General Session 1 8:30 AM - 10:00 AM The conference kicks off with greetings from system leaders, a student musical performance, and a keynote speaker.
Set A - Wednesday Morning 10:15 AM - 11:45 AM
A01 - Introduction to the Cultural Proficiency Framework Rooms _ - _ | Presenters as Assigned New to this specific approach? Or maybe it’s been a while? Become oriented or refreshed with the Cultural Proficiency Framework and its tools that support our journey to excellence with equity. Learn how to use the language of the Cultural Proficiency Continuum. This session will help you identify a range of inappropriate/ unhealthy and effective/ healthy values, behaviors, practices and policies. A02 - Going Deeper with the Cultural Proficiency Framework Rooms _ - _ | Presenters as Assigned Has it been awhile since you’ve worked with this specific framework? Desire to understand it at a deeper level? Move beyond introduction to Cultural Proficiency and experience how it can be the impetus and guiding energy for personal and organizational change. Learn the most important messages of the Cultural Proficiency Framework and dig deeper into its Four Tools. Sessions will feature advanced, more in‐depth subject matter and emphasize interaction and the exchange of information among the session participants. A03 - Moving From Awareness to Action: Cultural Proficiency in Practice & Policy Rooms _ - _ | Presenters as Assigned Have you had one or more Level 1 (Awareness) experiences (seminars or courses) but haven’t yet used the Tools of Cultural Proficiency for continuous improvement of practice? Learn how this approach serves as a pragmatic means for transforming practice and implementing intentional moral action. Many of this afternoon's presenters have engaged in this process of implementing intention moral action to ensure inclusion, high expectations, and equity in education. A04 - Leadership: Influencing a Commitment to Excellence with Equity Rooms _ - _ | Presenters as Assigned Have you completed at least two (Awareness and Application) of the three levels of Cultural Proficiency seminars? And/or would you like to spend this time discussing leadership and the moral/ethical goals of inclusion and equity? Focus on developing clarity with "the why" behind Cultural Proficiency including the need for process, facilitation, and an "inside-out" approach to change.
Set B - Wednesday Afternoon 1:15 PM - 2:15 PM
;B01 - Comprehensive Approach to Building Community & Developing School Identity Room ... | Kimberlyn Pratesi, Principal; Shari McWain, 4th Grade Teacher; Susan Tesoriero, 1st Grade Teacher, Hammond ES Learn about one school’s journey through changes in demographics and zoning. Hear how they built the capacity to engage all staff and community members in facilitating the identification of shared values, development of an authentic vision and mission, and nurturing of positive relationships. Leave with an increased understanding of how an organization can build community and shape its identity.
B02 - Sustained Cultural Proficiency: Fostering a Multi-Year Commitment Room ... | Lauren Beaman, Assistant Principal, Triadelphia Ridge ES Hear about a school’s 5-year commitment to professional learning and organizational development with the goal of making Cultural Proficiency sustainable and not an initiative that becomes “something we did a couple years ago.” Learn about pragmatic changes in practice that represent a paradigmatic shift to a healthy way of perceiving and responding to differences.
B03 - Using Mentoring to Shift Mindset & Address Disciplinary Disparities Room ... | Derek Anderson, Assistant Principal, Ducketts Lane ES Learn about a project that one school leader developed and implemented to raise awareness regarding the school's disproportionate disciplinary data. This project was designed to shift practices and beliefs in a way that moves toward culturally competent actions that improve student-teacher relationships and reduce disparities in minor incident reports and office referrals. Hear how a multi-level mentoring program impacted a school community in its efforts to promote excellence with equity.
B04 - Changing Unjust Historical Patterns of Disciplinary Actions Room ... | Karen Chapman, Social Studies Teacher, Wilde Lake HS Inequitable and exclusionary patterns of school disciplinary practices plague schools across our nation. Howard County is no exception. These patterns support what is called the school-to-prison pipeline. Hear about one teacher’s work to promote awareness of self and others by using talking circles to illuminate inequity and exclusion and to commit to culturally proficient action to eliminate predictable disparities.
