How do you initiate a conversation on race and racism that is inclusive, safe, and respectful? How do you help children listen and empathize with experiences of oppression? How do you create a socially, emotionally, and culturally inclusive space where all students can express their authentic selves? This session will provide guidance on how to have effective conversations that center on race, racism, and equity.
Learn recommendations for facilitating a conversation on race.
Practice a protocol for leading a conversation on race and racism.
Many educators are now stuck between two of the largest and most unprecedented challenges ever encountered. How do we talk about current social justice events when a global pandemic is threatening our everyday lives? How do we address physical PPE when we are all on a daily social and emotional roller coaster? During this session, we introduce the journey from cultural proficiency through equity to anti-racism and explore how to approach this topic with your teams in a way that both honors them and is free of shame or blame. Join veteran educator, administrator, racial equity anthropologist, and former superintendent Shelley Holt for a discussion that will leave you empowered, uplifted, and hopeful—and with some slides that you can use with your teams. Don't miss this opportunity to approach this delicate topic that can no longer be ignored but that requires skillful maneuvering to be done respectfully.
Assessing young children's skills and knowledge is a challenging task at any time. At this moment, it is crucial to engage students in meaningful ways to support the development of the whole child. This session will examine the necessary conditions and possible strategies and tools for assessing literacy, math, and school readiness skills for students in the primary grades.
Develop a plan for assessing their students, including preconditions.
Understand various strategies and tools that they can use for assessing young children in literacy, math, and other school skills.
Instructional coaches play a crucial role in supporting teaching and learning. The upcoming school year brings new and uncharted opportunities for reimagining and redefining coaching support. Let’s explore the coaching role, strategies, and predictable problems so that we can be prepared for what’s ahead.
Explore ideas for reimagining the coaching role.
Consider possible challenges and solutions for the upcoming school year.
With the effects of COVID-19 and antiracist protests on students and families, our school saw the need for a wholistic response of supports. As a result, we created a Student Support Team to plan, implement, and evaluate a network of student and family supports. This multidisciplinary team of staff and partners relied on their areas of expertise to inform discussions about which students might be most at risk and connect with resources to provide things like food and rent assistance. In this session, we'll describe the roles of the team members, explore protocols and metrics used for evaluating the team's impact, and share reflections about what worked and what didn't. Participants will have the chance to brainstorm the roles and metrics that align with their own situations and share responses and give feedback.
Participants will leave with
A draft list of participants and roles for a Student Support Team in their own school.
Potential protocols and metrics to measure their team's success.
A list of next steps they can take immediately to create their own Student Support Team.
School will happen as summer ends, but where it will happen and for how long remains uncertain. That uncertainty will likely be with us for some time. It's stressful to plan teaching and learning for two different delivery systems, but it's inefficient to plan for one knowing that there may be one or more shifts in where school happens during the school year. This session will offer a five-part template for lesson planning that not only works both in the classroom and online but also promises learning that is significant and durable for students with varied interests and learning needs.
Consider a five-part template for lesson planning.
Examine the logic and evidence behind each of the parts.
View an example of a lesson plans using the template to analyze its utility in helping students gain important knowledge and skill while engaging them with interesting and relevant ideas.
What do you want to know about developing and supporting dual language initiatives and learners in your schools and district? This interactive session responds to some of your questions based on the experience and knowledge of a former principal of a dual language program in an elementary school. Through a question-response format, we’ll suggest ways to approach school culture and climate, instructional resources, and social and emotional development and mental health.
What steps and strategies can help you make personal and systemic change in your school and community to alleviate educational and social injustice? In the snare of a societal crisis, schools struggle to have meaningful dialogue that moves the needle toward fairness and allows each child a successful education. In this sessions, we will examine successful strategies used to build personal and organizational capacity to eliminate societal injustice in schools.
Explore program structures that support personal and professional equitable change.
Engage in protocols that surface personal and systemic inequitable bias.
