C1 - Adapting Student and Teacher Practices for the New Science Standards – Rm. 313

 

Francis Vigeant, Chief Executive Officer and Founder: KnowAtom Science

 

In this presentation, learn how the new science standards require an innovation in science instruction that will necessitate
shifts in how educators teach and how students learn. We’ll discuss: why both student and teacher practices need to
change in a next generation science classroom, how these changes to student and teacher practices will result in positive
learning outcomes and concrete steps you can take today to adjust teaching and learning expectations.
Content Strands: Science/Engineering

 

 

C2 - Creating Classroom Culture: Creativity, Curiosity, and Competition – Rm. 224

 

Lisa Standring, Computer Science Teacher: St. John’s Prep

 

Learning is more fun and effective in a classroom culture that shares the workload – the learning, the thinking, digging for
understanding, grappling to figure out how students feel about a topic. Increasing the degree of student attention,
curiosity, interest and even passion is possible though collaborative activities facilitated with digital tools. Bring your device
to experience how one teacher has utilized free digital tools, combined with some old-fashioned creativity and a little bit of
competition to create a classroom culture of cooperation and collaboration.
Content Strands: Technology

 

 

C3 - Creating Trauma Sensitive Schools – Rm. 209

 

Dr. Chris A. Scott, Valley Collaborative Executive Director; Mr. Timothy Piwowar, Superintendent – Billerica Public Schools

and Board Chair; Dr. Anthony Bent, MASS Assistant Superintendent Leadership Seminar Facilitator & previous
Superintendent of Schools and Board Member; Ms. Joia Mercurio, Assistant Executive Director of Curriculum and
Technology; Ms. Kari Morrin, Director of Student and Adult Services; Mr. Sean Glavin, Director of Finance and Operations

 

This workshop will provide participants with an understanding of the best practices of establishing a trauma sensitive
school, as told through the lens of Valley Collaborative. The Collaborative’s journey will be highlighted, with a focus on
building the leadership team's culture and skill sets to expedite the necessary reforms to create high performing trauma
sensitive schools that serve students well. Therapeutic supports and relationship building will be discussed as cornerstones
of this work.
Content Strands: MTSS/PBIS, Social Emotional Learning/Behavioral Health, Special Education, Support Staff/Specialists,
Administration/ Supporting students with disabilities or diverse learning styles

 

C4 - Cultivating Peace Through Art and Meditation – Rm. 228

 

Maeve Bradley and Laura Gomez Ickes, Grade 3 Teacher and K-5 Art Specialist: E. Ethel Little School

 

We will begin the session by cultivating personal and community mindfulness with a guided meditation on the subject of
peace, then reflect on the images and ideas that are brought forth in the creation of a peace rock that can be kept or shared
with your classroom or school community.
Content Strands: General or Interdisciplinary, Health/Wellness/Physical Education, Social Emotional Learning/Behavioral
Health, Support Staff/Specialists

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C5 - Developing Number Concepts Facilitated Collaboration Time – Rm. 226

 

Heather Leonard, Julia Hendrix, Sarah Leveque, LisaMarie Ippolito, Joanne King: Principals, Reading Public Schools

 

The elementary principals invite teachers that have participated in the K-2 Developing Number Concepts (AMC)
professional development days to get together to collaborate. This time will be structured to allow you to share your
successes, challenges, strategies, and various activities you have utilized. Our goal for the time would be to encourage the
ongoing dialogue around the implementation of the AMC assessment and the correlated Developing Number Concepts
activities that will allow us to target student needs and differentiate our instruction to meet students where they are.
Content Strands: Mathematics

 

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C6 - Differentiation Techniques: Menu Style Instruction and the Flipped Classroom – Rm. 208

 

Ray Albright, Science Teacher: Reading Memorial High School

 

A practical look at 1 technique that can be used and adapted to bring differentiation into your classroom in a more practical way.
Content Strands: Technology, General/Interdisciplinary, Differentiation
Supporting students with disabilities or diverse learning styles

 

 

C7 - Emerging Leaders: What does it take to be an effective educational leader? – Rm. 207

 

Christine Francis and Tony Bent, Co-Leaders of CLS (Curriculum Leadership Seminars): Teachers21

 

Are you a teacher leader, instructional coach, department head, or curriculum leader? Are you an “aspiring leader” who is
considering one or more of these roles? Would you like to engage in reflection and conversation about what it takes to be
an effective educational leader? This interactive workshop will provide emerging leaders with an opportunity to expand
their understanding about authentic leadership in multiple roles.
Content Strands: Leadership, General/Interdisciplinary