B05 - How Do We Shape Positive Math Identities Among Our Students? Room ... | Sorsha-Maria T. Mulroe, Math Support Teacher, Thunder Hill ES, Claudia Eckstrom, Math Support Teacher, Bollman Bridge ES What is math identity? How do equity-based practices impact identity in mathematics? Learn how two math support teachers work to cultivate positive math identities for students through culturally proficient math professional learning.
B06 - Presuming Competence: A Strengths-Based Articulation Process Room ... | Lisa Goldberg, First Grade Teacher, Kim Petry, Kindergarten Teacher, Elkridge ES Explore how two grade-level teams enhanced their articulation process by developing a growth mindset. Gain knowledge on the professional learning that occurred within the teams and what protocols and documents guided the articulation process. Understand how a focus on the strengths and abilities of students makes for a smooth transition to the next level for students, staff, and families.
B07 - Fierce Conversations: Productive Communication in Work/Life Room ... | Tamara Jones, Speech Pathologist, Howard HS; Sonya Robinson, Resource Teacher, Early Intervention Services, CPL, Central Office Look at strategies to create positive relationships with colleagues, family, and friends in this interactive session. Engage in self-reflection to normalize conflict and develop healthy communication strategies. Leave feeling empowered to relate and manage the dynamics difference more effectively.
B08 - Restorative Practices to Manage the Dynamics of Difference Room ... | Christine Krabitz, Assistant Principal, Homewood Center; Suzanne McMurtray, PBIS Coach/Middle School ITL/ARL Liaison
See how any school team-- alternative or comprehensive-- can learn how to engage in equity-based restorative practices in order to effectively manage conflicts that arise around issues of difference. This session also includes increasing student voice in the classroom, building community among all stakeholders, and instructing students using the circle format.
B09 - Cultural Proficiency Champions - CPro in the House! Room ... | Panel Moderator - Razia Kosi; Panel: Selina Gray, English Teacher, Cedar Lane; Caroline Appel, Art Teacher, River Hill HS; Katie Florida, Media Specialist, Oakland Mills HS; Jen Mansir, Mental Health Therapist, Homewood Center When issues with inclusion and equity arise, who do you turn to? How do assess your school culture? Learn from a panel of Cultural Proficiency Liaisons in how they are their school’s resource for inclusion and equity. The article Diversity Champions from Ed Leadership will be a resource shared in the session.
B10 - Spanish for Educators: Learning to Support Hispanic Families Room ... | Heather Herrera, World Language Teacher, Ducketts Lane ES Are you trying to create opportunities for Hispanic families to engage with your school community? Learning Spanish may hold the key. This session will focus on how a Spanish class for educators is helping teachers value the diversity in their schools and develop inclusive practices that support Hispanic families.
B12 - Cultural Proficiency Curriculum and Instruction Room ... | Panel Moderator: John Krownapple; Panel: Joshua Garner, Social Studies Teacher, Glenelg HS; Maria Blasko, Director Theatre Arts, Long Reach HS; Heather Walker, 4th Grade Teacher, Guilford ES The need for inclusive curricula and instructional approaches is obvious. Every student needs to experience a sense of belonging; and to ensure the health of our democracy, all students must have the opportunity to tap into and receive the research-based benefits of diversity and inclusion. Join this conversation about the the “what” and “how” of teaching and learning. A panel of HCPSS educators will lead this discussion.
B13 - Restorative Practices - A Facilitator's Perspective Room ... | Margie Wiedel, Mental Health Therapist; Jhondis Latta, Behavior Technician, Homewood Center Curious to know more about Restorative Circles, Dialogues, and Reflections? Two experienced facilitators of this effective process for managing the dynamics of difference will be sharing the basics and their experiences using restorative practices.