Whether instruction is in person, online, or blended, all educators want students to learn well and deeply. Yet far too often, students attain only a superficial level of knowledge that fails to prepare them for deeper challenges in school and beyond. Why is this the case? And what can we do about it—especially now that so much learning is self-directed and happening outside the classroom? Join renowned educators and best-selling authors Jay McTighe and Harvey Silver as they explore the answers to these important questions and draw on content from their ASCD member book,Teaching for Deeper Learning: Tools to Engage Students in Meaning Making. In this session, they will lay out a simple, two-pronged approach to teaching for deeper learning—one that you can use across grade levels and content areas no matter the format of your instruction. They’ll highlight examples of classroom-ready tools and strategies to help educators actively engage students in making meaning. And they'll explain why teaching for deeper learning is more important than ever before.
Understand what deep learning is and why it is so necessary in our current environment.
Explore two shifts that are needed to help students achieve deep learning.
An epic number of students continue to be exposed to adverse childhood experiences that have been further amplified by the coronavirus pandemic and social injustice conditions. As we learn to adapt to different teaching environments, we must consider how to support students living with trauma, violence, and chronic stress. This practical session will help educators create a distance or in-person learning environment using two essential evidence-based teaching practices: (1) building strong, meaningful relationships with students and (2) supporting them in having a voice and choice in their learning environment. We will discuss the rationale of these practices and guide participants in using them.
Examine and adopt key strategies and tools that they can use remotely and in-person to build strong, meaningful relationships with students.
Examine and adopt key strategies and tools that they can use remotely and in-person to support students in having a voice and choice in their learning environment.
School leaders and teachers need to take a moment to reflect on the last few weeks of virtual learning they provided to students. We have all gone through the five stages of grief, and it’s time to begin finding ways to deepen the learning opportunities we are providing. In this session, Peter DeWitt will take participants through a program logic model approach and help them find their areas that most need improvement.
Learn about program logic models, which are research-based methods of guiding leadership teams through any improvement process.
Be able to take the program logic model approach and use it to help deepen the effect of the virtual learning taking place in their schools.
Imagine a school with a diverse student body where every student feels safe and valued, and all students—regardless of race, culture, home language, sexual orientation, gender identity, academic history, and individual challenges—have the opportunity to succeed with challenging classes, projects, and activities. In this school, teachers notice and meet students' individual instructional needs and foster a harmonious and supportive environment, and students feel empowered to learn, grow, and pursue their dreams.
In this session, we focus on the School Equity Taxonomy, a new model to clarify the structural and interpersonal components of an equitable and excellent schooling experience, and the School Equity Audit, a survey-based tool to help school and teacher leaders uncover equity-related issues and organize their efforts to better address
Social and emotional engagement.
Opportunity to learn.
Engaged and inspired learners.
Examine the five levels of the equity taxonomy.
Assess various classroom instructional routines for their usefulness in delivering on the promise of equity.
Examine aspects of their classroom or school that need attention and develop an action plan.
As a result of the COVID-19 slide, many students have fallen behind in reading. Start the school year strong with engaging, high-yield strategies that accelerate K–12 literacy scores across in-person, blended, or distance learning platforms. When you teach students to comprehend using the evidence-based, "Fab Four" reciprocal teaching strategies—predict, question, clarify, and summarize—students begin to make dramatic reading gains in just a few months. Learn practical ways to start now with fiction, content area reading, guided reading, close reading, and book clubs.
Learn how to set up reciprocal teaching for results using in-person, blended, and remote learning.
Discuss and recognize foundations for lesson success regardless of lesson delivery format (in-person or distance learning).
Outline engaging lessons and ways for students to develop deeper comprehension as they read using an engaging menu of ideas for predicting, questioning, clarifying, and summarizing.
Explore ideas for using reciprocal teaching strategies to differentiate instruction, provide equity, and dramatically accelerate literacy for all students, including struggling readers and ELL students.
During spring shut downs, teachers grew more comfortable with technology and created innovative lessons—whether it was a shop teacher who taught from a lumber mill in lieu of a PowerPoint or a math teacher who demonstrated graphical shapes in the neighborhood. Some lessons were outstanding and others fell flat, but each offered an alternative to the usual classroom environment. Now, imagine the math teacher using the shop teacher’s video or vice versa. Interdisciplinary learning has long been known to help students build new connections to course material. Additionally, students seeing teachers in a new context (i.e., math teacher in the shop room) helps build relationships and can introduce excitement for students. Teachers are already strapped for time, however, so how can leaders help to build an interdisciplinary learning culture in their schools? And how can leaders facilitate teachers’ use of the lessons created during the pandemic in traditional classroom settings?
