• 2022 School Safety Summit Breakout Sessions

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    Breakout Sessions   Monday, February 7, 2022

    Each breakout session is 90 minutes.  Room assignments will be available the week of the Summit.                                                      

    9:00am - 10:30am Breakout Session I  choose from one of these when you are registering.                               

    Title & Description                   Presenter

     

    Active Shooter Protocol: Proactive Measures for Prevention

    Dixon, Cooper
    Generally speaking, school safety is only important when an event happens.  In most cases, when an active shooter event occurs there were missed warning signs. This block of instruction focuses on the PROACTIVE and PREVENTIVE measures to take to prevent such events. I will also discuss the importance of active shooter table top exercises, building healthy relationships with students and the significance of "See Something/Say Something," to name a few. Additionally, I will present to the participant tactics to survive an active shooter.  

    Advocating for Specialty Programs in K-12

    Clayton M.Ed., Jackie
    This session will inform participants how to advocate for policy change within their local school district for specialty programs. Through the use of data, building relationships, using the 4 principle concept, participants will walk away with tips and tricks to advocate for change for the benefit of students/staff/stakeholders.   
    Best Practices for Addressing Suicide Risk Assessment Integrating Technology To Support Behavioral, Mental Health and Trauma Informed Care Gordillo, Will and Mucenic Ph.D., Dr. Mary Claire
    During this session, participants will learn how a school district has developed a framework to serve students with behavioral and mental health concerns including those with histories of trauma by designing training, policies, procedures and integrating a technology documentation case management solution to support these areas of practice. 
     
     Supports suicide prevention efforts using trauma informed care approaches
     Aligns to approved youth suicide risk assessment instruments
     Aids in the determination of student suicide potential – research based
     Assists with the selection of appropriate interventions and connects students to supports and services
     Documents school personnel's actions to mitigate a student's suicide risk using trauma informed care strategies
     

    Developing Emergency Response Plan

    FBI 

    Integrating the Science of Well-Being in Schools to Promote Social Emotional Learning and Academic Achievement

    In this session participants will learn how to integrate well-being practices into every classroom to create positive cultural change within their schools. They will also learn what the research shows in terms of social emotional learning, academic achievement along with many other benefits when Well-Being practices are integrated. To truly prevent depression, anxiety, suicide and violence, a case will be made for the importance of implementing evidenced based practices in schools.

    Robison Ph.D.,

    Dr.  Michele

    Trapped & Bitter: How to Support Students Raised by Grandparents Mooney, Dr. Tanya and Mooney,  Andre' 
    Grandparents raising grandchildren is on the rise in the United States, causing unique challenges to schools and classrooms. During this interactive session, participants will step into the emotional shoes of both the child and the grandparent. The presenters, Andre and Tanya, carry a unique, firsthand outlook on this type of family structure...they are both educators AND are grandparents raising three of their grandchildren. Participants will walk away with a larger understanding of the complexities of a skipped generation and how to support the mental, physical, and social development and safety of students.  

    Trauma-informed social-emotional development program for families and youth

    Gandhi, Shefali. Licensed Psychologist, PsyD
    This session will review the trauma-informed social-emotional learning program the MASK E3 Institute. The MASK E3 institute is a comprehensive year-long multi-year prevention education program delivered online or in-person aimed at building and strengthening relationship/social, digital safety, and health/wellness skills for children and families from pre-Kindergarten through college. The information provides prevention education to all students, teachers, parents, and communities focused on social-emotional learning, emotional literacy, safety, health and wellness, self-regulation and coping skills, as well as information on current topics such as bullying, substance use prevention, and targeting vulnerable population to name a few.  
    Trauma-Responsive Social Emotional Wellness Anway PsyD, NCSP, Dr. Leslie & McLaren, Rebecca
    Implementation of effective social emotional learning doesn’t have to be expensive, time-consuming, or difficult!  When staff members and students understand the brain responses to trauma and toxic stress, and when they understand the overlap of proactive practices (including SEL, PBIS, and TIC) in the school setting, integration of these practices (including daily regulation strategies) into regular lessons and routines becomes not only manageable but critical to a productive learning environment.  

    You, your brain and why the trauma you face matters

    Attendees will learn about how trauma victims get stuck in a state of hyper vigilance and why they have a hard time shifting out of it. I will discuss the hurt and shame that trauma victims feel when they struggle in life and why maladaptive coping mechanisms (alcohol, sex, drugs and blatantly ignoring, etc.) don't work and how families are affected by showing brain SPECT images. Attendees will walk away with tips about how to off-load trauma and begin healing the body, mind and soul and how to build trauma resilience so they can live a full and abundant life.

