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This latest report from the organizations behind the GradNation campaign reflects a broader uncomfortable truth that many districts and schools are confronted with every day: The problems hindering students from graduation in many of these locations begin well beyond the walls of the school building. Poverty's impact on educational achievement cannot be understated. Students from low-income families are more likely to face food insecurity, lack access to affordable healthcare, and even be homeless. And students who are hungry, frequently ill, or wondering where they might sleep that evening are less likely to be able to concentrate and perform well in school.
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? email@example.com or 815-740-3699.
Register online here.
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.
Adams State University Department of Counselor Education and Supervision
You are invited to participate in the research study titled: School Counselor Professional Identity Scale: Instrument Construction and Validation. The purpose of this research is to validate the School Counselor Professional Identity Scale. The minimum requirement for participation is training or experience as a school counselor. Participants will include graduate students (master's and doctoral), practicing school counselors, counselor educators, and retired school counselors. This study has been approved through the Institutional Review Board at Adams State University. Participants may spend approximately 30-45 minutes completing the informed consent, demographic questionnaire, and assessments. Participants who would like to be entered into a drawing for a $20 Amazon gift card will also submit their email address. If you would like to participate in this research study, please click the link below to read and sign the informed consent form prior to joining the research study.
The Illinois Student Assistance Commission’s (ISAC’s) free professional development workshops are once again being offered at multiple locations throughout the state. For the most up-to-date schedule and to register for one of the workshops, please here. We are currently working on adding a few more dates and locations, so please continue to check the website regularly. ISAC awards continuing education and professional development units to session participants at a rate of one per contact hour
These in-person workshops will be offered on the topic: Professional Overview of the FAFSA. Learn about the most challenging areas of the FAFSA in an interactive, group discussion. Topics include federal and state aid eligibility, dependency, parental information, and financial information. Attendees will also learn about updates to the 2019-2020 FAFSA, current financial aid concepts, as well as tools and resources available at the state and federal level. By analyzing and discussing case-study scenarios and real-life examples, participants will have the opportunity to work with other professionals in the field to understand the common issues and misconceptions that arise when assisting students in navigating the financial aid process.
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 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.
October is National Bullying Prevention Month, so it's a great time to promote anti-bullying activities. Although it's well known that bullying is a widespread problem that can have serious implications on students' academic and non-academic well-being, the anti-bullying and cyberbullying legislative mandates districts must follow are complex and can be hard to navigate. To get a better grip on a district's bullying prevention responsibilities, eSchool News spoke with Tina Hegner, manager of research and development at PublicSchoolWORKS. In her role, Hegner researches and interprets state and federal legislation to help districts meet existing and new requirements.
In the aftermath of a huge New England snowstorm, a friend's car got stuck driving down KJ Dell'Antonia's driveway. So she and her four children bundled up and headed out with shovels. After freeing the car once, it slid into a snowbank, and they had to start again as the sun was setting. It was "hard, unpleasant work." Yet after getting the friend safely on her way, one of the children turned to Dell’Antonia and said, "That was fun!"
Schools that install a lot of indoor cameras may not be improving security while in fact making children feel less safe, a U.S. study suggests. Surveys of more than 54,000 middle and high school students found that the presence of security officers as well as outdoor cameras made kids feel safer, according to the report published in the Journal of Adolescent Health. But cameras indoors made them feel more vulnerable.
Chicago Public Schools will lose millions of dollars in grant money for what federal officials say is a failure to protect students from sexual abuse. The Department of Education is withholding $4 million, asserting that the school district wasn't complying with investigations or addressing disturbing trends, according to the Chicago Tribune. The funding is part of a $14.9 million Magnet Schools Assistance grant which was awarded to Chicago schools in 2017 and is supposed to be dispersed over a five-year period.
Educators are increasingly aware of how trauma that students experience in their lives outside school affects learning in the classroom. And while this isn't new information, focusing on how to make the learning environment a safe, nurturing place where those students can succeed has become a robust topic of conversation in many districts. Some teachers worry that trauma-informed practices will mean more work for already overburdened teachers, but others respond that using a trauma-informed approach makes the rest of their job easier.