B14 - Connecting Restorative Practices to Cultural Proficiency and Student Voice. Fun With Shapes! Room ... | Rosanne C. Wilson, Specialist, Positive Behavior Supports (PBS) & Bullying Prevention; Karyn Renneberg, Behavior Specialist, HCPSS Ever wonder how the triangle used to define PBIS (Positive Behavior Intervention and Supports), the circles used in Restorative Practices, and the ‘rectangle’ used to connect student voice with cultural proficiency all work together? This active, hands-on session will provide participants with insights on how these frameworks assist staff to increase student engagement in the learning process, while supporting the social and emotional safety and well being of all students. B15 - CPro: What Do Strengths Have to Do With It? Room ... | Charlene Allen, Coordinator; Scott Ruehl, Director, Office of Leadership Development Making strengths an integral part of school culture can increase engagement, promote valuing differences, and foster an inclusive climate. Participants will learn how to help staff and students own their strengths and leverage their talents to meet shared goals and improve the work/school environment. Explore how strengths learning can be implemented in a culturally proficient manner and used as a catalyst for greater inclusivity and engagement.
B16 - Poverty Matters: How to Respond in a Healthy Manner Room ... | Sandra Vecera, Facilitator, Office of Leadership Development In this session, participants will deepen their understanding of systemic data and trends related to poverty and homelessness. Additionally, participants can expect to engage in thought provoking activities, which will empower them to make changes in their own classrooms and schools.
B17 - Discipline and Respect - MHMS Looks at Both Sides Room ... | Joshua Wasilewski, Principal; Jamie Daniller, Teacher; Pauline Baeck, Teacher, Murray Hill MS Respect is important and disrespect is often a cause of disciplinary referrals. Are we looking at how your own behaviors contribute to either engaging and productive environments or disciplinary referrals? This process uses the lens of the teacher and student to examine how interactions shape the classroom environment. A student Voice Survey and circling were used to examine connections between discipline data and how students felt about MHMS.
B18 - Staff Engagement: A Tale of Two Successful Leaders Room ... | Claire Hafets, Principal, Centennial HS; Tina Maddox, Principal, Homewood Center Two distinct schools, two different leaders, and both have the highest scores in the county for staff engagement. What do they do that makes their staff so engaged? Learn from the principals and staff about the leadership practices that promote staff engagement. B19 - Putting Growth Mindset into Action for Greater Equity Room ... | Gillian Crevelle, English 9 Teacher; Shane McCray, Student, Homewood Center Participants will see how these teachers create opportunities for students to develop and apply Growth MIndset concepts in the classroom. Examine strategies for equity-based classroom instruction that maintains an environment of high expectations, exemplifies inclusive practices, and values diversity. Learn how Mindset principles can be combined with instructional circles to make learning and the overall classroom experience more culturally relevant and responsive for all students.
B20 - Fostering Diversity and Inclusion: Universal Design for Learning (UDL) Room ... |Jana Poling, Special Educator; Elizabeth Htwar, Technology Teacher; Amanda Entrot, 3rd Grade Teacher, Waverly ES The Universal Design for Learning (UDL) ensures that teachers consider and address needs of all learners when planning and delivering instruction. Hear about this inclusive practice focused on creating an equitable learning environment in the classroom. See how one school developed and implemented a professional development plan using cultural proficiency to highlight UDL as an equity-based practice. Get tips for helping teachers gain facility in implementing UDL principles.
B21 - From Conversation to School Improvement Plan Room ... | Linda Murveit, Teacher Minc-FL/RECC Team Leader/CPL, Atholton ES Do you…
Wonder what culturally proficient practice looks like?
Wish that committee meetings at your school were more meaningful and substantive?
Want to increase the level of cultural competence in your school but don’t know how?
Participants will see and explore how conversations about excellence with equity can be embedded into established school committees.