This session will introduce an interdisciplinary solution for engaging students and promoting cross-subject lesson opportunities. Participants will discuss an ideal scenario of interdisciplinary collaboration and implementation strategies for teacher-leaders and administration, including how each can lead for the whole child. We'll explore options that use Microsoft Suite, Google Suite, or something else and brainstorm other opportunities for cross-subject collaboration.
Participants will leave with strategies to facilitate interdisciplinary learning and suggestions for implementation in secondary buildings ( in both the real or virtual classroom).
In the fall, it will be important to build strong relationships with your students. In this interactive session, you will share current strategies for building relationships with students and explore new strategies to use either in person or virtually. You will also explore the best mindsets for building relationships with students. You will leave with a list of quick tips to use. This session is based on the ASCD book Inviting Students to Learn: 100 Tips for Talking Effectively with Your Students.
Talk about mindsets for building strong relationships with students.
Share current strategies for building strong relationships with students
Explore new strategies for building strong relationships with students
The changes brought on by the coronavirus pandemic require educators rethink how we communicate information about student learning. This session describes the most important changes that need to be considered in grading policies and practices. Keeping in mind the many practical challenges teachers face, we review the importance of fairness and equity in grading and describe ways to ensure meaningful communication between teachers, students, and families. We will highlight procedures for implementing new reporting structures, together with policies and practices that you should avoid because of their negative consequences for students, teachers, and schools.
Learn about the advantages and shortcomings of different grading methods when students are learning from home.
Explore strategies for ensuring the grades we assign are fair, equitable, meaningful, and educationally sound.
Develop guidelines for implementing effective standards-based grading policies and practices at all grade levels.
As schools reopen, we'll need sound blended pedagogies for remote and face-to-face learning, especially in light of all the devices that have been purchased during the pandemic. This session will dive deep into what this looks like by focusing on a pivotal shift from instruction to learning. Blended instruction is what the teacher does with tech. Blended learning is where students use tech to have control over path, place, and pace in a high-agency environment in both virtual and classroom settings.
Participants will leave with a firm understanding and practical examples of the four keys (strategies, elements, models, and solutions) needed to effectively implement blended learning in K–12 environments.
An important consequence of the COVID-19 pandemic has been a greater awareness of the central role of teachers and a greater appreciation—by parents, students, and administrators—of teachers' irreplaceability. Yet, we have also been awakened to the truth that the concept of school and the role of teachers will never be the same again. In a recent survey by the National Parents Union, only 32 percent of parents said they wanted schools to revert of the way they were pre-COVID-19. This leaves us asking: (1) What are some changes we might envision? (2) How might we empower all teachers to face the new challenges? (3) What are some specifics related to the mathematics education of teachers? This talk will attempt to provide some answers, inspired by the speaker's multicultural, multilingual background, the innovations she came up with while having to teach teachers on two continents during the lockdown, and her passion for learning in general and mathematics learning in particular. Because mathematics is her area of expertise, she will illustrate the generalities with specifics pertaining to teaching and learning mathematics.
Leave with hope as they begin to envision novel conceptions of what teaching might look like in the "new normal."
Feel more valued about the unique and irreplaceable teacher-student relationship.
See how mathematics education is actually related to all aspects of life that are important to teachers and students.
Trauma and tough times can lead to challenging thoughts and behaviors in ourselves, our schools, and our communities. We must process these intense circumstances in a productive way if we are to grow through them. Psychological research reveals that writing through trauma, anxiety, grief, and myriad other emotions and traumatizing conditions can prove effective. It will not be surprising, therefore, that teachers can anticipate reading graphically descriptive and deeply emotional writings from those they teach, particularly after students have lived through events like a global pandemic and a country facing racial tensions. How can teachers best respond to students who share their truth about the difficulties, traumatic experiences, or confusion they experienced in their own lives? And how can we promote healing by allowing students to process their feelings through writing?
Participants will be able to
Identify the benefits of embracing personal, albeit challenging, written voices.
Describe the benefits and barriers that come from aggressive, violent, and disturbing written voices.
Understand how to best manage some of the troublesome content expressed through student writing.
