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U.S. News & World Report
More than 8 million children — or about 15 percent of all K-12 students — were chronically absent from school during the 2015-16 academic year, the latest federal data show. The phenomenon, as defined by missing 15 or more days of the school year, is worse in some parts of the country than others: In eight states and the District of Columbia, for example, more than 20 percent of all students were chronically absent. The biggest offenders included D.C. and Maryland, where 31 percent and 29 percent of students, respectively, were truant.
University of St. Francis
Monday, Oct. 15
8:30 a.m. – 4 p.m.
University of St. Francis | Joliet, IL (campus map and directions)
$50 per person (includes breakfast, lunch and PD clock hours)
Teachers, counselors, administrators and other school personnel will gain valuable knowledge and strategies designed to assist K-12 students with the social and emotional issues that often interfere with learning. Participants will also explore mindfulness as a self-care strategy to manage the personal stress associated with supporting others in need. Questions? firstname.lastname@example.org or 815-740-3699.
Register online here.
ARGOSY UNIVERSITY, CHICAGO
Remaining humane in difficult times "Remember, remember always, that all of us, and you and I especially, are descended from immigrants and revolutionists."
Franklin D. Roosevelt
PLEASE JOIN US Friday, Sept. 21
9:30 a.m. to 2:30 p.m.
Location: Argosy University Room 1310
225 North Michigan Ave | Suite 1300
Chicago, IL 60601
It is our great pleasure to invite you to the first conference organized by Argosy University, Chicago in collaboration with Asian Human Services, and the Illinois Association for Multicultural Counseling. By attending this conference, you will have the opportunity to learn how to effectively support immigrants and refugees in these challenging times.
This conference is ideal for mental health counselors, social workers, health-care providers, and educators. Your attendance at the conference will provide you with the knowledge and resources to support your clients.
Participants will receive 3 CEUs.
The fee is 35 for non-counselors; $15 for students; $30 for counselors.
Please register by Sept. 19.
Date: Friday, Dec. 7
Location: UTI 2611 Corporate W Dr, Lisle, IL 60532- 2nd floor general meeting room
Presenter: Julia Taylor
Topic: Strengthening Sisterhood: Empowering Girls to Resist Societal Pressures, Fight
Unrealistic Media Standards, and Develop a Healthy Body Image, Part I
Strengthening Sisterhood: School Counseling Techniques to Help Adolescent Girls Manage Relational Aggression, Part II
Member Professional — $100
Member Student — $50
Non-Member — $125
Grad Student Non-Member fee is $75
PDs — 5.0 PDs -through ISCA / ISBE
Strengthening Sisterhood: Empowering Girls to Resist Societal Pressures, Fight Unrealistic Media Standards, and Develop a Healthy Body Image, Part I
Today’s standards of beauty are unrealistic and unattainable. It’s not a coincidence that body image disturbances are widespread, contagious, and toxic. Girls are inundated with confusing messages that often interfere with their ability to learn, lead, and develop authentic relationships. This workshop will address these important issues, with a focus on helping girls develop leadership skills to combat and revive a generation that has become exhausted by body bashing, social media saturation, and the myth of perfection.
Expected session outcomes:
Strengthening Sisterhood: School Counseling Techniques to Help Adolescent Girls Manage Relational Aggression, Part II
- Participants will have a clear understanding of body image, media literacy, and the pressures girls face on a daily basis.
- Participants will learn how to creatively assist girls and their families in developing leadership skills that promote a healthy and balanced life.
- Participants will learn specific counseling techniques to empower girls to rise above our cultural standards of success.
- Participants will learn tools to teach girls to assertively advocate for themselves.
- Participants will be provided with a plethora of resources that can easily be integrated into a comprehensive school counseling program.
Navigating the cultural and social context of girl world is not a simple task. Relationally aggressive behavior is often prevalent during the tumultuous adolescent years, and intensified by the use social media. And while relational aggression in youth continues to receive national attention, resources that address this behavior remain scarce. This workshop will focus on the cultural context of relational aggression, current research including the role of bystanders, and prevention and intervention strategies to help girls manage this behavior.
Expected session outcomes:
- Participants will understand the context of relational aggression and the myriad of ways girls engage in this behavior.
- Participants will learn about current research and evidence-based techniques to help adolescents cope with relational aggression.
- Participants will learn techniques to lesson relationally aggressive behaviors.
- Participants will understand bystander behavior.
- Participants will learn interactive and proactive prevention and intervention strategies.
- Participants will learn how to work with caregivers of girls who engage in, and are targets of relational aggression.
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 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.
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 email@example.com. Thank you for your consideration!
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.
It's normal for both adults and children to feel nervous once in a while. A little anxiety prior to an event like a presentation or test is common — and normal. "For some, a little nervousness can actually be helpful," says Dr. Tina Ardon, a Mayo Clinic family medicine specialist. "But, for others, they struggle a bit more with what we call 'test anxiety.'" Test anxiety can affect anyone from primary and secondary school students to college students.
The New York Times
As students have returned to school, they have been greeted by teachers who, more likely than not, are white women. That means many students will be continuing to see teachers who are a different gender than they are, and a different skin color. Does it matter? Yes, according to a significant body of research: Students tend to benefit from having teachers who look like them, especially nonwhite students. The homogeneity of teachers is probably one of the contributors, the research suggests, to the stubborn gender and race gaps in student achievement: Over all, girls outperform boys and white students outperform those who are black and Hispanic.
In light of recent school shootings, administrators across the country are grappling with figuring out the best approach to student and staff safety on their campuses. The Federal Commission on School Safety hasn't yet released its final recommendations, but the focus of much of the discussion has been on preventive measures along the lines of what the report suggests.