B22 - On Ramps to Advanced Classes for Underrepresented Groups Room ... | Kevin Mulroe, Facilitator, Office of Leadership Development; Haley Carroll, Secondary English Teacher, Wilde Lake MS Examine what has happened historically to student groups who are underrepresented in advanced, G/T, and AP classes from Elementary to High School. Discuss what some educators have done to interrupt these persistent patterns. Leave with strategies to surface and address unhealthy mindsets contributing to the pervasive predictability of placement in lower level classes for certain student groups. Consider ways your school can start taking measures to break this cycle. B23 - Responsible Whole-Staff Cultural Proficiency Professional Development Room ... | Dawn Currie-Scott, Library Media Specialist, Glenelg HS; Bill Reigel , Social Studies ITL, Glenelg HS; Carolyn Delvin, School Counselor, Glenelg HS; Jansen McMillan, Special Education Teacher, Glenelg HS Is this a familiar situation?...Your school has had a team(s) participate in-depth Cultural Proficiency professional development. Now you want to engage the whole staff? It needs to be effective, but there’s not much time during staff meetings and PD days. What to do!? Hear about how Glenelg HS is dealing with this dilemma. Experience a well-designed session that responsibly engaged staff and is helping the school move on its journey toward excellence with equity. B24 - Conflict in the Workplace -- The Good Kind Room ... | Arnetta Young, Facilitator, Office of Leadership Development Conflict in the workplace (and all the drama that goes with it) is all too common…
You make one little suggestion a colleague gets surprisingly argumentative and rude.
A team member shares an idea and everyone immediately checks out and starts playing on their smart phone.
At the team meeting everyone complains about the latest change and why it’s not going to work.
You overhear a colleague questioning a team member’s knowledge and value.
These situations can be unhealthy: Avoiding common areas, team members, or even eye contact; less willingness to engage in brainstorming; and reluctance with take creative risks. Fear can kick in and cause you to re-think your role or even drive you to start mentally drafting your letter of resignation. But conflict does not have to be negative. Indeed, it can be force for productivity and growth, when orchestrated successfully. This session will explore our preferred conflict management style, common sources of conflict, and engaging in productive and healthy conflict.
General Session 1 8:30 AM - 10:00 AM Day 2 starts with an overview of student voice, including research that connects student voice to academic engagement. This general session also includes a panel discussion of students exploring the need for inclusion in Howard County's diverse classrooms and schools.
Set C - Thursday Morning 10:15 AM - 11:45 AM
CO1 - Introduction to the Student Voice for Inclusion and Equity Conceptual Model Each participant will choose to attend a session differentiated by one of these levels. • Early childhood • Elementary • Middle • High During this session, everyone will learn about the HCPSS Student Voice for Inclusion and Equity conceptual model and walk away with practical ideas of how to amplify student voice for inclusion and equity in your school, classroom, or office. Student Voice represents more than just listening to students/youth. It also involves adults/educators creating space where they are learning from and leading with youth/students. This model applies the lens of Cultural Proficiency to support schools and classrooms that value diversity by ensuring every student: 1) Experiences a strong sense of belonging and receives the benefits of a diverse classroom and school (inclusion), and 2) Receives exactly what they need to be successful (equity), as opposed to receiving the exact same thing (equality) as everyone else.
Set D - Thursday Afternoon 1:15 PM - 2:15 PM
D01 - Using Student Voice Circles to Drive School Improvement Room ... | Patrick Scible & Others, Assistant Principal, Atholton HS This session will share how student voice circles can be used in any school to help better understand school issues, increase student engagement, and increase student participation in the school improvement process. Using the cultural proficiency continuum as a backdrop for building trust and understanding, student voice circles allow students and staff to come together to discuss school-related issues and provide the setting to bring about meaningful change for a school.
D02 - Empower Learning: Goal Setting and Student-Led Conferences Room ... | Rebecca Vandenberge, 3rd Grade Instructional Team Leader; Rona Koppang, Grade 3 Teacher, Dayton Oaks ES Participants will learn ways to incorporate goal setting and improve assessment data in the elementary classroom. Experienced teaches will share positive experiences with student-led conferences, including year-long student data collection methods, resources, communication with parents, and "empowering" students to take responsibility for their own learning.
D03 - Institutionalizing Student Voice into the School Environment: (5th Grade Advisory and Student-led Conferences) Room ... | Troy Todd, Principal, Running Brook ES Ever wonder if… - student voice has a place in the elementary school setting? - student voice can help with school improvement goals? - student voice can be institutionalized? This school has found a way to amplify the perspectives of its students through practices that have become institutionalized such as student-led conferences, student advisory council, and students partnering to create assessment rubrics. Learn how to get started doing this in your school today!