Anxiety is high with educators, students, and parents all over the country. COVID-19 cases are spiking in many states, and schools are trying to decide if they will reopen or move to virtual learning. The result is a lot of uncertainty with educators. Join this interactive session to receive strategies to help you lead through this pandemic. Educators will leave with strategies they can use right away.
Emergent bilingual students—those learning in a new language at school—are a growing population in K–8 classrooms across the country and currently are not experiencing success at the same rate as their English-only peers. This has only been exacerbated during these times of crises. To create opportunities for success, instructional leaders can call on a variety of best practices that relate to equity, multilingual support, and tailored instruction. Participants in this session will take away several clear ideas for enhancing their schoolwide and classroom-based approaches for inclusion and language-focused support.
Gain strategies for connecting with families, both in person and digitally, where English is not the primary language spoken.
Become more informed about how to design and support classroom instruction that is more culturally inclusive and accessible to language learners.
Zoom rooms have become the new conference room, but in our push to reopen schools—in whatever form that may take—core principles of effective professional learning fall by the wayside. Join Allison Rodman to explore innovative practices for personalizing adult learning in both virtual and hybrid spaces. We will examine priming and facilitation moves that encourage social construction and support the full continuum of growth, including the space between learning engagements.
Examine research summarizing the qualities of effective virtual professional learning.
Explore strategies for priming, ushering, and launching empowering professional learning engagements, whether virtual or hybrid.
Share tools and approaches that support social construction both during and between sessions.
This session seeks to increase educator awareness of the need to prioritize equitable practices in school to provide all students with the best opportunities to succeed. Attendees will be exposed to some of the latest research on educational equity surrounding the ABCs: Access, Beliefs, and Culturally Responsive Approaches to teaching and learning. Participants will gain strategies for providing students with access to rigorous instruction and strategies to facilitate social and emotional learning (SEL) from a trauma-informed perspective. In addition, attendees will gain practical strategies for incorporating culturally responsive approaches to engage culturally and linguistically diverse learners.
Participants will learn how to address the following:
A - Access: Offering technology, rigorous instruction, special education, and gifted and talented programs (Tier 1, 2, 3)
B - Beliefs: Using SEL, trauma-informed, and poverty-informed practices
C- Culturally Responsive Teaching: Empowering all learners to be included in the learning process
In the midst of unprecedented educational and cultural shifts as a result of the COVID-19 pandemic, educators are tasked with beginning a school year like none other. This session will help educators reflect on challenges and successes from the past school year, learn key social and emotional learning (SEL) and student support strategies to prepare for the 2020–21 school year, and create a plan to prepare for a strong first month of school.
Reflect on challenges and successes from spring 2020 classes during COVID-19 pandemic.
Learn key SEL strategies to prepare for classrooms in a post-COVID-10 pandemic classroom.
Create an SEL and relationship-building plan for the first month of school using targeted SEL and student-support strategies.
Professional learning is the key to change in education. By investing the proper time and resources, we can help design learning that makes a difference. Responsive professional learning recognizes that learning is more than the providing and facilitating that takes place during workshops and sessions. It includes the planning for and evaluation of learning as well. During times of immense change, such as the current pandemic, the need to be responsive becomes even more important. This session will provide a means to think about the three phases of responsive professional learning as well as tools educators can use immediately to design learning that lasts.
Learn a three-phase framework for considering professional learning design that is responsive.
Identify key steps they can take to effectively plan for, provide, and follow up on professional learning.
Explore tools that they can use to design responsive professional learning.
Participants will discover best practices for aligning the social and emotional learning approach S.A.F.E. with the practical implementation of Flipgrid, an online video learning experience for educators and families. Get an overview of how to use Flipgrid, and explore how to best to align it with (1) Sequenced activities, (2) Active forms of learning, (3) Focused time, and (4) Explicitly defined and targeted skills using best practices and examples.
As we are building school changes that we hope will last, we will inevitably see evidence of resistance to the changes we so desperately need. In this session, examine a new mindset around resistance: the resistance partnership. The resistance partnership encourages all leaders to lean into the resistance, learn from it, and address it from a relationship-rich, yet results-focused point of view. Finish the session with strategies that work.
Learn the definition of the resistance partnership.
See why resistance often occurs, even when the change is so evident.
