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Updates for North Central College Educational Partners

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Updates for North Central College Educational Partners

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LEARN ABOUT NATIONAL BOARD CERTIFICATION!

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LEARN ABOUT NATIONAL BOARD CERTIFICATION!

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Saturday, March 14, 2026

10:00am-1:00pm

@West40 Gym

415 Lexington St. Maywood IL, 60153

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Updates from North Central College for School Leaders

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Updates from North Central College for School Leaders

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North Central College Dec. Info Sessions 

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North Central College Dec. Info Sessions 

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North Central College November 2025 Info Sessions

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North Central College November 2025 Info Sessions

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September 2025 issue of ISBE's Multilingual/Language Development Department newsletter

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September 2025 issue of ISBE's Multilingual/Language Development Department newsletter

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UPDATED! WIDA Releases FY 2025-26 Self-Paced PD

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A grass roots, statewide, voluntary organization dedicated to promoting, advocating, and support SEL skill development across Illinois. Each month we host a Forum to connect us across the state. www.sel4il.org

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25/26 SBMH Collaborative Social Work Network 

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North Central College - Master of Arts in Teaching and Master of Education in Educational Leadership Info Sessions - September & October 2025

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North Central College - Master of Arts in Teaching and Master of Education in Educational Leadership Info Sessions - September & October 2025

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Now accepting applications for the Principal Preparation program for Spring 2026!

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FREE Early Childhood Family Concert Event featuring Jim Gill

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FREE Early Childhood Family Concert Event featuring Jim Gill

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Who: Families with preschool-aged children (children must be accompanied by an adult; max 2 adults per group) (limit 100 people)

What: An exciting concert for children with an emphasis on growing literacy at home followed by an art activity for children. Each family goes home with a FREE copy of Jim Gill's book.

Where: Gym, West40 Lexington (Enter through Door 7N)

When: Saturday, October 18th, 9-11am

REGISTRATION OPENS SEPTEMBER 1

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FREE Early Childhood Literacy Event for Teachers (PreK-K)

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FREE Early Childhood Literacy Event for Teachers (PreK-K)

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Who: PreK & Kindergarten Teachers (limit 40)

What: Incorporating the Illinois Comprehensive Literacy Plan into your Early Childhood Classroom

Where: 415 W. Lexington St., Maywood, IL 60153

When: Friday, October 17th, 12-3pm

REGISTRATION OPENS SEPTEMBER 1

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Suicide Prevention Summit - September 19, 2025 WEBSITE

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Suicide Prevention Summit - September 19, 2025 WEBSITE

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We are excited to share details about the upcoming Suicide Prevention Summit 2025, happening on Friday, September 19, 2025.

This year’s summit brings together an outstanding lineup of experts and practitioners committed to addressing the most urgent issues in suicide prevention. Featured sessions include:

Morning Keynote: Social Drivers of Suicide Risk with Dr. Inger Burnett-Zeigler, Chief Behavioral Health Officer, Illinois Department of Human Services

Afternoon Breakout Session: Every Student Seen: Suicide Prevention Through School Connection with Demian LaPointe, Professional Learning Specialist, West40

Afternoon Breakout Session: Postvention is Prevention: Grief-Informed Care and Compassionate Community Response After Suicide Loss with Michelle Halm, LPC, FT

From exploring structural and social determinants of risk to strengthening school connections and building compassionate community responses, the summit will provide practical strategies and inspiration for all who attend.

We encourage you to check out the program and share the information widely with your networks. Even if you are unable to attend, helping us spread the word makes a difference.

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West40 is committed to supporting school leaders with professional learning that is both reflective and forward-looking. This fall, we are offering a wide range of Administrative Academy (AA) courses designed to strengthen leadership capacity, wellness, and innovation.

Highlighted offerings:

AA3828: Leading Positive School Culture: Prioritizing Self-Care, Staff Wellness, and Compassion Resilience
November 14, 2025 | 8:30 AM – 3:30 PM | Maywood
This course focuses on how administrators can intentionally cultivate a school culture that prioritizes wellness—for staff, for students, and for themselves. Participants will leave with practical strategies for building resilience, modeling balance, and sustaining a positive climate.

AA4202: ACE Instructional Leadership in the Age of AI: Advancing Observations, Evaluations, and Feedback
Multiple dates available | Virtual
This innovative session explores how AI is reshaping instructional leadership and equips administrators with practical strategies for using technology to enhance observation and evaluation practices.

From equity leadership to school culture and future-focused instructional practice, West40’s Administrative Academy offerings are designed to meet today’s leadership demands while preparing for tomorrow’s challenges.

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Administrator Academies | West40 Website

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AA4176: Ready, Set, Retire: A Personal & Professional Journey for School Administrators Virtual: 12/5 and 12/19/2025 This training will have (1hr) of pre-work reading, (4hrs) of contact time and (1hr) of your application/dissemination. 1:00pm -3:00pm Presenter: Dr. Diane Wolf

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We'd love to see you and your students at our Future Teacher Conference!