    Johnson, Stephen

     

    10:45am - 12:15pm Breakout Session I I choose from one of these when you are registering. 

    Title & Description Presenter

    Active Shooter Table-Top Exercises

    Dixon, Cooper
    A Necessity for Schools, Businesses and Communities; Unfortunately, for most people, the main focus of an active shooter is what happens at the present time. However, another critical component of an active shooter that requires a lot of planning, is the immediate aftermath and the community and parental response.  

    Developing Emergency Response Plan

    FBI

    Developing Trauma Informed School System for the Safe and Healthy Living Community

    This workshop demonstrates an ongoing community transformation model by the committed and strategic collaboration with all sectors of the community. The workshop leaders placed the foundation of this community initiative by building a trauma informed school system covering K-12 schools and the community college. In this workshop, participants will learn how to organize trauma informed school training sessions, develop practical resources and administrative support, collaborate with the school district and community stakeholders to build a healthy, trauma informed and safely connected community where the youth will grow in less harmful but well-beloved environment.

    Yoo MSW, MDiv, Reverend Sanghoon  & Jackson MPA, Shomari

    Do as I say and as I do

    Roselle, Dr. Joe
    When schools plan to create a safe and orderly environment they often overlook one key stakeholder, their staff.  Often plans or strategies that are intended to create a safe and orderly environment do not address the role or expected behavior of the adults supervising students on campus.  As a result, sometimes adult behavior contradicts the messaging for students.  Attend this session in order to learn the questions and the steps you should take when you are aligning your adult expectations to your student expectations for behavior.  
    Emotional Safety Versus Physical Safety: Or Are Both Possible? Lindstrom Johnson, Dr. Sarah & Montes, Dr. Andrea
    Current research, policy, and practice decisions often pit solutions to support physical safety against those solutions that promote emotional safety (i.e., suicide prevention, bullying, behavioral management). However, this is detrimental as it does not recognize the shared risk and protective factors for violence, the overlap in roles of school mental health staff and school resource officers, as well as compartmentalizes school-level efforts to promote safety. This session will present local and national evidence that supports the integration of physical and emotional safety initiatives and discuss tools and strategies to promote data-based decision making and teaming around school safety.  
    A Mindful Classroom Britton, Kathleen MC., LPC
    This workshop would introduce participants to the basics of mindfulness and how to use it in an educational setting. Mindfulness can calm and focus students as they come to class. Mindfulness practices bring students to the ‘here and now’ and are perfect to aid upset or anxious students. This workshop will provide the participants the process of developing and guiding mindfulness interventions.   

    The Power of Not Thinking: Helping Students Manage Stress

    Gunnoe, Dr. Jake
    When it comes to safety and trauma prevention, one of the most pressing issues is mental health. More than ever before, students are overwhelmed with stress, depression, and thoughts of suicide. As educators, it’s easy to feel powerless and lost in this sea of mental trauma. While there are many sources of stress surrounding students today, there is one at the root of everything: mental noise. In this session, attendees will learn more about the nature of how students handle stress and how you can use simple and proven techniques to help students conquer stress before it becomes too burdensome.  

    Trauma Informed Care in the Classroom

    Krueger, Dr. Crystal 
    The presenter will define trauma and assist participants in understanding the neurological impact of trauma and how this translates to the classroom. Through doing this, the present will describe survival mechanisms of both physical and emotional threat, normalizing and understanding the resulting behaviors, actions, and emotions. This will help participants make sense of problem behaviors in the classroom and assist them in gaining tools to help students having these responses.  

    Third Culture Kids: Growing Up Among Worlds

    Egeler, Dr. Daniel
    A Third Culture Kid (TCK) is a person who has spent a significant part of his or her developmental years outside the parents’ culture. The TCK builds relationships to all of the cultures, while not having full ownership in any. Although elements from each culture are assimilated into the TCK’s life experience the sense of belonging is in relationship to others of similar background. This seminar will focus on the benefits and challenges of growing up a TCK and how educators can maximize these benefits while minimizing the challenges.  

