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February 8th and 9th, 2018
Loudermilk Conference Center, Atlanta Georgia
School-based professionals -- classroom teachers, administrators, mental health staff, school nurses, paraprofessionals -- are increasingly challenged to effectively meet the needs of all students, including the most vulnerable (those with social, emotional, and behavioral challenges). And traditional school discipline -- which is oriented toward incentivizing positive behavior and punishing undesirable behavior -- may not be well-suited to ANY students. At this conference, leading experts will synthesize years of brain development research and practical experience to offer teachers and administrators proven discipline strategies that create success in the classroom, while taking into account the various factors that can contribute to behavioral challenges.
Earn up to 12 Continuing Education Units!
You can register for both days or just one.
CONFERENCE OBJECTIVES
At the conclusion of the conference, participants will be able to:
- Describe how development and research in the neurosciences should influence one's approach to discipline.
- Describe a range of factors that can interfere with students' meeting the academic, social, emotional, and behavioral expectations of a classroom and school.
- Describe several non-punitive, non-adversarial models of intervention for helping children with social, emotional, and behavioral challenges, and their classmates.
- Describe how to differentiate instruction and discipline to meet the needs of diverse learners.
THURSDAY, FEBRUARY 8, 2018
KEYNOTES
No-Drama Discipline Tina Payne Bryson, Ph.D
Based on the ideas from Dr. Bryson's New York Times bestseller No-Drama Discipline (with Dan Siegel), this workshop highlights the fascinating link between a child’s neurological development and the way educators react to misbehavior, providing an effective, compassionate roadmap for dealing with tantrums, tensions, and tears—without causing a scene. Defining the true meaning of the “D” word (to instruct, not to shout or reprimand), Dr. Bryson explains how to reach a child, redirect emotions, and turn a meltdown into a teachable moment. By doing so, the cycle of negative behavior (and punishment) is essentially brought to a halt, as problem-solving becomes a win/win situation.
Collaborative & Proactive Solutions: Shifting From Modifying Behavior to Solving Problems Ross W. Greene, Ph.D
Collaborative & Proactive Solutions (CPS) is the evidence-based model Dr. Ross Greene described his influential books The Explosive Child, Lost at School, Lost & Found, andRaising Human Beings. The CPS model has transformed thinking and practices in countless families, schools, inpatient psychiatry units, and residential and juvenile detention facilities throughout the world, and has been associated with dramatic reductions in adult-child conflict, challenging behaviors, disciplinary referrals, detentions, suspensions, seclusions, and physical, chemical, and mechanical restraints. The model represents a significant departure from discipline-as-usual: it focuses on solving problems rather than on modifying behavior, emphasizes collaborative rather than unilateral solutions, encourages proactive rather than reactive intervention, de-emphasizes diagnostic categories, and provides practical, research-based tools for assessment and intervention.
BREAKOUT SESSIONS:
Ten Brain-Based Strategies for Helping Children Handling Their Emotions: Bridging the Gap Between What Experts Know and What Happens at School (First Breakout Session Only)
Tina Payne Bryson, Ph.D.
Using stories, case examples, and plenty of humor, Dr. Bryson explains simple, scientifically grounded strategies that help children handle their emotions better and make better decisions, even in high-stress moments.
Get the Ball Rolling: Identifying Lagging Skills and Unsolved Problems Ross W. Greene, Ph.D
If you want to solve problems and teach skills, first you need to identify those lagging skills and unsolved problems. In this session, Dr. Greene will help participants master the use of theAssessment of Lagging Skills and Unsolved Problems (ALSUP), an instrument developed to help caregivers focus their intervention efforts. The ALSUP has significant implications for assessment practices in school: it helps make IEPs, FBAs, and BIPs more meaningful, and helps make intervention far more effective.