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We'd love to see you and your students at our Future Teacher Conference!

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We're excited to offer your students a great opportunity to explore careers in education as the Illinois State University College of Education hosts the Future Teacher Conference on Friday, November 7. This event is open to all high school students.

We hope you'll bring a group of students to Illinois State for a full day of exploring and engaging in careers in education. This free event will include a dynamic opening session and a variety of sessions for students to choose from about timely topics in teaching, plus student panels featuring current education students.

Registration is open until capacity is reached. All school personnel and students should register individually. This year school personnel will use a separate registration link than students.

School Personnel Registration Form

Student Registration Form

It is very important for each student to complete their own registration form so they can select their individual sessions.  *If you don't plan to stay for the final session from 1:25 - 2:00pm, please tell your students not to choose a session for that time.
School personnel will receive periodic student registration lists for your school.

Students can review the conference sessions prior to registration. At the time of registration, school personnel will have an option to sign up for a campus tour.

The event will run from 9:30 a.m.-2:00 p.m., with check-in beginning at 8:30 a.m., and will include complimentary lunch.

If you have any questions, please email the College of Education at ksappel@ilstu.edu.

Kelli Appel

Director of Recruitment, Retention, and Student Services

College of Education

Illinois State University

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Future Teacher Conference | College of Education | Illinois State

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A conference for high school students who are considering a career in education. This conference informs and inspires students about the process of becoming a teacher, and what to expect after graduation as they enter the classroom. Since its inaugural year in 2019, this conference has served nearly 5,000 students.

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West40 ISC#2 - ACE Tuition Discount_Raffle.pdf

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North Central Collage - Master of Arts in Teaching: Elementary & Secondary Education

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North Central Collage - Master of Arts in Teaching: Elementary & Secondary Education

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Upcoming Info Session Aug. 12, 2025 - 12:00pm

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North Central College Master of Education in Educational Leadership program

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North Central College Master of Education in Educational Leadership program

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Upcoming Info Session - August 6, 2025 - 9:30am

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BECOME A NATIONAL BOARD PROFESSIONAL DEVELOPMENT SCHOOL - National Board Resource Center 

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BECOME A NATIONAL BOARD PROFESSIONAL DEVELOPMENT SCHOOL - National Board Resource Center 

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TRANSFORM LEARNING.

ELEVATE EDUCATORS.

STRENGTHEN YOUR SCHOOL.

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Informational Flyer - National Board Resource Center

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Informational Flyer - National Board Resource Center

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Take the Next Step in Your Teaching Career with

National Board Certification

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We'd love to see you and your students at our Future Teacher Conference!

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We'd love to see you and your students at our Future Teacher Conference!

# data[].attributes.body
We're excited to offer your students a great opportunity to explore careers in education as the Illinois State University College of Education hosts the Future Teacher Conference on Friday, November 7. This event is open to all high school students.

We hope you'll bring a group of students to Illinois State for a full day of exploring and engaging in careers in education. This free event will include a dynamic opening session and a variety of sessions for students to choose from about timely topics in teaching, plus student panels featuring current education students.

Registration is open until capacity is reached. All school personnel and students should register individually. This year school personnel will use a separate registration link than students.

School Personnel Registration Form

Student Registration Form

It is very important for each student to complete their own registration form so they can select their individual sessions.  *If you don't plan to stay for the final session from 1:25 - 2:00pm, please tell your students not to choose a session for that time.
School personnel will receive periodic student registration lists for your school.

Students can review the conference sessions prior to registration. At the time of registration, school personnel will have an option to sign up for a campus tour.

The event will run from 9:30 a.m.-2:00 p.m., with check-in beginning at 8:30 a.m., and will include complimentary lunch.

If you have any questions, please email the College of Education at ksappel@ilstu.edu.

Kelli Appel

Director of Recruitment, Retention, and Student Services

College of Education

Illinois State University

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Future Teacher Conference | College of Education | Illinois State

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A conference for high school students who are considering a career in education. This conference informs and inspires students about the process of becoming a teacher, and what to expect after graduation as they enter the classroom. Since its inaugural year in 2019, this conference has served nearly 5,000 students.

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Master of Education in Educational Leadership Virtual Info Session on ZOOM: Wednesday, August 6th at 9:30 AM

Register:

https://us02web.zoom.us/meeting/register/v6td_5qTR4K-kyViN9RHag#/registration

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Cicero D99’s 4th Annual Summer Literacy Symposium – July 23, 2025

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Cicero D99’s 4th Annual Summer Literacy Symposium – July 23, 2025

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Amplify-sponsored Science of Reading symposium

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NLU-Unlock The POWER OF AI in PK-12 Education

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NLU-Unlock The POWER OF AI in PK-12 Education

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NCC: MEd/MAT Info Sessions May 12th @ 11:30am

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NCC: MEd/MAT Info Sessions May 12th @ 11:30am

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NCC: Updates for our Educational Partners

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NCC: Updates for our Educational Partners

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NCC: Updates for our Educational Partners

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NCC: Updates for our Educational Partners

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Character Education Cert Cohort: March 2nd

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Character Education Cert Cohort: March 2nd

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North Central College - Character Education certificate - We have another cohort launching March 2nd and are currently accepting new students for the program. This online asynchronous certificate provides 45 professional development hours and focuses on using tools to foster a school culture of character that is caring, empowering and inclusive for students and school staff.