Course Materials: Questions Doc  Hourglass Doc

 

 

C8 - Excel Quick-Skills for Integrating & Using Data from Multiple Sources – Rm. 314

 

Courtney Fogarty, District Data Coach & SCTG Project Director: Reading Public Schools

 

Wish you could see student behavior, attendance, academic grades, and social emotional screener results all in one place?
Need a hand combining data sources? Do you want to glean actionable information from large spreadsheets way faster?
Come learn a few Excel tricks to increase efficiency and let you spend more time on data discussions rather than data
digging. Expect to practice the VLOOKUP formula, Pivot Tables, and some basic visual design in Excel.
Content Strands: MTSS/PBIS, Technology

 

 

C9 - Executive Functioning – Rm. 311

 

David Gotthelf, Psychologist: Middlesex Partnership for Youth

 

Many students may be able to comprehend classroom instructions and other lessons, but struggle with organization and
how to manage academic production demands, including homework and writing assignments – known as executive
functions. This presentation identifies the specific areas and skills involved in executive functioning, methods of
assessment, and how we can effectively address this challenging area for students.
Content Strands: Health/Wellness/Physical Education, Social Emotional Learning/Behavioral Health
Supporting students with disabilities or diverse learning styles

 

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C10 - Exploring Gratitude and Well-Being Through Open Circle’s SEL Curriculum -Rm. 205

 

Jim Strouse, Program Manager/Trainer: Open Circle

 

This interactive presentation will present information on Open Circle’s lessons on gratitude, gratitude resources (including
gratitude practices and children’s literature) and their use by teachers trained to implement Open Circle’s SEL curriculum in
elementary schools. Emerging research and survey results will be shared addressing the types of gratitude practices
implemented with students in grades K-5, and the impact on a variety of factors including well-being. Participants will
experience some of the gratitude practices during the session.
Content Strands: Social Emotional Learning/Behavioral Health, Support Staff/Specialists
Supporting students with disabilities or diverse learning styles

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C11 - Grit: What It Is, Why Kids Need It and How to Get It – Rm. Performing Arts Center

 

Featured Presenter: Dr. David Walsh, Psychologist, Best-selling Author, and International Speaker

 

“Grit,” technically called “executive function,” is critical for school and life success. It determines how we learn as opposed
to what we learn and includes the ability to concentrate, manage impulses and behavior, passion, perseverance, resilience,
focus, and motivation. Dr. Dave Walsh will explain why it so important and will describe the six threats that undermine it;
toxic stress, sedentary lifestyle, lack of sleep, a culture of “more, fast, easy and fun”, misuse and overuse of technology and
disappearance of free play. More importantly, he will provide practical strategies for assuring that 21st century youth
develop the grit traits that will ensure their success and happiness.
Content Strands: General or Interdisciplinary, Social Emotional Learning/Behavioral Health
Supporting students with disabilities or diverse learning styles

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C12 - “Group Quiz” Formative Assessment – Rm. 306

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Tim McIntire, Science Teacher: Reading Memorial HS

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This session will explore a differentiated assessment that focuses on establishing positive group dynamics as students work
collectively to master skills. This assessment can help you reach more of your students as well as meet your students where
they’re at. Applicable to any level, but favorable to units/courses that are heavy on skills as opposed to content knowledge.
Examples include projectile motion and stoichiometry. Includes time to begin developing your own Group Quiz.
Content Strands: Mathematics, Science/Engineering

Course Materials: Google Drive Link

 

 

C13- Spanish in the Social Studies Class – Rm. 222

 

Ursala Abad, Spanish Teacher and Mary Anne Cuscuna, Social Studies Teacher: Arthur W. Coolidge MS

 

In this presentation attendees will be introduced to ideas and lessons for integrating Spanish into the Social Studies
classroom. Topics such as research, text sets, music, dance and field trips will be discussed and demonstrated.
Content Strands: Foreign Language, General or Interdisciplinary, Social Studies

 

 

C14 - Story Maps – Rm. 344

 

Jennifer Gray, Julianne Mitrano, and Christopher Twomey, Foreign Language, ELA and Social Studies Teachers: Walter S.