D04 - Goals For Life: Creating a Vision For Student Success Room ... | Kevin Mulroe, Facilitator, Leadership Development Learn about an innovative program used in several elementary schools to support authentic student engagement. In this model, students develop their own goals, regularly reflect upon their goals, and participate actively in parent/teacher conferences. This model creates a platform for: Student Engagement. (Student Voice), preparation for college and careers, and supporting the development of relationships between teachers, students, and students’ families. Hear inspiring testimonials from teachers, parents and students engaged in this program.
D05 - Problem Solving Groupwork: An Engaging and Inclusive Instructional Strategy Room ... | Corinne Gorzo, Coordinator, Teacher & Paraprofessional Development & Support Research shows that collaborative groups alone doesn’t ensure students reap maximum learning benefits from diversity. The Problem Solving Groupwork strategy is an example of equity pedagogy that will help you apply sound educational theory to practice, amplify student voice, and tap into the power of diversity. Learn about the multiple abilities treatment, assigning competence to low-status students, and, most of all, how to ensure success - and fun - for all…including the teacher!
D06 - Student Voice at Centennial High School Room ... | Claire Hafets, Principal; Andie Roberson, Assistant Principal; Ellen Mauser, School Counselor; Shalonda Holt, Biology Teacher; Mario Shaker, Student; Jeremy Fung, Student; Melissa Nussbaum, Student, Thomas Thurmond, Student, Centennial HS In this session, participants will hear how this school is empowering students to have an active role in creating and implementing student-led initiatives, activities, and programs that educate students on cultural issues. Through our efforts we are sharing the power and allowing our students to take the lead at school. Learn how you can do this, too!
D07 - Engaging Student Leaders in the Work of Cultural Proficiency Room ... | Katie Florida, Media Specialist and CPL; Rosa Kirk-Davidoff, Student, Oakland Mills HS [We wanted to walk the talk with our students and knew they would take it further. Learn how our school engaged student leaders to consider inclusive practices and to truly represent our school. Hear the nuts and bolts -- the why, the how, and the who of making this happen.]
D08 - Partnering with Students for School Improvement: Student Voice Circles Room ... | Christina Hewitt, Physical Education Teacher; Brian Wallace, Assistant Principal, Oakland Mills HS Learn how students partnered with staff and used the Tools of Cultural Proficiency through a nine-hour school process called a Student Voice Circle. This group focused on improving teacher-student relationship and the overall school environment. Walk away with an understanding of how to apply the concept of Student Voice for Inclusion and Equity to school improvement processes to foster transformative change.
D09 - Student Voice & Danielson: Moving from Good to Great Instruction Room ... | Jennifer M. Olson,Resource Teacher,Teacher & Paraprofessional Development and Support; Brianna Gibson,Reading Teacher,Elkridge Landing MS Participants in this session will explore the relationships between quality instruction and increased student assumption of responsibility. Focusing on elevating teaching practice to the distinguished level, this session will offer specific strategies and techniques for both teachers and administrators.
D10 - Student Voice in Curriculum and Instruction: Creating a Safe Space for Dialogue & Exploration Room ... | Caroline Appel, Visual Arts Teacher, River Hill HS Want to learn strategies for creating a welcoming physical place and a safe emotional space available where students can have authentic conversations around issues relevant and important to them? Learn how to engage students in dialogue about their educational experience, school culture and climate, as well as their needs and aspirations. See how one teacher created the space for this in her classroom and school and made the dialogue happen.
D11 - Instruction That Amplifies Student Voice Room ... | Panel Moderator: Charlene Allen, Panelists: Karen Chapman, Social Studies Teacher, Wilde Lake HS; Haley Carroll, Middle School Teacher; Gillian Crevelle, English 9 Teacher, Homewood Wondering what student voice looks like in the classroom? This session features a panel of teachers who will share instructional practices that empower students as agents of their own learning by activating and amplifying their voices. Learn practical ways you can help students experience greater self-worth, engagement, and purpose at school and in class. Don’t miss out on this discussion if you want a picture of student voice in action.