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Summer 2025 Teaching Safari Information and Brookfield Zoo Classes

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Summer 2025 Teaching Safari Information and Brookfield Zoo Classes

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Upcoming West40 Administrator Academies 

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Fwd: Introduction and Educational Resources from the Illinois Holocaust Museum & Education Center

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Fwd: Introduction and Educational Resources from the Illinois Holocaust Museum & Education Center

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West40 Behavioral Health Team and Medicaid Trainings: Next Week January 2025

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West40 Behavioral Health Team and Medicaid Trainings: Next Week January 2025

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Any district that is able to secure a group of students for a cohort for any of the programs, would get 30% off.

In this brief info session on Zoom, we'll be sharing info about our:

Master of Education in Educational Leadership (principal prep) program

Director of Special Education and Learning Behavior Specialist endorsement courses

Trauma Informed Practices Certificate/degree program

Character Education certificate program (45 hrs. of professional development earned)

All who register will be sent a recording of the info session in a follow up email.

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NCC: Happy New Year! Spring 2025 Updates

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NCC: Happy New Year! Spring 2025 Updates

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Learning Technology Center New year, new K-12 cybersecurity threats

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Learning Technology Center New year, new K-12 cybersecurity threats

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North Central College - Virtual Info Session 12/30 1:00-2:00pm

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North Central College - Virtual Info Session 12/30 1:00-2:00pm

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NCC Aspiring Leaders.pdf

In this brief info session on GoToWebinar, I’ll be sharing info about our:

Master of Education in Educational Leadership (principal prep) program

Director of Special Education and Learning Behavior Specialist endorsement courses

Trauma Informed Practices Certificate/degree program

Character Education certificate program (45 hrs. of professional development earned)

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Grand Canyon University-November Professional Development

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Grand Canyon University-November Professional Development

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Grand Canyon University Virtual Information Sessions for November 2024

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Grand Canyon University Virtual Information Sessions for November 2024

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West 40 ISC #2 Mail - Virtual Information Sessions for November-Grand Canyon University - 2024.10.31 16.36

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​Downloadable: Bullying Racism Free Schools Data Collection Template​

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Content

Racism Free Schools Law and Bullying Prevention Data Collection Guidance

The Illinois State Board of Education (ISBE) is tasked with implementing data provisions of two recent Public Acts -- the Racism-Free Schools Law (Public Act 103-0472) and Bullying Prevention (105 ILCS 5/27-23.7), as modified for data collection per PA 103-0047). These Public Acts require that, starting with the 2024-25 school year, all Illinois school districts; charter schools; and nonpublic, nonsectarian elementary or secondary schools collect, maintain, and submit to ISBE non-identifiable data pertaining to incidents of bullying, discrimination, harassment, and retaliation.

ISBE is providing the spreadsheet and this guidance before the start of the school year so that administrators can collect their data beginning on the first day of school. This proactive approach will help ensure comprehensive and accurate reporting. Please ensure that your school administrators and staff are aware of these new requirements and are prepared to begin data collection at the start of the 2024-25 school year.

105 ILCS 5/27-23.7

As per 105 ILCS 5/27-23.7, each school district, charter school, and non-public, non-sectarian elementary or secondary school shall create, maintain, and implement a policy on bullying which must be filed with the State Board of Education. Furthermore, entities must conduct a review and reevaluation of the policy every two years. If an entity fails to file a policy on bullying within 14 days of receipt of a written request to file a policy, the State Board of Education shall publish notice of the non-compliance on the State Board of Education's website. The list of noncompliant entities can be found below. If you have questions about this mandate or you are an entity in need of technical assistance, please contact bullyingpolicy@isbe.net.

Bullying, including cyber-bullying, is defined in 105 ILCS 5/27-23.7 as any severe or pervasive physical or verbal act or conduct, including communications made in writing or electronically, directed toward a student or students that has or can be reasonably predicted to have the effect of one or more of the following:

1. placing the student or students in reasonable fear of harm to the student's or students' person or property;

2. causing a substantially detrimental effect on the student's or students' physical or mental health;

3. substantially interfering with the student's or students' academic performance; or

4. substantially interfering with the student's or students' ability to participate in or benefit from the services, activities, or privileges provided by a school.