Examine several strategies that work to reinforce the relationship but address the resistance
As schools and families reflect on learning loss that resulted from emergency remote learning and restructured summer programs, digital tools and strategies are available to help educators address student needs. In this session, Monica Burns, author of Tasks Before Apps, will take you through strategies for curating content, differentiating learning pathways, and supporting families. You'll explore how to use education technology to gather information on student needs, organize supplemental content, and engage students in authentic learning experiences.
Identify how to gauge student learning loss.
Explore strategies for curating multimedia content.
Examine a framework for identifying and sharing supplemental resources.
How could we not only determine the depth of knowledge demanded by standards but also identify and address potential gaps in learning? Learn how to use Webb's Depth of Knowledge (DOK) levels as a multi-tiered system of support that tiers academic instruction, intervention, and enrichment.
Understand how B91 DOK levels establish the ceilings of assessment for standards, lessons, and test items.
Use D137 DOK levels as a multi-tiered system of support to provide grade-level instruction, respond to intervention, and offer opportunities for enrichment.
Deconstruct the learning expectation of standards into individual objectives that addresses and assess student learning over a range of DOK levels.
Create a pathway to proficiency that guides students to develop and demonstrate their learning at, up to, and beyond the DOK level of a standard.
Educators today face more uncertainty about what they do than at any other time in our lives. Consequently, instructional coaches and other professional developers have never been more needed. The challenges teachers face are so unpredictable and complex that professional developers must be ready to do their best to be everything to everyone. But how do they do the impossible? This session is meant to answer that question at least partially.
Given the complexity of teachers’ professional learning needs, coaches need to move fluently between different roles (mentor, trainer, coach) and different kinds of interactions (facilitative, dialogical, directive) as they respond to the individual needs of each unique educator. In this session, we’ll unpack these different roles and interactions and share specific tools and strategies every professional developer can use to better support teachers when working within each of the roles. Anyone who is trying to help teachers address the many challenges they are facing today should find this session helpful.
All teachers can provide a learning environment that supports the academic growth of English language Learners (ELLs). This session will focus on a five-part framework for fostering learning and increased interaction in classrooms that serve all students, including multilingual learners.
Be able to identify five important ingredients for increasing learning in classrooms with ELLs.
Be able to identify specific strategies that fit into the CHATS framework for increasing learning in classrooms with ELLs.
Although the 2020–21 school year is met with much uncertainty because of COVID-19, we have a valuable opportunity to deeply reflect on the student learning inequities that already pervaded the education system in our country. This session is specifically designed for school or district leaders and their teams working as networked communities to clearly identify their school or district problem, accurately establish priorities, and develop a theory of action grounded in equity to close learning gaps and drive sustainable improvement.
Following this session, participants will be able to
Establish a problem statement: What is the problem? Who is it affecting, and for what reason?
Align priorities to your school or district problem.
Commit to a cycle of researched-based instructional leadership actions, reflections, targets, and metrics that will create traction in student outcomes.
Operationalize high-leverage commitments and actions with people, time, and resources that will drive your school or district improvement plan.
This session is based on the presenter's book, Designed to Learn: Using Design Thinking to Bring Purpose and Passion to the Classroom. Primary-level educators will use this education-focused design thinking framework to elevate the voices of students, teachers, and the community. We'll unpack five elements of design thinking: (1) understand and empathize, (2) identify and research, (3) communicate and ideate, (4) prototype and test, and (5) iterate and reflect. Embedded within each element is authentic formative assessment to inform teaching and inspire learning. I’ll demonstrate how to implement each element in flexible but intentional design to create future forward learning experiences that have a positive impact on the local community and create global change.
Discover a roadmap for transitioning a single unit or lesson to a design thinking experience for primary learners that works during distance learning and in the emergent model of education.
Identify concrete steps primary students can take in design thinking experiences as well as methods for evaluating student’s metacognitive thinking, self-regulated learning, and epistemological beliefs.
Discover technology tools for students to use in connecting, creating, co-creating, and sharing their designed creations.
Create authentic assessments for providing ongoing formative feedback to learners.
If we are to succeed in supporting student success this coming academic year, whether it occurs in a face-to-face, online, or blended setting, we must be prepared with flexible options for engaging and supporting students in their pursuit of essential ideas and skills. The first step is to determine and respond to student interests with absorbing, relevant tasks that beckon them to participate, even in the midst of distraction and hardship. The second step is to make sure that students are appropriately challenged and supported in these efforts.