    Yoga Session and Mindful Movement

    Uttech M.Ed., Dan
    Teachers will take an easy and adaptable yoga session to teach self care for our minds and bodies. Caring for our own minds and bodies is vital to teachers who continue to give of themselves. It's time to give back to yourself! Prior to and after we finish the yoga session, we'll discuss some history of yoga as well as options to integrate the movements into your classroom as mindful movement opportunities. We will discuss the research behind movement and share with each other how these experiences can be used both in an in-person and virtual environment.  

     

    1:15pm - 2:45pm Breakout Session III choose from one of these when you are registering. 

    Title & Description Presenter

    Developing Emergency Response Plan

    FBI

    Implications of Cultural Differences in the Classroom 

    This seminar will address the challenges and opportunities while educating a culturally diverse student body. Leaders will be challenged to commit to creating an environment that is culturally sensitive to the diversity of cultural backgrounds represented by your students, intentionally evaluating what they are doing, why they are doing it, and the impact of their decisions have on their students. The presenter will highlight the theoretical framework of Geert Hofstede to provide a foundation for understanding cultural differences

    Egeler, Dr. Daniel
    Peer to Peer, Building Leadership, Social Emotional and Self-Empowerment Skills Gresset, Tamee &  O'Shaugnessy, Erin
    MPOWRD is a research based educational program focused on leadership and prevention. This is a peer to peer group where teens support one another in helping each in making healthy decisions, building social emotional skills, and dealing with difficult issues teens face through a structured curriculum. The program will meet the needs of your MTSS, social emotional learning, restorative practices and trauma informed care. A student panel will discuss their experiences and take questions from the audience.  
    High School Security a Team Approach Baniszewski, M.Ed. Richard
    An overview of high school security teams and procedures. Basic rules and tactics. How to create teamwork and teambuilding within a high school security team. Customer service and how to approach situations and deal with students. The importance of keeping lines of communication open.  Factors that contribute to student behaviors and their impact.  

    Restorative Practices in Classrooms

    Kozimor, Dr. Alice
    Restorative practices are strategies to create a safe and inclusive classroom community that holds students to high expectations and fosters growth. Through Restorative Practices, students learn how to regulate their emotions, reflect on decisions and consequences, and then are welcomed back into the classroom with respect and grace. Participants of this session will review the key fundamentals of Restorative Practices, make a plan to implement these practices, and work through mock scenarios and coaching of students.  

    Rethinking Resiliency: Facilitating Health & Wellness during the Pandemic

    The impact of trauma and Adverse Childhood Experiences (ACEs) on physical and mental health outcomes has been well-documented and is of special concern during the COVID-19 pandemic. Youth and young adults have reported disproportionately worse mental health outcomes, increased substance use, and elevated suicidal ideation during the pandemic. However, recent research suggests post-traumatic growth experienced by youth during the pandemic, and trauma-informed practices and mindfulness-based interventions are especially applicable to the unique struggles experienced by youth in 2022. This presentation first describes the impact of trauma on the developing person, followed by a discussion of applications and interventions that can be used to foster resiliency and facilitate post-traumatic growth among our youth.

    Beverly, Dr. William

    SEL Components for the Classroom

    Teachers will be led through how to incorporate social-emotional learning concepts into their classroom. These concepts can be used in classrooms the very next day! We will act out these concepts to feel them in our minds and bodies, rather than in lecture form. Teachers will learn techniques to help students accomplish 8 tasks: settling in, breath awareness, mindful movement, community connection, focus, creative expression, relaxation and closing. After our practice, we will discuss what tasks teachers feel they can take to their classrooms to use on day one!

    Uttech M.Ed., Dan

    Educating within the Technological Renaissance  Social Media Links to Anxiety & Depression

    Araza, Cori

    A growing number of individuals have experienced symptoms of anxiety and/or depression stemming from social media use. A recent study reveals that time spent, activity, investment, and addictive behaviors are highly correlated with anxiety, depression, and psychological distress (Keles, McCrae & Grealish, 2020). 

    While educators send students to short-staffed counseling offices, they also need to arm themselves with skills and practices that can help students cope with the effects of social media, including using these tools alongside a trusted adult and peers. In the age of mobile technology, empowering students to practice self-care when it comes to social media habits is essential. 

     
    Trauma-informed educational practices in the PreK-12 classroom environment Nilsen, Dr. Stephanie 
    An overview of research-based programs and resources; This session will review a variety of trauma-informed educational practices being implemented, researched, and found successful in school programming. Resources will be split up in three categories:
    1. Mental Health and School Counseling Resources
    2. Resources for the Classroom Environment
    3. Resources Across Contexts: Families, Educators, and Caregivers