As teachers and students return to school across the country, thoughts range from nervous excitement to worries about how to keep school buildings — and the people in them — secure. Last year's school shooting in Parkland, Florida, sparked a massive movement, including student lie-ins and protests, focused on gun control and the irrefutable point that students should not have to worry about injuries or death when walking in school hallways or sitting in classrooms.
By: Michelle R. Matisons (commentary)
Schools are back in session, and we all know what this means. Time to sharpen those pencils, set that alarm clock, and pack your bulletproof backpack up with everything you’ll need, right? Wait! Did you say bulletproof backpack? Earlier this year, after the tragic Parkland, Florida, mass shooting, there was widespread debate immediately on the almost desperate school security situation. Schools perform under mounting pressure to both protect students and staff while also building learning climates that are not ruled by fear. This is not an easy task.
Every year several hundred thousand students from 6,000 schools participate in the American Mathematics Competitions, a program by the Mathematical Association of America that helps teachers identify talent in math among their students and to foster a love of math. The results of that "friendly" competition provided the data for a research project to understand the dynamics of the gender gap in high school math achievement.
Uniforms can be a contentious topic in U.S. public schools, particularly for the kids wearing them. "The research we've seen finds that the majority of students don't want to wear school uniforms," says Deborah Weinswig, founder and CEO of Coresight Research, which surveys adults with school-age children as part of its retail research. "[Uniforms] restrict individuality, they're expensive, they're too old-fashioned, they don't follow any of the current fashion trends and they aren't flattering."
U.S. Secretary of Education Betsy DeVos often points to a gloomy federal analysis of the Obama administration's multi-billion dollar School Improvement Grant program to make the case that big federal spending and direction doesn't make a difference. The analysis, which was commissioned by the Institute of Education Sciences, the Education Department's research arm, found that the SIG grant, which poured more than $7 billion into low-performing schools, had no significant impact on math and reading scores or high school graduation.
Early elementary students with symptoms of depression are much more likely to be at risk for academic deficits, according to new research. Researchers at the University of Missouri have found that children who show mild to severe symptoms of depression in second and third grades are six times more likely to have skill deficits, such as difficulties with social skills or academics, than children without symptoms. Parents and teachers also had difficulties recognizing depression in children. The Anxiety and Depression Association of America reports that as many as 2 to 3 percent of children ages 6-12 might have major depressive disorder.
The New York Times
It was a searing summer day before the start of the school year, but Julianni and Giselle Wyche, 10-year-old twins, were in a classroom, engineering mini rockets, writing in journals and learning words like "fluctuate" and "cognizant." The sisters were among 1,000 children chosen for an enrichment course intended in part to prepare them for accelerated and gifted programs in Montgomery County, Md. All of the students were from schools that serve large numbers of low-income families. "It's one of my favorite parts of summer," Julianni said.
By: Bambi Majumdar (commentary)
The focus on asset-based education is growing. Often called strength-based education, this new-age approach seeks to build on the strengths that students already possess. It aims to unlock the inner potential of students by focusing on their talents. Schools and teachers who are adopting this approach believe that asset-based teaching will create lifelong learners who are confident, talented and proactive in their path. The traditional approach has been called the deficit-based style of teaching, which highlights students' inadequacies.
High school is an important time in the life of any teen: hormones are raging, social cliques are forming and the pressure is on to develop a college résumé. Teens gain more independence as they get older, but adults also expect more from teens without providing as much of the nurturing and guidance of their earlier years. Starting high school is a big transition and, it turns out, the ninth is grade a pivotal moment for teens’ potential success or failure in high school.
It's not exactly a revelation to those of you with teenagers that your kids are consumed by social media practically all the time. Seventy percent of teens admit to tapping into social media multiple times a day, according to a nationally representative survey of more than 1,100 13- to 17-year-olds in the U.S., released Monday by Common Sense, a nonprofit advocacy group for kids and families. That's more than double the percentage in 2012, when Common Sense last issued such a report on the impact of teen experiences with social media.
For many middle- and high-school students, giving an in-class presentation was a rite of passage. Teachers would call up students, one by one, to present their work in front of the class and, though it was often nerve-racking, many people claim it helped turn them into more confident public speakers.
Transgender adolescents are far more likely to attempt suicide than teens whose identity matches what it says on their birth certificates, and trans male youth are especially at risk, a U.S. study suggests. Roughly half of transgender teens who identify as male but were assigned a female gender at birth have attempted suicide at least once, the study found. And 42 percent of adolescents who don't identify exclusively as male or female have at least one prior suicide attempt.
By: Brian Stack (commentary)
In any profession, you have to know the audience of the people you work with or serve. As educators, what do we really know about our current students, who are members of Generation Z? How can we use that as school leaders to promote effective instructional strategies to meet their learning needs? To know how to educate them, we have to understand how a Gen Zer is different from a millennial. They are a group that was born in the era of smartphones, and those devices have become more robust with the passage of each year.
A widely cited 2007 study claimed that teachers greeting students at the classroom door led to a 27 percent increase in academic engagement. The problem? It included just three students. Now a new, much larger and more credible study — comprising 203 students in 10 classrooms — validates that claim: Greeting students at the door sets a positive tone and can increase engagement and reduce disruptive behavior. Spending a few moments welcoming students promotes a sense of belonging, giving them social and emotional support that helps them feel invested in their learning.
Youth use of electronic cigarettes "has reached an epidemic proportion," the leader of the Food and Drug Administration said. He gave the manufacturers of popular vaping devices, like Juul, 60 days to make plans to limit their sales to minors or risk seeing their products pulled from the market pending new regulations. He also announced new enforcement actions against retailers who sell the products.
7701 Las Colinas Ridge, Ste. 800, Irving, TX 75063