This session will provide teachers with (1) frameworks for offering choice and giving students voice and (2) tools and strategies to support students as they work on these engaging tasks. We'll model digital delivery systems for task options and supports throughout the session to build teacher competence and confidence in implementation. All strategies and tools will help students demonstrate critical skills through avenues that draw them in and with structures that lift them up.
Examine frameworks for determining and responding to student interests.
Explore digital tools for delivering tasks and providing both choice and scaffold.
Research on the brain has shown that emotions are essential for learning; they are never separate from cognition. The challenge for educators is how to design for emotions in day-to-day learning preparation because there is so much content and curriculum to cover and so many students to consider. In this session, we will discuss research on the learning brain and how the brain's emotion networks are critical for learning. We will discuss strategies, including Universal Design for Learning, which can make a real difference for student learning. In addition, we will brainstorm how to integrate those strategies into our daily routines and practices to support rigorous, meaningful learning opportunities for every individual. Through interactive discussions and exercises (even in remote learning), we will reflect on how we can design learning environments that support and value the full range of emotions in our classrooms and deepen the learning opportunities for all.
Learn key findings from brain science about the learning brain.
Understand how emotion and cognition interact for learning.
Gain strategies and resources to begin to take action in practice.
Around the world, a growing body of research has shown that learners of all ages with growth mindsets have greater motivation, work harder to solve difficult problems, and experience higher levels of academic achievement and performance. Leaders at all levels can influence the development of growth mindsets by modeling key practices and sharing a framework of principles and effective strategies over time.
In this dynamic session, global leadership consultant Marcus Conyers, co-author of Developing Growth Mindsets, will share inspiring insights and practical steps for developing growth mindsets in educators and students.
Learn why it is important for education leaders to support the development of growth mindsets in faculty and staff.
Apply insights and practical strategies for supporting faculty and staff in the development of growth mindsets.
This year, let’s not focus on the gaps; let’s celebrate the growth. In this session, we’ll show you how your students can build "milestone portfolios." Rather than focus on trying to catch up on all the content, teachers can use portfolios to focus on students acquiring the key skills in any subject area. To build the portfolio, we first establish a baseline for the students by asking them to complete a basic task. From there, teachers can use a task review strategy and designate certain existing classroom assignments (or home learning activities) as milestones. (Note that this builds on assessments already in place. As students complete these tasks, they can show their growth by adding them to a portfolio. This process allows students and teachers to make this year more manageable by focusing your assessments on the most important skills.
Participants will learn how to
Focus on essential skills for a class.
Conduct a task review to designate existing classroom assessments as milestones.
Implement a strategy where students assemble portfolios to show growth.
The trouble in most schools is less the absence of racial equity efforts than the tendency to embrace racial equity strategies and initiatives that have no chance of cultivating or sustaining more racial equity. In this session, we will briefly explore common equity detours that undermine meaningful equity efforts then learn fundamental research-informed principles to guide racial equity planning. Participants will engage in interactive processes of considering how they might shift their racial equity efforts and build momentum with colleagues toward a more transformative approach. We will include examples relevant to distance learning and COVID-19, but the message will be that we need to carry these lessons forward with us.
Reflect on the transformative potential of their current racial equity efforts.
Learn a robust framework for racial equity based on key evidence-based values and principles.
Practice applying that framework to the racial equity challenges in their own classrooms, schools, or districts.
This session will describe the practice of mindfulness and its benefits in lowering stress levels in students. Thomas Armstrong will cite recent neuroscience research and provide tips on implementing mindfulness in the classroom. We will also conduct a brief mindfulness experience during the session.
Become familiar with mindfulness as a stress-reduction practice.
Learn about the research supporting this practice.
Receive practical tips for implementing mindfulness in the classroom.
Have a brief mindfulness experience of mindfulness.
Schools serve four functions in our society: custodial, job readiness, developmental, and democratic. The tensions between these four functions challenged school leaders before the pandemic; now, especially with social distancing in schools, it will be impossible to fulfill all four for all students. In this session, you will identify which activities at your school serve which function. You’ll then prioritize, given pandemic-related limitations, which will be most important for your school to achieve, and how to achieve them in virtual or in-person settings.