Bullying may take various forms, including but not limited to harassment, threats, intimidation, stalking, physical violence, sexual harassment, sexual violence, theft, public humiliation, destruction of property, or retaliation for asserting or alleging an act of bullying.

"Cyber-bullying" means bullying using technology or any electronic communication, including without limitation any transfer of signs, signals, writing, images, sounds, data, or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic system, photoelectronic system, or photo optical system, including without limitation electronic mail, Internet communications, instant messages, or facsimile communications. "Cyber-bullying" includes the creation of a webpage or weblog in which the creator assumes the identity of another person or the knowing impersonation of another person as the author of posted content or messages if the creation or impersonation creates any of the effects enumerated in the definition of bullying in this Section. "Cyber-bullying" also includes the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons if the distribution or posting creates any of the effects enumerated in the definition of bullying.​​​​​​​​​​​​​​

What should I do if my child is the target of bullying?

​It is critical that children and young adults feel safe in the educational environment. From a procedural perspective, the most appropriate course of action in addressing bullying issues is to contact the school principal. If after contacting the school principal your concerns remain, you may consider contacting the district superintendent for assistance. It is crucial that the superintendent be made aware of such issues if they continue unabated.

Authority and responsibility to administer discipline and respond to acts of bullying rests with the local board of education, through the office of the superintendent of schools and building administration. If your concerns are still not resolved, you may consider contacting the local board of education. If, after exhausting all inquiries at the district level, your concerns remain, you may consider contacting the office of the regional superintendent of schools that holds supervisory authority over the schools in your county.

Finally, the United States Department of Education, through the Office of Civil Rights (OCR), directs school districts to look at each bullying incident not only as a violation of bullying policy, but as a possible action of discriminatory harassment. If discriminatory harassment has occurred, the school district must take steps to end the harassment, regardless of any dis​cipline imposed for bullying. A complaint of discrimination can be filed by anyone who believes that a school that receives Federal financial assistance has discriminated against someone on the basis of race, color, national origin, sex, disability, or age.

The following is a link to the OCR complaint form:

If you feel that you or your child may be the victim of discrimination, you may email the Office of Civil Rights (OCR) Discrimination Complaint Form or your own signed letter to ocr@ed.gov. If you write your own letter, please include the information identified above. The person or organization filing the complaint need not be a victim of the alleged discrimination but may complain on behalf of another person or group. Before filling out the complaint form, it might be useful to read the information on how the Office of Civil Rights handles bullying complaints. You may also contact OCR at 1‐800‐421‐3481.​​​​​​​​​​

Bullying Prevention Policies

llinois School Code and Administrative Rules, 105 ILCS 5/27-23.7 and Ill. Admin. Code title 23, §1.295​,​ requires that all public schools, non-sectarian nonpublic schools, and charter schools are to create and implement policies concerning bullying prevention. Policies created under this section must be filed with the Illinois State Board of Education. For a breakdown of the statute and a detailed list of what the policy should encompass, you can reference Bullying Prevention Policy Requirements and Guidance ​.

Bullying prevention policies must be filed via the "Bullying Policy Submission and Evaluation" system in IWAS. For assistance with accessing/using the system, please refer to the IWAS System User Guide .

The Illinois State Board of Education has created a model policy for bullying prevention. The model policy may be used as a guide for drafting policies or as a template which can be edited to apply to a given entity. Entities are not required to use the model policy, however they must include all policy items required under statute.

Drafting Note: All language in brackets ("[insert school/district name]") must be modified by you, the user of this "Model Policy for Bullying Prevention", to conform to the entity you are using/modifying this for, specifically inserting the name of your school district, charter school, or non-public, non-sectarian elementary or secondary school.

Questions regarding bullying prevention policies or the model policy can be directed to bullyingpolicy@isbe.net or (217) 782-5270.​

October - National Bullying Prevention Month

The Choose Kindness Project​​​​

Learning for Justice

PromotePrevent

​Illinois Department of Public Health: Suicide Prevention​

U.S. Department of Education Issues New Guidance to support educators in fighting bullying

Welcoming Schools Web Site​

​Center for PBIS: Bullying Prevention​

StopBullying.gov

Equip for Equality

Safe2Help Illinois
Safe2Help Illinois offers students and families a safe, confidential way in which to share information that might help prevent suicides, bullying, school violence or other threats to school safety. This program is not intended to suspend, expel, or punish students. Rather, the goal is to get students to "Seek Help Before Harm." Safe2Help Illinois will also develop an educational curriculum aimed at changing the culture in Illinois schools while also providing the resources to help parents and educators reinforce the components of this program.

Safe2Help Illinois is a 24/7 program where students can use a free app, text/phone, website, and other social media platforms to report school safety issues in a confidential environment. Once vetted, the tips will immediately be shared with local school officials, mental health professionals and/or local law enforcement, depending on the nature of the tip. The program also will help local officials by connecting them with mental health resources or other appropriate resources to intervene and help students before they harm themselves or others. Visit their website to learn more.

