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As students prepare to go back to school, more and more parents are thinking about school safety. A recent poll found 34 percent of parents fear for their child's physical safety at school. That's almost triple the number of parents from 2013. And yet schools are among the safest places for kids. According to one study, shootings involving students have actually gone down since the 1990s. But that hasn't stopped parents, schools and lawmakers from acting on their concerns. They're beefing up security and looking at ways to identify potential threats. Some parents are even investing in bulletproof school supplies.
Date: Friday, Dec. 7
Location: UTI 2611 Corporate W Dr, Lisle, IL 60532- 2nd floor general meeting room
Presenter: Julia Taylor
Topic: Salvaging Sisterhood: Raising Awareness About Relational Aggression
Member Professional — $100
Member Student — $50
Non-Member — $125
PDs — 5.0 PDs -through ISCA / ISBE
Salvaging Sisterhood is a group curriculum designed to teach relationally aggressive girls how to effectively communicate with one another, opposed to about one another. It explores the important dynamics of female friendships and is designed to:
Although the intention for "Salvaging Sisterhood" is to be conducted in a small group format, most of the activities can be adapted for classroom counseling and large group settings. It can be used by professional school counselors, teachers, administrators, counselors, social workers, psychologists, community leaders, and/or parents. "Salvaging Sisterhood" will teach girls how to be positive leaders and role models, without being mean.
- Raise awareness about relational aggression
- Help girls develop empathy
- Lessen incidence of gossip, rumor spreading and backstabbing
- Teach girls to stand up for themselves, without involving a third party
- Help girls develop a strong sense of self
- Teach healthy conflict
- Teach girls to diffuse their anger, without disrespecting each other
- Provide a safe, educational and fun environment for girls to explore and share their feelings related to girl bullying
Julia V. Taylor, Ph.D., is an Assistant Professor of Counselor Education in the Curry School of Education at the University of Virginia in Charlottesville, VA.
Prior to academia, Taylor worked as middle and high school counselor for eight years. Afterward, she was appointed to the founding leadership team for Wake County Public School's first single gender academy, where she served as the Dean of Student Services. During her time as a practitioner, she focused the majority of her research on body image, media literacy, relational aggression, and girls' leadership development. In turn, she authored "The Body Image Workbook for Teens, The Bullying Workbook for Teens", "Salvaging Sisterhood", "G.I.R.L.S: Group Counseling Activities for Enhancing Social and Emotional Development" (G.I.R.L.S. is two separate curricula, one for secondary ages, and another for elementary ages), and a children's book, "Perfectly You."
Taylor frequently presents this line of research to parents, educators, school counselors and students across the country. She has a passion for helping girls develop a true sense of self, stand up to unrealistic media expectations, take healthy risks and cultivate meaningful relationships.
When not working, she enjoys yoga, running, reading and spending time with friends and family in Brooklyn, New York — her home away from home.
The City of Chicago's Office of Emergency Management and Communications
A new service made available by The City of Chicago's Office of Emergency Management and Communications called Smart911. This free online platform allows residents of Chicago to enter important medical and household information to help first responders plan ahead for an emergency situation or disaster. The information you enter into your profile can be easily accessed by 911 dispatchers and increase first responder's ability to better assist you and your loved ones. When creating your profile, you can include vital information about your household such as:
You can also include information regarding current medications, people with disabilities, behavioral health conditions, property details, emergency contacts and more to make emergency responses more effective.
- People on the Autism Spectrum — Uploading a photo and physical description of your loved ones who may require extra assistance makes it easier for first responders to locate them in the event of an emergency.
- Allergies — First responders will be prepared to administer critical lifesaving care on-site with this information.
- People with Alzheimer's — First responders will be better prepared to assist those in your family that suffer from dementia and other Alzheimer related symptoms.
- Animals — Uploading a photo and physical description of your pets will help firefighters bring them to safety.
*Smart911 Service Is Currently Only Available to Chicago Residents*
Smart911 has recently been merged with Notify Chicago, a city service that provides residents with text messages, and/or email alerts on various emergency and non-emergency situations taking place throughout Chicago. Smart911 offers automated translation of its registration process in 100+ languages. You can sign up for Smart911, Notify Chicago, or both.
For more information and to register for Smart911 please go here.
Are your observations and annual professional performance reviews evaluated fairly based on the important work you do each day with students, families, staff and the greater school community? If you are curious about the answers to these questions and you would like to include your voice with other school counselors across the country regarding our evaluation practices, this is your chance!