Identify and prioritize the purposes of their schools for their school communities.
Plan for virtual and in-person activities to meet the most important purposes for particular student populations.
By checking in with students (regardless of age) about how they are feeling as class starts, teachers acknowledge that how students are feeling is important to the them, that students matter as human beings who have feelings and emotions. Emotional check-ins also help students become more focused and present for class. During this session, participants will learn 10 emotional check-in strategies that they can implement immediately in their classrooms.
Learn and be able to implement 10 emotional check in strategies in either their face-to-face or their virtual classrooms.
Be able to justify their use of emotional check-ins based on current social and emotional learning literature.
How can we make up for lost time and get kids re-engaged this fall? In this session you will receive a tool for analyzing remote learning strengths and needs. See what research says about how long students can stay engaged and learn a specific technique for teaching students to organize their materials and time when learning at home.
1. Receive a tool for analyzing students’ remote learning strengths and needs (Strength Charts).
2. See what research says about how long students can stay engaged.
3. Learn a specific technique for helping students organize their learning days at home.
For teachers of music, theater, art, and other electives, this year has proved to be the most difficult to accomplish your lesson plans, find artistic expression, and be a source of inspiration. Join popular keynote speaker William Martinez as he shares three different and powerful ways to enter this school year with a plan. We know students need the arts to express their emotions, comfort their fear, and have a safe place to belong. Martinez will share how to get buy-in from parents and administrators without changing your lesson plans and achieve quantifiable results. Start this year with inspiration, purpose, awareness, equity, and much-needed care. (Bonus: You may learn some American Sign Language along the way!)
Learn how to impact your school and community through positive, specific actions.
Explore different ways to connect with your students and creatively establish communication between each student.
Educators often burn the candle at both ends—not only eroding their own well-being, but also diminishing their ability to engage students in the classroom. This interactive session will highlight research-based, teacher-tested methods for increasing educator well-being, reducing burnout, and improving learning in the classroom.
The session will begin with an introduction of a simple Model for Thriving, which empowers educators to take their well-being into their own hands. Then, we will explore multiple themes for thriving: mindfulness, goodness curation, forgiveness, gratitude, optimism, altruism, goal striving, and job crafting.
We will explore the peer-reviewed science for each theme along with dozens of strategies for educators. Participants will not only learn methods for their own thriving, but also walk away with ideas for improving the social and emotional well-being for their students.
Identify multiple research-based practices for reducing burnout.
Articulate dozens of specific actions and attitudes that will improve educator and student social and emotional thriving.
Would you like to take your remote learning instruction to a higher level? Are you interested in helping your students rise to higher expectations? How can you ensure they will be successful in a more rigorous remote learning environment? In this session, we'll discuss practical strategies to ensure all students can succeed in a rigorous remote learning environment. This session is appropriate for all content areas and grade levels.
Understand strategies to incorporate rigor in the remote learning classroom.
Learn specific strategies that allow you to adapt your current remote learning instruction to include opportunities for more rigorous learning for students.
Develop a draft of an action plan of next steps to incorporate rigor in remote learning.
In this interactive session, we will model and engage participants in an exploration of tools and strategies to design academic and linguistic scaffolding for English language learners. Specific consideration will be given to adapting scaffolds from traditional classroom settings to digital learning environments.
Identify opportunities for implementing various scaffolding tools to support English language learners at all levels of language proficiency.
Build their capacity to use specific features of digital platforms to engage and support all learners.
Grow their professional learning community through engagement activities designed for and embedded in this session.
As education restarts in the fall, we are largely focused on how best to support our students social and emotional needs due to the impact of COVID and civil unrest. As educational leaders, we need to also shift our focus to supporting our staff’s social and emotional needs. In this session, you will learn several ways to integrate SEL, mindfulness and build community with your staff virtually.
The past school year taught us a lot about our staff, our community, and ourselves—in ways we could never have predicted. We’ve had to adapt quickly, think flexibly, and develop new ways to support our students and staff. In this session, we will discuss some specific strategies to capitalize on what we’ve learned, which will reboot our leadership skills and make our work more effective, more enjoyable, and more sustainable over time.
Consider a specific three-step approach to work through hard times.
Gain confidence to lead through challenging situations.