Allowing states to incorporate measures of student progress into their accountability systems is a major difference between the former No Child Left Behind Act and ESSA. "Recognizing growth provides schools incentive to improve the performance of all students — from those who start school the furthest behind and may not reach proficiency in the first few years to the higher performers who are already proficient and ready to move to advanced achievement," Jim Hull, the director of impact for the Foundation for Excellence in Education, wrote in an article last fall.
The National Art Education Association and the Association of Art Museum Directors just released a new study examining the effects of student field trips to art museums. The study looked at outcomes for students who went on a single field trip to one of six different art museums around the country. Instead of going to the museum, some students received an art museum intervention typically presented by museum staff in their classroom. And a third group of students received neither the field trip or the classroom experience and served as the control group.
As for many districts around the country, attendance is a high priority for the Madison Metropolitan School District. With MMSD already invested in work to increase attendance and having added attendance as part of its accountability metrics, the Madison Education Partnership set out to better understand how much missing school mattered for the academic progress of MMSD students.
Each October, individuals and organizations nationwide work together to raise awareness of bullying during National Bullying Prevention Month, an initiative of the PACER Center. Whether you are an educator, education leader, parent or other community member, you can take action to prevent bullying and harassment by fostering a culture of caring and respect in your school, home and community. Use the resources below to support your efforts.
The National Center for Learning Disabilities has reviewed what each state's Every Student Succeeds Act plan says about how the state will meet the needs of students with disabilities — and for the most part, the organization is not happy with what it sees.
One of the few good things about acne is that it hardly discriminates: With some variation, it afflicts people of all races and income levels, from all regions and countries. Acne is the eighth-most-common disease globally, affecting roughly two out of three people ages 15 to 19. Another one of the good things? Acne may contribute to better grades and longer-term academic success, according to a forthcoming peer-reviewed study in the Journal of Human Capital by the economists Hugo Mialon and Erik Nesson, of Emory University and Ball State University, respectively.
The amount a teenager sleeps is associated with how likely they are to engage in risky and suicidal behavior, a new study said. "Fewer hours of sleep on an average school night [is] associated with increased odds of all selected unsafe behaviors," the authors wrote, including risk-taking while driving, such as drunken driving, potentially unsafe sexual activity, aggressive behavior and use of alcohol, tobacco and other drugs.
By: Sheilamary Koch (commentary)
Imagine a boy in a classroom who regularly raises his hand to respond to questions, yet when called on hems and haws not knowing what to say. Meanwhile, other students shout it out and the teacher wonders why he raised his hand in the first place. One viable explanation for the boy's actions comes from Judith O. Roman, M.A., CCC-SLP, who is a clinical faculty member at Northwestern University's Center for Audiology, Speech, Language, and Learning. In this series, we turn to Roman, an expert in the field of pediatric speech and language pathology, who shares her experience in the area of expressive language.
Washington University in St. Louis via Science Daily
Although people often think about multiple-choice tests as tools for assessment, they can also be used to facilitate learning. A new study offers straightforward tips for constructing multiple-choice questions that are effective at both assessing current knowledge and strengthening ongoing learning.
U.S. Secretary of Education Betsy DeVos has a lot of questions about the American K-12 education that she's been charged with leading, and she unspooled a series of them in a speech in Huntsville, Alabama, the first day of four-state "Rethink School" tour. "Why does 'the system' pretend that every teacher and every student is the same?" "Why aren't parents allowed to decide the education that's right for their children?" "Why aren't all students allowed to pursue learning in ways that work for them?" DeVos argued in her speech at the U.S. Space and Rocket Center that "next to nothing" has changed in education, since 1983's landmark "A Nation at Risk" report, which warned that the country was falling dangerously behind foreign competitors.
The Brookings Institution
Young people in America face an economic landscape marked by increasingly expensive higher education costs, more frequent job changes, and greater personal responsibility for retirement savings. It is more important than ever that youth are financially literate in order to navigate the many difficult decisions they will face during their lifetimes. Unfortunately, levels of financial literacy are persistently low among American youth.
When we think about developing confidence, we might think about preparing students to talk in front of the class. But true confidence is so much more — it's the ability to feel brave enough to share your ideas and speak your truth. To help students feel comfortable doing this, we have to create class cultures where all students are respected.
7701 Las Colinas Ridge, Ste. 800, Irving, TX 75063