshop, we will explore tools you can use to "respond on the fly" to the needs of your dynamic student group. We will discuss props, visual aids, games, and even basics of improvisational comedy, as we explore some of the ways we can share SEL-supporting mindfulness techniques . COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): A. June 29, 10:30 to 11:30; CLASSROOM 1200 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1211 The Good the Bad the Ugly of Social Media Monica McLaurine, Nashville Public Library - Totally Outstanding Teen Advocates for the Library (T.O.T.A.L.) In this workshop we will explore the benefits to using social media, the challenges dealing with social media and the dangers of cyberbullying on social media. We will deal with each topic individually while having open discussion on this issue. This presentation will also provide teachers and parents

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great guidelines for keeping children safe on-line. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): E. June 30, 10:15 to 11:15; CLASSROOM 1209 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1209 The Opinion Piece: A Healthy Relationships Workshop PG-13 Players, Planned Parenthood of Middle and East Tennessee Planned Parenthood's PG-13 Players use theater to explore high school's world of dating, sexual health, "frenemies" and more. How do we know if our relationships are healthy? How can we be trusted adults for teens as they build relationships? Help the characters navigate it all through this interactive, choose-your-own-adventure style workshop. COMPETENCIES: [Relationship Skills] SESSION 1 (INITIAL): F. June 30, 11:30 to 12:30; CLASSROOM 1108 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1102 The Other Wall David Williams, Metro Nashville Public Schools The advent of standards accountability brought with it an emphasis on academic data and using it to track student academic progress throughout the year. It is imperative that we also ensure that students feel cared for and connected to the school community. This session will focus on practical ways to track SEL data on the other wall. COMPETENCIES: [Relationship Skills,Social Awareness] SESSION 1 (INITIAL): A. June 29, 10:30 to 11:30; CLASSROOM 1100 SESSION 2 (REPEAT): No Repeat; CLASSROOM The Peace Team: Student Leadership in Restorative Practices Laura Fittz and Peace Team Members, Metro Nashville Public Schools The Peace Team is a group of sophomores, juniors, and seniors who are co-designing and facilitating Restorative Practices at Glencliff High School. The Peace Team works with GHS students, teachers, and administration to create strong communities, engage in collaborative decision-making, and solve problems. This presentation will focus on the guiding epistemology of Youth Participatory Action Research, the current design and practices of the Peace Team, and on narratives of Peace Team members and implications for future growth. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness] SESSION 1 (INITIAL): G. June 30, 1:45 to 2:45; CLASSROOM 1100 SESSION 2 (REPEAT): H. June 30, 3:00 to 4:00; CLASSROOM 1100 The Voice Denise D. Bentley, J.D., Tennessee Youth Courts Two things happen when a teen participates in youth court programs: 1) their perception of themselves, their school and their relationship to school changes and 2) they become engaged, connected and involve at new levels.

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COMPETENCIES: [Self Awareness] SESSION 1 (INITIAL): A. June 29, 10:30 to 11:30; CLASSROOM 1207 SESSION 2 (REPEAT): E. June 30, 10:15 to 11:15; CLASSROOM 1208 Through the Cracks Jennifer Wade, Juvenile Court of Metro Nashville This workshop will detail the negative impact that contact with the juvenile justice system can have on a child and explore better methods of managing classroom and school behavior than referring youth to juvenile court. We will discuss issues of push out and the impact it has on or city and society. COMPETENCIES: [Social Awareness] SESSION 1 (INITIAL): B. June 29, 11:45 to 12:45; CLASSROOM 1102 SESSION 2 (REPEAT): D. June 29, 3:00 to 4:00; CLASSROOM 1102 Trauma, Abuse and Eating Disorders in Children and Adolescents Courtney Grimes, Renewed Support This presentation is designed to demonstrate the significant correlation between trauma/abuse and eating disorders among children and adolescents. Attendees of this workshop will be educated on various traumatic and abusive situations that children and adolescents often find themselves in (domestic violence or abuse, bullying, divorcing parents, a death, etc.), and will gain a better understanding on how to identify potential situations that could trigger eating disordered behaviors. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Management,Self Awareness] SESSION 1 (INITIAL): H. June 30, 3:00 to 4:00; CLASSROOM 1101 SESSION 2 (REPEAT): No Repeat; CLASSROOM Triumphs & Challenges: A School's Experience Transitioning to Restorative Practices Christopher J. Flor, JT Moore Middle School In the 2014-2015 school year, JT Moore's leadership team completely revised its mission and vision to re-emphasize social emotional learning, build more worldly students, and better value the dignity of our diverse communities. Part of that effort was to promote a transition to Restorative Practices. In doing so, we implemented CASEL aligned advisory meetings and reformed our discipline system as measures of universal support. Throughout that continuing transition, we have encountered many triumphs and challenges and would like to share those experiences with schools who are seeking to become restorative communities. COMPETENCIES: [Social Awareness] SESSION 1 (INITIAL): A. June 29, 10:30 to 11:30; CLASSROOM 1206 SESSION 2 (REPEAT): C. June 29, 1:45 to 2:45; CLASSROOM 1206 Understanding Bullying Prevention Through the Lens of Cultural Competence Eric Johnson, STARS Nashville A culturally competent organization has the capacity to bring into its system many different behaviors, attitudes, and policies and work effectively in cross-cultural settings to produce better outcomes. In this session participants will have the opportunity to discuss how the absence or presence of cultural competence can impact bullying and harassment, and how understanding the