D12 - The Voices in The Middle: Capitalizing on the Unique Middle School Student Perspective Room ... | Amy Hairston, Choral Teacher, Thomas Viaduct MS Participants will explore the arenas in which middle school student voice is prevalent in curricular and extra-curricular settings. Discussions will include the ways in which executive functioning, social development and school structure influence opportunities for student voice.
D13 - In Their Voices: A Panel of MHHS Student Activists Room ... | Student Panel: Sara Chernekoff, Edima Essien,Mason Gotsy, Lina Kebede, Esther Lawson-John (2016 Graduate), Libby Milano, Mt Hebron High School Hear from students at Mount Hebron High School who were instrumental with the student-led demonstrations and subsequent follow up actions to elevate voice, understand student perspectives, and ignite positive actions. The students will share how they were intentional in moving actions towards beginning a new story and not ending with one demonstration. Leave this session with more confidence in knowing what it means to #stopthesilencestarttheconversation. D14 - High Schools Can & Should Do Student-Led Conferences, Too! Kelli M. McDonough, English Teacher, Centennial High School; Centennial HS Students
D15 - Unique Learners & The Stage: Finding Their Place to Shine Room ... | Carly Robinson & Shannon Speake, Special Education Teachers; Margaret Condon, SLP, Glenelg HS How are some educators giving a voice to students who may not otherwise have a place and space to shine? Hear about a unique program that fosters positive, inclusive relationships between and among different student populations through drama. See how pairing students of diverse abilities to put on a student-led production not only shows a value of differences but it also enhances the capacity for success and learning experience of all involved.
D16 - Sustaining Student-Led Conferences: Not Returning to Traditional Ways Room ... | Christian Buzzerd, Teacher, Triadelphia Ridge ES and other TRES staff Using student-led conferences is a powerful way to amplify student voice in the elementary classroom. See how one school implements this process school-wide, and it makes all the difference for students, parents, and teachers. The commitment and success stories these presenters have to share will convince participants that once you get started doing conferences in this manner, there is no going back to the traditional way.
D17 - Ignite the Light-Engaging in Dialogue at LRHS Room ... | David Burton, Principal, Long Reach HS; Tonya Grise, BSAP Liaison, with Student Co-presenters, Long Reach HS LRHS students, staff & leadership worked together to respond to the video from MHHS. A student forum, circle with staff & students, and presentation at a faculty meeting have occurred. The beliefs of the movement are: Strength in numbers & understanding. Together, we can accomplish many things, but by ourselves we are limited. To move forward we must get uncomfortable and discuss race, bias, & stereotypes in the HCPSS.
D18 - Reaching Out - Student Voice Beginning with Alternative Education Room ... | Richard Smart, Leadership Intern; Jen Whiddon, Assistant Principal; Melissa Reyes-Levia, Hispanic Achievement Liaison, Long Reach HS Whose voices are most prominent in the school? When opportunities are given to power-share do we consider students who feel the most marginalized from their school? LRHS invited the students receiving Alternative Educational services at LRHS to share their experience, perceptions, and engage in Student Voice Circles with staff. Learn from leaders about their journey.
D19 - Listen: Hearing the Voice of Young Learners Room ... | Linda Murveit, Teacher Minc-FL/RECC Team Leader/CPL, Atholton ES; Sonya Robinson, Resource Teacher, Early Childhood Intervention Services/CPL Have you ever… - left work exhausted from interacting with a young student with challenging behaviors? - had difficulty understanding or relaying the messages young children are sending? - laid awake wishing you had the tools to be more effective? If you answered “Yes” to any of the above questions, this interactive session will take an in-depth look at listening, learning, and leading from the voices of early learners!
D20 - Collaboratively Creating Space for Student, Parent and Staff Voice Room ... | Marcy Leonard, Principal, and Members of Hammond HS Community Inspired by the winter 2016 Mount Hebron student walkout, students at Hammond High School collaborated with school staff to create space for a student-led dialogue for the entire student body. As a result of feedback from the dialogue, Hammond High students, parents and staff members worked cooperatively to create multiple opportunities for continued conversations about issues of race and ethnicity. Hear from members of the Hammond High School community who were directly involved in creating the space for on-going meaningful discourse.