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Content The Illinois State Board of Education (ISBE) is tasked with implementing data provisions of two recent Public Acts -- the Racism-Free Schools Law (Public Act 103-0472) and Bullying Prevention (105 ILCS 5/27-23.7), as modified for data collection per PA 103-0047).

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ISBE Racism-Free Schools Law and Bullying Prevention Data Collection Guidance

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ISBE Racism-Free Schools Law and Bullying Prevention Data Collection Guidance

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Data Collection Guidance

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Your October LTC Newsletter 🎃 - kchavez@west40.org - West 40 ISC #2 Mail

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PACER’s National Bullying Prevention Center - UNITY DAY coming up

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PACER’s National Bullying Prevention Center - UNITY DAY coming up

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Founded in 2006, PACER’s National Bullying Prevention Center actively leads social change to prevent childhood bullying, so that all youth are safe and supported in their schools, communities, and online.

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The kit ($30, with resources for up to 30 individuals) is designed to encourage coming together for a common goal: to make stronger connections among community members to help create a healthier environment for all and prevent bullying.
Request a Kit
Beyond Sticks & Stones: How to Help Your Child Address Bullying

This 70-page comprehensive guide ($10) offers prevention strategies for children, and the information and practical tools parents and other adults need to take action to address and prevent bullying.
Order a Copy
Take the Pledge

Take the Pledge

Pledge to treat others with kindness and be more accepting and inclusive.

Kids Against Bullying website

Kids Against Bullying
website

Innovative, educational website for elementary school students to learn, engage in activities, and be inspired to advocate for self and others.

Teens Against Bullying website

Teens Against Bullying
website

A website created by and for middle and high school students, with ideas to address bullying, be heard, and lead change in an important social cause.

Questions Answered

Questions Answered

You asked, we answered! Response options include images, 60-second snapshot, longer articles, video and poll.

Students With Disabilities

Students With Disabilities

A comprehensive overview of addressing and preventing bullying and harassment of students with disabilities.

ALL IN

Free online, year round toolkit with a new classroom lesson each week! Create environments in which each student is INcluded, INvested and INvolved.

i was bullied in 8th grade and now i have a lot of kids sticking up for me. especially my friends i never told anybody but my friends did and i went to the police.
i will recomend you going to a teacher or councler or teacher.

david scot, 16, new york groton

I care because if others are getting bullied you can feel if you were how hard it would be. I've never bullied but I know how it feels if it was me and I have met people who bullied and it is just so wrong

allya, 12, newcastle

Hey! I'm from Spain and i was bullied when i was seven in school and at this sumer since one month ago...
Two of this persons was my ''best friends'' and hurted so much, maybe still hurting me even i know that i have to be strong.
indirects on twitter, leaving me alone, talking wrong to other abot me, callings...
Until  i say STOP, now i know i'm strong even i have to be alone, i know i can't, even hurts me. And i hope that the people who had or have bullying try to be strong :)

ivanelly, 16, Spain/Europe

I am So proud to have been apart of this entire project. Bringing people together for a greater cause is just something you can't forget. After seeing this website get so big,so fast. I can finally say that I was apart of something wayyy bigger than myself. I am just greatful it's reached this many people and become a tool for people.

Chelese, 16, MN

I've been bullied for several years. Infact I still am, and it's just not verbally, but also on the internet. Words DO hurt. I've been bullied for my size, they way I look, and just being diffrent. Pledgeing can make a diffrence even though it may not seem like it, but it does. Stand up for yourself. Understand that everyone is not gonna be your friend, so you don't need everyone to make your life happy.  Smile, cause your diffrent. and being diffrent is what makes a person a better person!

Katie, 13, Ky

I care about this because!
I have been through alot on my life , and I have being call weird , crazy , stupid .

And you need to be free , dont let no one , to destroy your self -esteem
you are gorgeous , free the way you are.

It's not your fault , But if you have being bullied
PLEASE FIND HELP.

we need to be against bullying
-x

v

Veronica Michelle, 17, Puerto Rico

Carmen's Corner

A series of six educational videos designed for young audiences. It features characters from PACER's Kids Against Bullying puppet program, highlights key concepts of bullying prevention, and promotes social-emotional learning. Educator guide and student worksheets accompany each video.
View the Latest Video
Become a Champion Against Bullying

Join the hundreds of nonprofits, schools, and community groups that collaborate directly with PACER's National Bullying Prevention Center by using and sharing our bullying prevention resources in their communities.
Submit your organization
Survey Monkey Contributes to NBPC

Sign up and you will receive surveys by e-mail from SurveyMonkey customers who need your opinion. For every survey you take, SurveyMonkey will donate 50 cents to PACER's National Bullying Prevention Center, plus you'll get a chance to win $100 in an instant win game.
Join Survey Monkey in supporting PACER's NBPC

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PACER's National Bullying Prevention Center

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unites, engages, and educates kids, teens, parents and communities nationwide to address bullying through creative, relevant, and interactive resources.