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“Iceberg” of Culture” can help connect rather than divide us, as students and professionals. This presentation will also address solutions to increase our cultural quotient and how privilege plays an important role in solving issues of bullying and harassment. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self Awareness] SESSION 1 (INITIAL): C. June 29, 1:45 to 2:45; CLASSROOM 1106 SESSION 2 (REPEAT): F. June 30, 11:30 to 12:30; CLASSROOM 1106 Understanding Implicit Bias Cindy Minnis and Melissa Gordon, Metro Nashville Public Schools Implicit bias creates barriers to developing strong relationships in school communities. In addition, research is showing that implicit (unconscious) bias contributes to disproportionality in school discipline. This session will provide an overview of the concept of implicit bias and describe promising approaches for reducing the effects of implicit bias in discipline decision making. Workshop attendees will understand the different types of bias and how to “unmask” microaggressions. We will explore ways for school communities to use restorative practices to minimize bias and foster cultural understanding. COMPETENCIES: SESSION 1 (INITIAL): AB. June 29, 10:30 to 12:45; CLASSROOM 1110 SESSION 2 (REPEAT): CD. June 29, 1:45 to 4:00; CLASSROOM 1110 Understanding the Title I Educational Stability Provisions for Children and Youth in Foster Care Jonathan M. Bolding, Tennessee Department of Education Children and youth in foster care represent one of the most vulnerable student subgroups in this country. Of the approximately 415,000 children in foster care in 2014, nearly 270,000 were in elementary and secondary schools. Participants will understand the key provisions within the Every Student Succeeds Act that impact this population. COMPETENCIES: SESSION 1 (INITIAL): A. June 29, 10:30 to 11:30; CLASSROOM 1205 SESSION 2 (REPEAT): D. June 29, 3:00 to 4:00; CLASSROOM 1205 Using metaphorical language in therapy with students Ken Lass, PhD, Centerstone Psychotherapy clients can often benefit from the counselor utilizing language related to the student's life that resonate in ways that more overt means do not typically capture. This presentation will afford participants the chance to use practical means of connecting with clients using metaphorical language and the considerations clinicians need to be mindful of in using such an approach. COMPETENCIES: [Social Awareness] SESSION 1 (INITIAL): AB. June 29, 10:30 to 12:45; CLASSROOM 1212 SESSION 2 (REPEAT): CD. June 29, 1:45 to 4:00; CLASSROOM 1212