You are being invited to participate in a research study titled the Development and Initial Validation of the Lustica School Counselor Evaluation Tool. The purpose of this study is to develop and validate a tool for district administrators to use to evaluate school counselors. This will be the first evaluation tool rooted in the ASCA National Model that also emphasizes the nuanced and often difficult to evaluate best practice counseling skills and techniques school counselors use each day. The items in this survey reflect input from expert district administrators and school counselors across urban, suburban, town and rural settings. The initial items have been written to indicate the unique role of the school counselor in a way that district administrators can understand, and I need your input to ensure this tool is a fair representation of the important work we do each day!
If you would like to participate in this study, please click here. Once completed, you will be taken to Survey Monkey where you will view an information letter further detailing your participation in this study.
If you have any questions or concerns regarding this study, please contact me at firstname.lastname@example.org. Thank you for your consideration!
The University of Iowa
We invite you to participate in a research study being conducted by investigators from The University of Iowa. The purpose of this research study is to investigate school counselor level of training and readiness for trauma-informed practices in their school. If you agree to participate, we would like you to complete a short online survey. You will be asked 12 questions about your demographics and 45 questions about your beliefs about student behaviors and your school's responses to them. You are free to skip any questions that you prefer not to answer. This survey will take 5-20 minutes. We will not collect your name or any identifying information about you. It will not be possible to link you to your responses on the survey.
Rural Student Access Network
There has been much conversation lately on supporting rural students as they navigate the college search process, and in support of that, the IAS committee wanted to pass along a webinar being put on by College GreenLight. Please see the information below, and register for the free webinar if you are able! (Thanks to Sara Espinosa at ISAC for bringing this webinar to our attention)
The IACAC IAS Committee will regularly submit information via the IACAC ListServ on topics related to underrepresented student populations, including, but not limited to, undocumented students, first generation college students, students of color, LGBTQ students, homeless students, rural students and any population that is not traditionally represented in our institutions of higher education.
Lifechanger of the Year is a national recognition program that honors K-12 public school educators and employees who are making a difference in the lives of students by exemplifying excellence, positive influence and leadership. LifeChanger of the Year receives hundreds of nominations each year from all 50 states, with 17 individual awards given.
This year, our Spotlight Award will specifically honor school counselors, and the winner will receive a $2,500 individual award and a $2,500 award to her school district. LifeChanger nominees not only receive community recognition, they also join an active community of educators across the country.
Please spread the word and help your members get the recognition they deserve. To that end, would it be possible to briefly post about the program and that 2018-2019 LifeChanger of the Year nominations are now open on your social media and/or website? You can see links to similar postings from the Florida School Counselor Association here and here. We hope this can help progress our common goal of celebrating school counselors. Thank you for your time, and please reach out if you have any further questions.
Melanie E. Rawlins
Merlin W. Schultz Professional Development Grant
Toni R. Tollerud
School Counselor Grant
Robert J. Nejedlo
Social Emphasis Grant
Click here to apply online!
The scholarship is open to anyone who is a member of ISCA, school counselor, student, counselor educator and it is up to $1000.
Bryan Cameron Impact Scholarship
Just a quick reminder that FINAL APPLICATIONS for the Class of 2019 are due for the Cameron Impact Scholarship on Sept. 12. We accept applications on a rolling basis, and limit the number we will review to 3,000. Click here to view the application.
When they transition to college, students enter an environment that presents new challenges. The demands vary from student to student, but students with disabilities may encounter additional challenges due to changes in the structure and support available in college. However, if high school planning is based on accurate information about these changes, students should receive the proper preparation to help them achieve success in college.
Test scores were rising at Fuller Elementary School when Marilyn McCottrell took over in 2016. Yet troubling trends loomed behind the numbers. "A lot of growth has been made," said McCottrell, Fuller's third principal in six years. "But that growth is not equal among students." She's talking about African-American boys. Black girls had driven most of Fuller's academic improvement since the 2012-13 school year, when Chicago Public Schools handed management of the Bronzeville school over to the nonprofit Academy for Urban School Leadership, which replaced the staff and principal in a turnaround effort.
The stakes are high at Christa Mussi's job. She's Dobson High School's first line of defense in helping students with social and emotional problems. She's their cruise director come college application season. She's the gatekeeper when someone wants to change classes. And with hundreds of students on her roster — with the goal of seeing 20 a day — her workload is colossal.