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Social Sciences opportunities from ROE 17

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Social Sciences opportunities from ROE 17

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2024-09-25-_IARSS pdcoord_ Social Sciences opportunities from ROE 17

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Administrator Academies | West40 Website _v2

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This 2-day Academy is required for future administrators who need to be qualified in order to evaluate principals. This training will fulfill the INITIAL PRINCIPAL AND PRINCIPAL RETRAINING Requirements. Presenter: Dr. Sonya Spaulding

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North Central College  Graduate Education News

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North Central College  Graduate Education News

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2024-09-23-Please share! Graduate Education News

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Brookfield Zoo Learning Opportunities: Ages 11-14

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Brookfield Zoo Learning Opportunities: Ages 11-14

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Illinois V5RC and VIQRC Coaches Update - September 11, 2024

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Illinois V5RC and VIQRC Coaches Update - September 11, 2024

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Illinois V5RC and VIQRC Coaches Update - September 11, 2024

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Virtual: Otto Weidt Workshop for the Blind: Resistance and Rescue in Nazi Berlin - Illinois Holocaust Museum

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For Educators in Grades 7-12 Otto Weidt’s Workshop for the Blind was a small workshop that produced brushes and brooms in Nazi Berlin. Under the guise of making products essential to the war effort, Weidt, who was blind himself, employed Jewish workers who were mainly blind, visually impaired, and hearing impaired. The workshop not only... Read More

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24/25 SEL Leaders Network

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Earn your M.Ed or Ed.S. in Educational Leadership from National Louis University 

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Earn your M.Ed or Ed.S. in Educational Leadership from National Louis University 

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National Louis University is excited to invite you to our upcoming information sessions for current teachers. Learn more about earning a high needs endorsement or an M.Ed or Ed.S. in Educational Leadership!

We look forward to seeing you soon!

September 5th | 5-6 p.m. M.Ed. & Ed.S. in Educational Leadership - Register here

September 12th | 4-5 p.m. High Needs Endorsements - Register here

September 19th | 5-6 p.m. High Needs Endorsements - Register here

With questions, contact Laura Beaupre: lbeaupre@nl.edu

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"Back to School" Free Resources - Brookfield Zoo Chicago

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"Back to School" Free Resources - Brookfield Zoo Chicago

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2024-09-04-Fwd_ Back to School Free Resources - Brookfield Zoo Chicago

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Brookfield Zoo Chicago - Connect. Care. Conserve.

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The mission of Brookfield Zoo Chicago is to inspire conservation leadership by connecting people with wildlife and nature.

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Check out our free ZOOvestigate! classroom magazine (K-8) 

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Check out our free ZOOvestigate! classroom magazine (K-8) 

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Dear Educators,

Whether in the classroom or onsite at the Zoo, we hope that you and your students will enjoy these new learning resources available on the Brookfield Zoo Chicago website.

Best wishes for a wonderful start to the new school year!

-Patricia Steinmeyer, Manager, Professional Learning & K-12 Academics, Brookfield Zoo Chicago

https://form.jotform.com/242415388030148

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Sign Up Today! Coaching for Equity Book Study!

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Sign Up Today! Coaching for Equity Book Study!

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Coaching for Equity Book Study | West40 Website _v2

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West40 is hosting a Coaching for Equity book study by Elena Aguilar created and curated for Instructional Leaders working to transform their practice, take action and commit to interrupting inequities in schools.

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Two More PD Opportunities Left: Teaching about the Asian American Experience: A Primer

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Two More PD Opportunities Left: Teaching about the Asian American Experience: A Primer

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2024-08-27-Fwd_ Two More PD Opportunities Left_ Teaching about the Asian American Experience_ A Primer

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An innovative way to teach 21st century skills all year round

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2024-08-21-Fwd_ STEM follow up conversation

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West40 Administrator Academy Offerings

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Administrator Academies | West40 Website _v2

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This 2-day Academy is required for future administrators who need to be qualified in order to evaluate principals. This training will fulfill the INITIAL PRINCIPAL AND PRINCIPAL RETRAINING Requirements. Presenter: Dr. Sonya Spaulding

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ISU pathways for degrees for paraprofessionals

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ISU pathways for degrees for paraprofessionals

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Kelli Apple is the Director of Recruitment, Retention, and Student Services in the College of Education at Illinois State University. For more information please reach out: ksappel@ilstu.edu

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Earn Your Degree and Early Childhood License with the Leader in Education!

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 Mental Health Awareness Month_ You Are Not Alone💚

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 Mental Health Awareness Month_ You Are Not Alone💚

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Do you need professional development this summer? Or, are you looking for something to satisfy your own personal enrichment? VESi offers online continuing education courses to fit your educational needs. Take courses when and where you want!