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Using the Collaborative Inquiry Process to Empower Culture and Climate Change Dr. Margie Johnson, Metro Nashville Public Schools Improving culture within a school building begins with modeling best practices for SEL engagement. Using the collaborative inquiry process, several schools are engaging staff, students, and parents in having ownership for improving school culture and climate that supports students success. In this session, you will experience the collaborative inquiry process while learning how it has been used in schools with the SEL Culture and Climate Walkthrough tool. COMPETENCIES: [Responsible Decision Making,Relationship Skills] SESSION 1 (INITIAL): C. June 29, 1:45 to 2:45; CLASSROOM 1207 SESSION 2 (REPEAT): G. June 30, 1:45 to 2:45; CLASSROOM 1212 When Tragedy Impacts Our Schools Dianne Castellano, LCSW Katherine Reynolds, LMSW, Alive Hospice Addressing difficult issues related to sudden death, chronic illness, tragedy in the community. Overview of how grief can manifest in different age groups. Suggestions of how to not only take care of the students, but also of oneself. COMPETENCIES: [Relationship Skills] SESSION 1 (INITIAL): A. June 29, 10:30 to 11:30; CLASSROOM 1101 SESSION 2 (REPEAT): E. June 30, 10:15 to 11:15; CLASSROOM 1102 Wired for Resiliency: Understanding the Impact of Trauma on a Developing Brain and Creating Classroom Strategies that Work Emily Simpson, LPC-MHSP and Maeven Miller, LMSW, Sexual Assault Center Presenters will discuss the impact of trauma on the developing brain and explore what this looks like in behavior, thinking, emotions, and relating to others. Additionally, this session will provide practical ways to help and support healing and foster resiliency within the elementary school setting. COMPETENCIES: [Relationship Skills,Social Awareness,Self Management] SESSION 1 (INITIAL): AB. June 29, 10:30 to 12:45; CLASSROOM 1204 SESSION 2 (REPEAT): CD. June 29, 1:45 to 4:00; CLASSROOM 1204 Working the Valor Compass Jackson Sprayberry, Valor Collegiate Academy Valor has developed, evolved, and codified two primary mechanisms for social-emotional development: 1.) the Compass Phase System and 2.) Circle. The Compass Phase System is a selfdirected, competency-based curriculum, which spans the 5th - 12th grade trajectory of development and involves signature experiences around the Compass Disciplines. Circle is a structure and a process, based on clear commitments and values, that aims to support personal, relational, and community development and growth. This workshop serves to provide background and didactic experiences around these two aspects - and their intersections - of the Valor approach to supporting well-being. COMPETENCIES: [Responsible Decision Making,Relationship Skills,Social Awareness,Self

SEL CONFERENCE 2017

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Workshop Descriptions

Continued

Management,Self Awareness] SESSION 1 (INITIAL): CD. June 29, 1:45 to 4:00; CLASSROOM 1109 SESSION 2 (REPEAT): GH. June 30, 1:45 to 4:00; CLASSROOM 1109 You can be the meteorologist in your classroom! An introduction to the Pyramid Model Beth Vorhaus, Metro Nashville Public Schools How do your social emotional experiences influence your teaching practices and your relationships with the children, parents and other professionals working around you? This presentation examines the multiple influences that teachers bring to their classrooms and how they relate to the Pyramid Model framework (CSEFEL) and social emotional development of young children. By thinking about how our own social emotional experiences and temperament affect our interactions with both children and other adults, (teachers and parents) we can intentionally plan to help children learn social skills that will enhance all learning throughout their lives. Several resources for supporting Pyramid Model practices will be described and shared in the presentation. This session is most appropriate for early elementary teachers. COMPETENCIES: [Relationship Skills, Social Awareness, Self Management, Self Awareness] SESSION 1 (INITIAL): E. June 30, 10:15 to 11:15; CLASSROOM 1204 SESSION 2 (REPEAT): F. June 30, 11:30 to 12:30; CLASSROOM 1204

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Thank You


SEL T H A N K

Y O U

Alignment Nashville Cane Ridge High School Metro Nashville Public Schools The Behavioral Health/SEL Alignment Team

Platinum Sponsorship Responsive Classroom Nashville STARS KidLink Vanderbilt Behavioral health The Flippen Group Centerstone Freeman Webb

Silver Sponsorship Sanford Education at Nat. University Boys Town Blue Cross, Blue Shield of Tennessee

Bronze Sponsorship Mental Health Cooperative Love in a Big World Common Ground Cooperative Hazelden Publishing

Basic Sponsorship Mental Health America of Middle TN GLSEN Tennessee PFLAG Nashville/ TTPC Voices For Children Girl on the Run UNICEF USA Alive Hospice Tennessee Credit Union Youth Villages TAADAS Prevent Child Abuse Tennessee Autism Tennessee Move This World Renewed Support Citizens Commission on Human Rights

To learn more about sponsoring the SEL conference or being a part of the Behavioral Health Alignment Team, contact Glen Biggs, Senior Associate Director for Alignment Nashville at glen@alignmentnashville.org

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2017 SEL Conference Program Guide  

Metro Nashville Public Schools (MNPS) and Alignment Nashville (AN) join forces to bring the 7th Annual Social Emotional Learning Conference...

2017 SEL Conference Program Guide  

Metro Nashville Public Schools (MNPS) and Alignment Nashville (AN) join forces to bring the 7th Annual Social Emotional Learning Conference...