Sunday, April 23
Bringing Peace, Engagement, and Kindness to Campus
Jon Campopiano, Stone Valley Middle School
The Stone Valley Where Everyone Belongs (WEB) program has transformed our
campus into one that cares for, and strives to include, each and every student
into the fabric of the school. 8th grade students are provided comprehensive
training, character-based lessons during weekly advisory classes, and social
experiences throughout the school year. WEB has become a keystone program at
Stone Valley and is preparing our students for lifelong success.
Using Advisory for PBIS Support and Inclusion
Edd Bond, Haydock Academy of Arts and Sciences
Learn how PBIS and inclusion for special needs students can be supported
through a homeroom or advisory class. Learn about ways to support school wide
initiatives and customize a program to meet your needs. Activities and
resources will be shared that you can use immediately, and a road map to start
a new program or modify an existing one will be provided.
Creating Safe Spaces in Affirming Schools
Al Medeiros, Parklane Elementary School
As increasing numbers of transgender and gender-expansive young people live
authentically in their self-identified gender, K-12 schools can foster a
positive learning environment by protecting the safety and well-being of these
students and creating systems that support them in their educational rights.
This presentation focuses on teacher strategies aimed at creating safe spaces
for LGBTQIA students, as supported by research from GLSEN.
The Impact of School Culture on the Whole Child
Rosa Isiah, Lawndale Elementary School District
How does school culture impact the development of the whole child? This
session will focus on what educators and educational leaders can do to create a
whole-child centered, safe, engaging, and supportive school culture in their
own learning environments. Come and explore the power and impact of a healthy
school culture on student achievement.
Using LCAP Funding to its Potential for Student
Tim Adebayo, Clovis Unified School District
Hear and share ideas for helping your foster and unaccompanied high school
students to access resources and services available to connect them to colleges
and vocations after high school. Help these students become self-advocates.
Learn strategies for maximizing the use of state funding and staying withing
the regulations for academic outcomes.
Bringing At-Risk Students Back Into the Fold
Joe Antonelli, Orange Grove High School
In this presentation, we discuss the brain's response to trauma and how the
at-risk student is created. We look at the neuroscience and the reasons why
at-risk students behave the way they do. We also look at the traditional
disciplinary system in schools and explore ways to make schools more responsive
to the needs of these students. When we respond to behavior correctly, we get
the results we want: a student who is academically engaged and emotionally
A Social Media Helpline for Schools
Matt Soeth, Net Family News, Inc.
Dealing with cyberbullying or your staff/school's reputation on social
media? iCanHelpline.org can help. Really. It's not a program, but a free and
easy-to-use social media help desk for schools. Join the help desk's
co-creators for examples and an explanation of the partnerships
iCanHelpline.org has with Facebook, Instagram, YouTube, Snapchat, Twitter, Kik
Messenger, Ask.fm, Tumblr, and more.
What's it Like to be Liked?
Understand the psychology of social media and use this knowledge to help
you connect with students in the classroom. This hour-long workshop helps
teachers get into the minds of students on social media. It also offers
strategies for creating a classroom environment, similar to social media, where
kids feel energized and connected. No prior knowledge of social media is
required to attend this workshop.
Creating Gender Inclusive Schools
Jonathan Skurnik, The Youth & Gender Media Project
View and discuss the Youth & Gender Media Project film “Creating Gender
Inclusive Schools” with director Jonathan Skurnik, and engage in a goal-setting
session focused on how each participant can create or enhance a culture of
safety and inclusion for children across the spectrums of gender identity and
expression. We will review the tools that are available for this work and leave
with a customized list of resources for each participant to begin working
towards their goals.
Lessons Learned from District Security Officers and
Allan Poohar, Victor Valley Union High School District
Learn the steps the Victor Valley Union High School District (VVUHSD) took
to increase and ensure the safety and security of all stakeholders located at
the eight VVUHSD campuses by utilizing a S.W.O.T. analysis of the campuses and
Positive Behavior Support: A Team Approach
Blake Silvers, R.H. Dana Middle School
At Dana Middle School, staff members focused on a team approach to
supporting positive student behavior. From a collective vision to whole staff
feedback to the creation of a specific PBIS team, Dana Middle School has
created and sustained a community of respect and empathy. With the use of
Restorative Practices and elements of PBIS, at the school-wide level, our staff
has created a step-by-step and replicable program that has transformed how
adults communicate and address student behavior and consequently, how students
behave towards adults and each other. Come and learn a culture changing process
that has truly worked.