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Do you need professional development this summer? Or, are you looking for something to satisfy your own personal enrichment? VESi offers online continuing education courses to fit your educational needs. Take courses when and where you want!

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To Register: https://bit.ly/IllinoisOnlineAcademy

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Online courses that can be taken by education professionals for recertification or salary advancement purposes.
If you are having trouble viewing this email, you may see it online.

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Online courses that can be taken by education professionals for recertification or salary advancement purposes.If you are having trouble viewing this email, you may see it online.

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Graduate Programs for Educators School Professionals

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Graduate Programs for Educators School Professionals

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Chase Mielke - What's a stressful thing you're doing this week?

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Chase Mielke - What's a stressful thing you're doing this week?

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New LGBTQ+ Scholarship in partnership with PFLAG & Synchrony

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New LGBTQ+ Scholarship in partnership with PFLAG & Synchrony

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Free English as a Second Language Classes at the Center of Integration and Development! 

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Free English as a Second Language Classes at the Center of Integration and Development! 

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 The Loft is Now Open to 7th and 8th Grade Students!

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 The Loft is Now Open to 7th and 8th Grade Students!

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Financial Assistance Available for Cook County Residents

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Financial Assistance Available for Cook County Residents

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Vol. 77

No. 2

Abstract

1. Expect Unexpected Responses

2. Employ Thoughtful Interactions

3. Be Specific About Relationship Building

4. Promote Predictability and Consistency

5. Teach Strategies to "Change the Channel"

6. Give Supportive Feedback to Reduce Negative Thinking

7. Create Islands of Competence

8. Limit Exclusionary Practices

Fostering a Feeling of Safety

Small changes in classroom interactions can make a big difference for traumatized students.

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Credit: Shannon Fagan

Abstract

1. Expect Unexpected Responses

2. Employ Thoughtful Interactions

3. Be Specific About Relationship Building

4. Promote Predictability and Consistency

5. Teach Strategies to "Change the Channel"

6. Give Supportive Feedback to Reduce Negative Thinking

7. Create Islands of Competence

8. Limit Exclusionary Practices

Fostering a Feeling of Safety

Up to two-thirds of U.S. children have experienced at least one type of serious childhood trauma, such as abuse, neglect, natural disaster, or experiencing or witnessing violence. Trauma is possibly the largest public health issue facing our children today (CDC, 2019). Traumatized students are especially prone to difficulty in self-regulation, negative thinking, being on high alert, difficulty trusting adults, and inappropriate social interactions (Lacoe, 2013; Terrasi & de Galarce, 2017). They often haven't learned to express emotions healthily and instead show their distress through aggression, avoidance, shutting down, or other off-putting behaviors. These actions can feel antagonistic to teachers who don't understand the root cause of the student's behavior, which can lead to misunderstandings, ineffective interventions, and missed learning time.

Neurobiologically, students can't learn if they don't feel safe, known, and cared for within their schools (Aupperle et al., 2012). When teachers are proactive and responsive to the needs of students suffering from traumatic stress and make small changes in the classroom that foster a feeling of safety, it makes a huge difference in their ability to learn. Here are some examples.

1. Expect Unexpected Responses

First, teachers must learn to put students' reactions into context-and not to take them personally. Students with trauma histories can react and behave in seemingly unexpected ways, such as having a sudden outburst during a favorite activity or crying out of the blue one second after laughing. Teachers may be taken by surprise. They say things like, "But he was fine this morning, I didn't see that coming!" or "She normally loves playing the drums in music class. I have no idea where her reaction came from." This uncertainty leaves the teacher in a constant state of hyper-alertness when interacting with the student. This in turn can result in fatigue, as the teacher is guarded and unable to predict what will happen from one moment to another.

One way to understand these reactions is to think of the student as a soda can, and events that may trigger their trauma stress as shaking that can. We can't tell by looking if the can was recently shaken, but if it was, opening the can results in an unexpected explosive, messy reaction. If a student is triggered and experiencing heightened emotion, even a benign direction such as, "Please move over to make room for Jenny" could result in an "explosion" that the teacher never saw coming. By using trauma-sensitive strategies in the classroom, we can help reduce the times our students are "shaken."

2. Employ Thoughtful Interactions

Traumatized students often behave in ways that may interfere with teaching and learning, which can be frustrating. Teachers are in a position of power, and these students may be overly defensive, anticipating adult criticism, or defiant, as a way to assert control (Jennings, 2018). Yet for traumatized students, the ability to learn and behave appropriately can be person-dependent. When they are with a safe and supportive adult, their behavior reflects that.

Consider this scenario drawn from schools I've worked with: Trevor, a 6th grader whose father overdosed on heroin two years ago and who has witnessed ongoing domestic abuse throughout his childhood, was in Ms. Carlton's class for part of the day and Ms. Finch's class for the other part. Ms. Carlton had a reputation of working well with hard-to-reach kids, and sure enough, Trevor behaved in a stellar way in her class. When he was with Ms. Finch, however, he was sent to the office nearly three times a week for explosive behavior.