Differentiated Instruction: Putting Good Intentions into Action
Carol Ann Tomlinson, Ed.D
The idea of differentiating instruction to accommodate the different ways that students learn is appealing, but not always easily accomplished. It involves a hefty dose of common sense, as well as sturdy support in the theory and research of education. It is an approach to teaching that advocates active planning for student differences in classrooms. In this breakout session, you get the details from one of the leaders in the field.
Kids Do Well if They Can (Move)! (Second Breakout Session Only)
Greg Santucci, MS OTR
Active students make better learners. This breakout session will explain sensory processing and how it impacts a student's behavior and learning. Participants will learn about the different sensory systems, sensory "diets", and how to help kids improve their self-regulation skills. Get ready to MOVE and learn practical strategies to implement in your classroom immediately.
FRIDAY, FEBRUARY 9, 2018
KEYNOTES
Trauma- and Resiliency-Informed Schools: The Impact of ACEs on School Disciplinary Practices
David Corwin, M.D., and Vicki Corwin
Dr. Corwin will provide an overview of the Adverse Childhood Experiences (ACEs) Study findings along with similar research studies showing the damaging long-term effects of exposure to severe trauma in childhood, and will discuss the implications of this knowledge for health and education. Vicki Corwin, a recently retired elementary school principal and former teacher, will discuss what schools can do to become trauma and resiliency informed. She will illustrate her comments with case examples of challenging students who attended schools where she served as principal.
Moving Beyond Survive: A Pedagogy of Mattering
Dr. Bettina Love
All students have potential that educators must nourish, protect, and grow for a better world. Dr. Love’s talk will focus on how innovative civic education, students’ knowledge production and multiple identities, and Hip Hop culture can be cultivated to engage students in the work of fighting for visibility, inclusion, and justice.
BREAKOUT SESSIONS:
Stickers Don't Solve Problems...And Detentions and Suspensions, Don't Either
Ross W. Greene, Ph.D
In this breakout session, Dr. Greene will describe the process of solving problems collaboratively. He’ll describe the three steps of “Plan B,” then he’ll show videos of what the process looks like in schools. And he’ll describe the data from schools that have implemented the Collaborative & Proactive Solutions (CPS) model.
Get Free: Creativity, Hip Hop Civics Ed, Intersectionality, & Joy
Dr. Bettina Love
Dr. Love will walk participants through the Hip Hop civics curriculum for youth and young adults of all ages, entitled GET FREE. The curriculum is inspired by the exuberance, ingenuity, political energy, resistance, love, and DIY model of underground Hip Hop. The program aims to push and extend ideas of democracy, citizenship, shared leadership, freedom, community, civic engagement, and intersectional justice. Its goal is to introduce young people and educators to a national network of young community leaders, artists, and activists who advocate for social change and democratic inclusion driven by grassroots organizing.
Self-Regulation: A Neuro-developmentally Informed Approach for Responding to Challenging Students Through the Art of Co-Regulation
Robbyn Peters Bennett, LPC, CMHS & George Davis, M.D.
Children who have high ACEs (adverse childhood experiences) scores often have poor self-regulation skills and struggle to cope in school. They are often referred as “challenging,” or as having disciplinary problems, or as bullies. They often carry labels such as oppositional defiant disorder, ADHD, or conduct disorder. Understanding the neurodevelopmental effects of early abuse and neglect, and the process of dissociation and hyper-arousal, helps teachers better recognize the child’s needs. They will discuss the continuum of arousal and ways in which to respond to and prevent dysregulation (i.e. defiance, ignoring directions, distracting others, going off-task, or tantrums). In this breakout session, the neurological mechanism of self-regulation, dysregulation and co-regulation will be discussed, in order to help teachers better understand and connect with their students. This approach underscores the importance of sensory sensitive, sequentially appropriate, relationally based teaching environments that help both mainstream and at-risk children flourish. They will describe the continuum of harsh punishment and overt child abuse, and will explore the overarching principles of positive discipline from a neuro-developmentally-informed perspective.
FAQs
Can I pay by Purchase Order? Yes, click on the REGISTER button. You will be directed to Payment. Under Payment you can choose what method you would like to use.