Parker MS

 

Everyone has a story to tell! Story Maps let you combine maps, images, and multimedia content with narrative text. They
make it easy to harness the power of maps and geography to tell your story. This is an introduction to show you how Story
Maps can enhance your presentation in all subject areas. Seventh grade teachers in multiple disciplines will demonstrate
how Story Maps can be used by teachers and students in the classroom.
Content Strands: English Language Arts/Reading/Writing, Foreign Language, General or Interdisciplinary, Social Studies,
Technology

 

 

C15 - Teaching with Cultural Competence – Rm. 223

 

Karen Hall, ELL Teacher: Reading Public Schools

 

This workshop will help educators to increase their cultural proficiency in the classroom. After discussing how culture
impacts student identity and academic achievement, participants will learn about common cultural differences between
school culture and the home cultures of ELLs and other immigrant students. Educators will then evaluate their cultural
competence and explore additional ways to value and affirm students’ home cultures.
Content Strands: English Language Learner (ELL), General or Interdisciplinary

Course Materials: Anglo-European Beliefs vs Other Cultures  Inviting All Students to Learn

                            Teaching with Cultural Comptence

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C16 - The Brain Goes to School: Connection, Stress, and Learning – Rm. 343, Library

 

Featured Presenter: Erin Walsh, M.A., Teacher, Speaker, and Consultant

 

Recent discoveries in brain science are revolutionizing many fields, including education. In this presentation, Erin Walsh
connects the dots between brain science and the classroom to show how understanding child and adolescent development can help schools strengthen student engagement, manage challenging behaviors, and create a more positive school culture.  Using science, stories, and humor, Erin will describe the critical connections between “non-cognitive skills” and academic achievement and share strategies for promoting emotional regulation and self-discipline in the classroom and beyond.
Content Strands: General or Interdisciplinary, Social Emotional Learning/Behavioral Health
Supporting students with disabilities or diverse learning styles

 

 

C17 - The Preferred Provider Mental Health Counseling Model – Rm. 203

 

Michael R. Baldassarre, Ed.D., Director of Special Education: Everett Public Schools

 

In Fiscal Year 2017 the Everett Public Schools changed its mental health services delivery system to the innovative Preferred
Provider Model. This program along with other district initiatives has resulted in the number of children and young adults
receiving mental health counseling in school growing from 100 to 450, while at the same time saving the school district
more than $500,000 annually. The district also notes >20% reduction in out of school suspensions.
Content Strands: Social Emotional Learning/Behavioral Health

 

 

C18 - Understanding and Supporting Behaviorally Challenging Students: Collaborative and Proactive Solutions (CPS) Model – Rm. 413, Distance Learning Lab

 

Lindsey Jacobs, School Psychologist: Alice M. Barrow ES

 

“The kids who need the most love will ask for it in the most unloving of ways.” Teachers at all levels know how difficult it
can be to support a student with behavior challenges, let alone keep up with the growing demands of the classroom.
Research over the last 50 years is pointing to a new understanding of these students that informs a new approach to how
best to support them. Collaborative and Proactive Solutions (CPS, formerly known as Collaborative Problem Solving) is an
alternative method for understanding and working with behaviorally challenging students that truly works. CPS is a more
compassionate, productive, effective approach to understanding and helping behaviorally challenged kids. CPS has been
implemented globally and in several schools across the US and Canada with astonishing success rates—including several
schools that have dropped their discipline referrals considerably and reduced their detention/suspension rates to zero. This presentation will provide a new understanding of behaviorally challenging kids and an overview on how to support them through the CPS model.
Content Strands: General or Interdisciplinary, Health/Wellness/Physical Education, Leadership, MTSS/PBIS, Pre-School, Social Emotional Learning/Behavioral Health, Special Education, Support Staff/Specialists
Supporting students with disabilities or diverse learning styles

 

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C19 - Who wants to Seesaw? (Digital Portfolios in the Elementary Classroom) – Rm. 231

 

Chris Lindsay and Barbara Mantere, Digital Learning Specialist and Grade One Teacher: L.D. Batchelder Elementary School

 

Come hear how a first grade teacher has implemented Seesaw, a free web-based digital portfolio tool, in her classroom this year. We will walk through setting up teacher/student accounts, posting and sharing student work with families. By the end of the session, you will be ready to try this out in your classroom! If you are already using Seesaw, please come share your experiences and how you’re using this app with your students.
Content Strands: English Language Arts/Reading/Writing, English Language Learner (ELL), Literacy, Mathematics,
Science/Engineering, Social Studies, Technology