Embrace the inevitable change that comes with a "new normal."
When schools made the abrupt shift to virtual learning in March, some teachers quickly and successfully adapted project-based learning (PBL) for remote instruction. As fall approaches, more schools are looking to PBL for blended or online learning. This interactive session will help them succeed. We will feature lessons learned about how to design and manage high-quality PBL for online and blended learning. Participants will engage in protocols and routines that are useful for online PBL.They will leave with resources to assist with project planning and implementation, as well as strategies and tools to keep students engaged in authentic and meaningful learning.
Learn how to apply best practices for PBL in online and blended contexts.
Experience protocols and routines to support student success with PBL.
Gain access to resources to support PBL implementation.
How do teachers engage students and increase student participation using web-based content, instruction, and integrated learning experience? Remote learning is a part of our reality. For some, it's complicated, with hours of planning and numerous technology platforms. For others, it's basic, just worksheets and 15 minutes live.
Where's the line? How do teachers maintain their expectations . . .and their momentum for distance learning for students and the teacher?
Define and understand blended learning models by comparing and contrasting various models.
Refine the blended learning models by discussing current suggested (or required) remote learning instructional expectations.
Learn strategies to increase student engagement by unpacking a lesson plan.
Meeting the needs of students with disabilities is often viewed as an add on to meeting the needs of students without IEPs. Yet, the COVID 19 era has reminded us of the power of educators who are able to use technology, distance learning, and educational tools in flexible and inclusive ways. This session delves into the principles of Universal Design for Learning and how this framework fundamentally changes common thinking about education.
Specifically, we will demonstrate and provide opportunities to explore different educational technologies, tools and platforms using a frame of accessibility and flexibility to meet students’ needs with a focus on minimalizing the need for educators to recreate the wheel. If the response to COVID-19 taught us nothing else, it is that hundreds of different resources are available for teachers, but how to use those resources effectively is often left up to the teacher. We will share some strategies and provide resources that will take some of that burden off of the teachers.
Identify ways to use Universal Design for Learning for distance, online and in-person learning that makes instruction accessible for all students, including those with the most significant cognitive disabilities.
Be able to evaluate different educational technology, tools, and platforms for their accessibility and use.
Leave with ideas and resources for using technology to immediately support all students with a specific focus on students with disabilities.
While school is a place of academic learning, and expectations of the school environment can riddle students with anxiety, it’s also a place of certainty and familiarity for many. Students can always count on it being there. However, when the World Health Organization declared COVID-19 a pandemic in early March, and governors across the country began closing schools, that certainty faltered. Now, as we transition to a new year, many uncertainties remain as to what school will look like. Although a loss of academics is a concern for all, even more concerning is the emotional impact this is having on our most vulnerable students: those with anxiety and depression. From helping students focus on what they can control to encouraging creativity, educators can smooth the continuance of remote learning or the transition back into the classroom. In this session, educators will learn strategies to encourage and help students with anxiety and to help parents persevere through remote learning and transition back to the schoolhouse.
Examine what anxiety is, how it can look different for so many sufferers, and why it is exacerbated in young adults.
Learn numerous practical strategies to use with students suffering from anxiety and to help parents support them in managing the anxiety that comes with schooling during a pandemic.
Whether student learning is in person, blended, or remote, the strategies for student ownership are similar. We start by removing the threat of grades, giving one-on-one targeted feedback, and allowing students choices in how they learn and how they demonstrate their learning. The presenter will share examples of student-owned elementary and secondary tasks, discuss the logistics of implementing and managing student-owned learning, and typical student missteps to expect. She will also share a template for “emergency” learning: when students must transition to totally remote learning on short notice.
Understand how student ownership can enhance the quality of remote learning.
Discuss logistical issues of implementing and managing student-owned learning.
Anticipate student struggles in adapting to student-owned learning.
Evaluate a plan for student-designed emergency remote learning.
How does student curiosity contribute to improved learning outcomes, and how can we leverage it to benefit every student? This session will explore the "why" behind student curiosity and suggest that you can use curiosity-driven projects to deepen and extend learning at home.
Understand the benefits of curiosity and why it’s important to cultivate it in our classrooms.
Practice asking questions that promote curiosity.
Generate examples of how to use curiosity-driven projects for at-home learning.