How do I choose my breakout groups? You will be able to choose your breakout group when you order your ticket.
What time should I arrive? Registration begins at 8:00 to 8:30. Continental Breakfast will be offered. Keynotes begin at 8:45. The conference ends at 4:15.
What if I have more questions? Feel free to contact Liz Rudman at Liz@livesinthebalance.org.
Will lunch be provided? Yes, lunch is included, as is a continental breakfast.
Where can I stay if I need overnight accommodations? The Ellis Hotel is a 3-5 minute walk to the Loudermilk Conference Center and they have provided us with a 20% room discount. To make a reservation go to https://reservations.travelcli...&Identifier=loud.
Or the Sheraton Atlanta Hotel is a 3-5 minute walk to the Loudermilk Conference Center. A personalized Web site for School Discipline That WORKS occurring (February 7, 2018 - February 10, 2018) has been created for you. Guests can access the site to learn more about the event and to book, modify, or cancel a reservation from December 13, 2017 to February 13, 2018. To make a reservation go to: School Discipline That WORKS (OR copy and paste the following link into a web browser) https://www.starwoodmeeting.co...1054&key=2DEA2EF
Can I receive Continuing Education Credits? Continuing Education credits for this program applied for through Commonwealth Educational Seminars (CES) for the following professions:
Social Workers: Commonwealth Educational Seminars (CES), provider #1117 is approved as a provider for social work continuing education by the Association of Social Work Boards (ASWB) www.aswb.org through the Approval Continuing Education (ACE) Program. CES maintains responsibility for these programs. ASWB Approval period: 10/5/15-10/5/18. Social workers should contact their regulatory board to determine course approval for continuing education credits.
Social Workers-New York State: Commonwealth Educational Seminars is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0444. Some states do not require pre-approval. If your state is not on the below list, please check with your state board.
Commonwealth Educational Seminars can grant Social Work CEs in the following states:
AK, AL, Alberta, AR, AZ, British Columbia, CA, CO, CT, DE, DC, FL, GA, HI, ID, IL, IN, IA, KS, KY, LA, MA, MD, ME, MI, MN, MS, MO, MT, New Brunswick, NE, NH, Newfoundland & Labrador, NM, NY, NC, ND, Nova Scotia, OH, OK, OR, PA, RI, Saskatchewan, SC, SD, TN, TX, UT, VA, Virgin Islands, VI, VT, WA, WI and WY.
Please contact your state board if you have concerns about CE credit. All Social Workers attending programs that have been awarded Social Work Continuing Education from CES will receive a Certificate upon completion
Psychologists: Commonwealth Educational Seminars (CES) is approved by the American Psychological Association (APA) to sponsor continuing education for Psychologists. Commonwealth Educational Seminars maintains responsibility for these programs and their content.
Licensed Mental Health Counselors, Licensed Clinical Mental Health Counselors, Certified Professional Counselors, Licensed Professional Counselors, Associate Professional Counselors, Licensed Professional Clinical Counselors: Commonwealth Educational Seminars (CES) can grant Continuing Education credit for the above listed professions in the following states: AZ, AR, CA, CO, CT, DE, DC, FL, GA, HI, ID, IL, IN, IA, KS, KY, ME, MA, MO, NE, NH, NJ, NM, NC, OR, PA, RI, SC, SD, TN, TX, UT, VT, VA, WA, WI and WY.
Nurses: As an APA approved provider, CES programs are accepted by the American Nurses Credentialing Center (ANCC). These courses can be utilized by nurses to renew their certification and will be accepted by the ANCC. Every state Board of Nursing accepts ANCC approved programs except California and Iowa, however CES is also an approved Continuing Education provider by the California Board of Registered Nursing (Provider # CEP15567) which is also accepted by the Iowa Board of Nursing.
Educators: 1.2 CEUs for Educators applied for through Conferences and Institutes, University of Maine.
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