Five Ways to Build Culturally Responsive Classroom
Carmen Quinn-Okoh, San Bernardino City Unified School District
Having a culturally responsive approach to classroom management is
essential to building relationships with all students and creating a warm and
welcoming learning environment. Participants will explore five ways to build
culturally responsive classroom management and understand how cultural clashes
between teachers and students can be prevented.
Classroom Discipline that is Culturally Responsible
Through Respect and Relationship
Jamie Lynn Bianchi, Modesto City Schools
With recent studies showing a large disproportionality of student
suspension rates and behavior referrals amongst students of color, it has
become evident that there is often times a “cultural mis-match” between
teachers and students. Teachers must be given the tools to manage the
multi-cultural classrooms with a fair and compassionate approach. Learn the
simple pro-active approach to dealing with classroom disruptions by creating an
environment of respect that focuses on relationships!
Creating Trauma-informed Classrooms
Jessie Fuller, Orange Grove High School
Receive practical strategies for creating communities of care that support
all learners, particularly students who have been impacted by trauma. We will
briefly examine the impact of trauma and then look to strengthen our teacher
toolboxes to be able to create the safe and consistent environments that our
students need to be successful. Strategies will include, but are not limited
to: utilizing restorative practices such as talking circles to create safety
and trust, embedding social-emotional learning into instruction, practicing
mindfulness, and creating a culture of teacher self-care.
Finding the Balance
Jessica Miller, Desert Springs Middle School
At Desert Springs Middle School, we have implemented a comprehensive system
in which students are getting the placement and services they need, while still
staying within the confines of the Ed Code. With aspects of positive behavior
intervention, restorative practices, alternative academic settings, and
multi-tiered interventions, it is possible to take a school and change the
climate, culture, and reputation. Let us show you how!
Understanding the Influence of Street Gangs in Your
Community: A Collaborative Approach
Robby Robinson, LA County Probation Department (Retired)
When schools and law enforcement come together to deal with gang issues the
results can be dynamic, therefore both agencies seek strategies and solutions
to the ongoing gang problem. Collaboration is crucial in developing effective
solutions. This session will provide information to help educators understand
the significant effects of gang culture and give them a broader resource base
to implement new approaches for gang prevention, intervention, and suppression.
New Beginnings: Latino Long-Term English Learners
Mary Lou Resendes, Glen Edwards Middle School
Research has confirmed time and again that parental involvement is key for
successful student outcomes. Learn how one middle school is addressing Latino
home-school partnerships. Hear teachers sharing their experiences associated
with Latino home-school partnerships, receive presentation handouts, and learn
some strategies that can be customized to fit your school site.
Transformative Schooling for Safe & Inclusive
Itoco Garcia, Cherryland
Cherryland is a nationally recognized community school that has developed
systems and structures around PBIS; restorative justice; and culturally and
linguistically responsive community engagement models that create a safe and
inclusive school. Learn the process, challenges, and successes of this model in
order to replicate them in your school communities. Ggarner tools, techniques,
tips, and strategies in order to make data driven decisions about school climate
and community engagement.
Social Media Essentials for College and Beyond
Alan Katzman, Social Assurity LLC
Increasingly, a student’s presence on social media can factor into a
college’s overall admissions decision. Sometimes this can be useful – afterall,
life’s rich tapestry is hard to portray in 500 word essays – and the new
coalition application and its portfolio approach is an invitation to new
approaches. Sometimes, naïve behavior in the social realm comes back to harm
students, especially when admissions officers go looking. In this session, you
will learn why students can and should create and disseminate an accurate
picture of their lives through social media — and develop “digital citizenship”
skills and habits to provide a clear advantage in college admissions and career
Hidden Barriers Affecting Classroom Climate and
Carmen Quinn-Okoh, San Bernardino City Unified School District
Ever wonder why students are not learning and growing, despite our best
efforts? The answer might lie in unintentional classroom practices, which can
hinder creating and developing a welcoming classroom learning environment.
Learn to identify how implicit biases affect the culture and climate in the
classroom and examine how belief systems about learning, poverty, stereotypes,
and cultural differences can hinder student learning. Reflect on methods to
address implicit biases and strategies to facilitate developing a safe and
welcoming school and classroom climate.