School Leaders Now
Tara Taylor's journey as a single parent started when her daughter was 6 months old. Now, her daughter is in college, and Taylor can reflect on her experience as a single parent during those K–12 years. In short: It's not easy. "Think about all the challenges that two parents face," says Taylor, "and multiply that." For single parents, getting the kids out the door in the morning, handling homework at night and juggling school events with work can be tough. Here are 10 things your school can do to help make it a little easier for single parents.
Whether your school or district has officially adopted social media or not, conversations are happening in and around your school on everything from Facebook to Snapchat. Schools must reckon with this reality and commit to supporting thoughtful and critical social media use among students, teachers and administrators. If not, schools and classrooms risk everything from digital distraction to privacy violations.
By: Howard Margolis (commentary)
Many special and general education students of all ages and achievement levels don’t get enough sleep. They suffer from sleep deprivation. They routinely get far less than the roughly eight to 10 hours of sleep they need. The long-term consequences of sleep deprivation put them at serious risk for obesity, diabetes, accidents, heart disease, and premature death. In school, at home, and with friends, the consequences are immediate.
Does tightening the screws on schools and teachers lead to benefits for students? For the past couple of decades, school reform efforts have assumed that the answer is yes. Setting ambitious goals, and putting pressure on schools to reach them, would push students ahead. And past research has shown that math scores rose as more states began threatening and sanctioning schools with low test scores in the 2000s.
In every classroom, teachers try to engage students who have a variety of temperaments: extroverts, introverts and ambiverts. They work with children who crave sensory stimulation and with those who are highly sensitive to noise and visual distraction. While one temperament is not better than any other, introverted students are often "overlooked, undervalued and overstimulated in our schools," said Heidi Kasevich, a 20-year teaching veteran and director of education for Quiet Revolution, an outgrowth of Susan Cain's best-selling book on the power of introverts.
A bipartisan bill now in Congress would give the National Institutes of Health $95 million over five years to fund studies on how media and technology effect children. The proposed Children and Media Research Advancement Act, or CAMRA, outlines an ambitious research agenda. It calls for studies on the impact of "social media, applications, websites, television, motion pictures, artificial intelligence, mobile devices, computers, video games, virtual and augmented reality, and other media formats as they become available" on children's cognitive, physical, and social-emotional development.
Recently, a federal judge in Brooklyn issued an order that advanced a discrimination and retaliation lawsuit filed in 2015 against Success Academy, a high-achieving charter school network in New York, by former students and their parents (the plaintiffs). In the lawsuit, the plaintiffs allege that the Principal of Success Academy’s Fort Greene campus placed 16 students — some as young as 4 years old — on a "Got to Go" list because of disruptive behavior.
By: Brian Stack (commentary)
The latest craze with my New Hampshire high school teachers is to supplement, or in some cases replace, their institutional, inflexible classroom furniture with more student-friendly options. In a school with a very tiny furniture budget, my staff has accomplished this task by soliciting donations, applying for grants, and in some cases, building their own furniture. A walk through the few re-imagined spaces that we have completed thus far is reminiscent of a trip through a trendy Ikea showroom.
While most teachers want to believe the best about their students, the reality is that skipping class, plagiarism and a host of other issues are behavioral challenges teachers grapple with daily. It can be difficult for teachers to react in ways that will guide students back to proper classroom behavior without alienating them — which is a major concern according to a recent study from the Center for Promise. "Because of heightened emotional intensity in adolescence and the punishments typically associated with 'getting in trouble,' disciplinary interventions represent pivotal opportunities for students to feel either included and respected or shut down and ignored by schools," the study authors write.
If the beginning of the school year feels like you're being pulled in 12 directions at once, then you're not alone. Student have nervous flutters about returning to school to see their classmates, and teachers are getting back into their work routine while trying to balance all the demands of the new school year. Although it can feel overwhelming to set aside time for your own goals, it's important for teachers to do exactly that. With all the requests coming from others, teachers have to carve out their own priorities to maximize teacher wellness and student learning.
A practice known as "shared book reading" — engaging children by pointing to pictures, discussing word meanings, and the sequence of events in a book during one-on-one or small-group settings — has widely been presumed to boost language growth for English learners. Now, a new analysis from researchers at Florida State University of more than 50 reading studies has determined that to be true.
7701 Las Colinas Ridge, Ste. 800, Irving, TX 75063