Creating a strong classroom community is a cornerstone of improving student engagement, motivation, and learning outcomes. In this interactive session, we will explore strategies for cultivating classroom communities where students feel supported and connected.
Participants will learn: Key principles of fostering positive relationships among students and between students and teachers. Practical strategies to integrate classroom community-building activities into daily routines. How a strong classroom community can enhance collaboration, engagement, and academic success. The session will include a blend of presentation, group discussions, and hands-on activities to ensure participants leave with actionable ideas they can implement immediately in their classrooms. This presentation is aligned with our district’s ongoing commitment to fostering student success but is designed to be accessible for educators at all stages of PBIS implementation.
Explore how the (PBIS) framework is a solution to supporting students who have experienced trauma. This session explores an overview of the neuroscience of trauma, common diagnoses and problem behaviors often seen in traumatized students, such as aggression, withdrawal, and difficulties with self-regulation. We will also delve into the functions of behavior, emphasizing the importance of identifying replacement behaviors and the reinforcements that maintain those behaviors. Plan to make connections between trauma informed practices and the PBIS model. We will explore examples of Tier II/Tier III plans and share some success stories!
In this session participants will receive an overview of Universal Design for Learning (UDL), focusing on how it promotes inclusive teaching practices that support diverse learners. Participants will explore the core principles of UDL and learn how the district is working to apply these strategies to enhance student engagement and success. By the end of the session, attendees will better understand UDL and its role in shaping equitable and flexible learning environments and the district’s plan for implementation.
Director of Teaching & Learning, Duneland School Corporation
Donna Biggs is the K-12 Director of Teaching and Learning for Duneland School Corporation in Chesterton, IN. She has previously served as an elementary principal, high school dean, and special education teacher. Her professional interests include the development and implementation... Read More →
Monday January 27, 2025 8:40am - 9:40am CST
Room A134
Sharing information and resources in a presentation-style format from the American Foundation for Suicide Prevention’s virtual Suicide Bereavement Clinical Training. From the AFSP site: The suicide of a loved one can have a profound and sometimes devastating impact on those left behind, called suicide survivors. Bereavement after suicide may entail high levels of disorientation, guilt, regret, anger, shame, and trauma. Survivors sometimes also find their relationships with other people changed, as they struggle with the social stigma often placed on suicide, and the altered family relationships that have been changed by the feelings of guilt, blame, and failure that suicide may engender. Survivors may also be at risk for elevated rates of complicated grief and future suicidality themselves. All of this makes surviving the suicide of a loved one a potentially life-transforming ordeal that requires a level of support that goes beyond traditional grief counseling in order to help survivors cope with the tragic loss. Topics will include: • The psychological impact of suicide on survivors and common themes in the bereavement of survivors • The impact of suicide on family functioning • What research with survivors tells us is needed • The tasks of loss integration and recovery for survivors • Postvention options for survivors The district’s latest strategic plan highlights the importance of mental health support and awareness for our students and staff. Grief experienced from a suicide has been, and will continue to be, an unfortunate reality for some of our students and their families, and our staff. For those who have experienced it or may experience it at some point, suicide bereavement will have a significant impact on their mental health, and on, the school performance (attendance, academics, emotional/behavioral regulation) of our students.
Explore how the (PBIS) framework is a solution to supporting students who have experienced trauma. This session explores an overview of the neuroscience of trauma, common diagnoses and problem behaviors often seen in traumatized students, such as aggression, withdrawal, and difficulties with self-regulation. We will also delve into the functions of behavior, emphasizing the importance of identifying replacement behaviors and the reinforcements that maintain those behaviors. Plan to make connections between trauma informed practices and the PBIS model. We will explore examples of Tier II/Tier III plans and share some success stories!
You have been putting in the data such as behavior incidents, family communications, meetings and services. You are setting goals and progress monitoring. Now what? This session focuses on stepping back to look at the data together. How do you draw conclusions about student needs based on their academic, social-emotional, and behavior data listed? We will explore the opportunities within the platform to make informed decisions for successful student outcomes.
In this session, participants will become familiar with behavior intervention plans (BIPs). Learn how to break down a BIP for successful implementation in the classroom, understand what is entailed in a BIP, and learn how to quantify what their writers are looking for. You’ll walk away with a handy BIP template and you’ll feel better equipped to serve students with BIPs!
Interested in learning more about what pieces of student data in Branching Minds are valuable to understanding the whole student? This session is for Branching Minds beginners or "light users" who are interested in understanding how to navigate the platform, input valuable data, and best practices for student outcomes.
Come experience brain intervals and specially designed neuroscience activities (courtesy of our IU UDL experts) to promote self-awareness, self-regulation, and self-control. This self-directed experience will give you time to focus, relax, and recharge while learning techniques that you and your students can use immediately.
Our awareness of the prevalence and impact of Adverse Childhood Experiences (ACEs) on a student's academic and social emotional progress has increased in recent years. Understanding the impact of trauma on our students, our coworkers and ourselves, can help us better connect with students and meet them where they're at. This session will discuss strategies that can be implemented in the classroom to create a safe and welcoming environment, as well as how to engage and support students.