The teacher is 50 percent of every interaction with a student: By changing the way we give a direction or respond, we can reduce problematic behavior. Ms. Carlton had taken the time to build a trusting relationship with Trevor and learned to give directions in a way that he would respond well to. Interaction strategies are a type of accommodation that typically go unnamed and unwritten, but they were the reason that Trevor could feel safe and access the curriculum (Minahan & Rappaport, 2012).

If Ms. Carlton had written down the successful strategies she used with Trevor, the list might have started with avoiding authoritative directives such as, "Pick that up." To give Trevor a sense of control, Ms. Carlton always embedded choice in her directions, asking, "Do you want to be in the front of the line or the back of the line?" instead of simply telling him to "line up." This helped prevent a poor reaction (Minahan, 2019).

Ms. Carlton also conveyed respect and transparency by providing the reason behind each direction. Instead of saying, "No backpacks on the floor. I don't want to trip and fall!" Ms. Carlton would say, "Oh dear, I hope I don't fall. I have a bad knee! Could you please move your backpack?" Stating the reason first assured that Trevor knew the context (and necessity) of the demand.

Conversely, Ms. Finch would often go up close to Trevor, tower over him, and say in front of his peers, "Stop tapping your pencil!" This typically ended in a power struggle and Trevor's escalating behavior. Trevor, like many traumatized students, had experienced a loss of control in his life, and power struggles with an authoritative figure were particularly triggering. Ms. Carlton instinctively knew that a more private nonverbal direction could be less confrontational for a student in "fight or flight" mode. She would write, "Please stop tapping" on a piece of paper, put it gently on Trevor's desk without his peers noticing, and then give him space by walking away quickly. When possible, she also gave Trevor extended time to comply with directions to avoid power struggles, asking, for example, "Can you please pick that up before lunch?" rather than, "Pick that up now" (Minahan, 2019). This allowed Trevor time to decompress and respond rationally.

3. Be Specific About Relationship Building

At one point in the year, Ms. Carlton told Ms. Finch that building a relationship with Trevor was key to her success with him, and she suggested that Ms. Finch do the same. Unfortunately, saying, "Build a relationship" is too vague and leaves too much up to the teacher's instincts. Instead, Ms. Carlton could have told Ms. Finch that she greeted Trevor every day at the classroom door and asked him about the Avengers or basketball. She could have told Ms. Finch how she used the "two by ten" rule; she talked to him for two minutes a day for 10 days in a row about topics unrelated to academics or behavior. Whenever Ms. Carlton could see she wouldn't have time for this in the 10-day period, she asked the counselor or special education teacher to cover her class for two minutes so she could go for a walk with Trevor. She repeated this trust-building strategy several times throughout the year, especially after he exhibited anger or frustration and after school vacations and long weekends.

Ms. Carlton skillfully used relationship-building and interaction strategies to work with Trevor. Yet the impact could have been greater had she written and shared those strategies with Ms. Finch and the rest of Trevor's team via a shared document, behavior plan, or student success plan (Minahan, 2019). Likewise, if counselors, school nurses, and psychologists write and share such techniques with each classroom teacher, kids like Trevor, when triggered, wouldn't always have to leave class to find a safe adult.

Not knowing what is coming next can put anyone on high alert, especially traumatized students. Providing predictability through visual schedules of the class agenda or school day can help. Ms. Carlton was adamant about previewing any changes to the normal routine ahead of time (saying, "We are going to have indoor recess today because of the snow," or "The DVD player isn't working so we can't watch a science video at the end of class today"). This prepared Trevor and thus elicited a calmer response.

A teacher's behavior can also feel unpredictable to traumatized students. When students are working independently and quietly-doing what they are supposed to be doing-they don't know when they will get the teacher's attention. But when students are doing the wrong thing-like drumming on the desk with a pencil in each hand or swearing-teachers are more predictable and react quickly! Because predictability is comforting to students with anxiety and trauma histories, they may resort to getting the teacher's attention through inappropriate means. Trevor could get Ms. Finch to react immediately by flipping his water bottle noisily, but could go 20 minutes without so much as eye contact from her when he was quietly reading.

To counter this imbalance and create an overall feeling of safety, teachers can use predictable positive attention (Minahan, 2014). During independent work time, if a teacher says to a student "Great work! I'll be back to check on you," the student has no way of predicting how long they need to wait-and from past experience they know that the teacher may forget to return altogether. Using predictable positive attention, however, the teacher can say, "I am going to check on you in 10 minutes," put a timer on the student's desk, and add, "Come tap me on the shoulder when the timer goes off." If the teacher has many students in the class that could benefit from this, she could transfer the strategy to small groups: "I will check on this desk group at X time."

Another strategy for providing predictable attention, especially for middle and high school students, is to hand an anxious or traumatized student a sticky note with a time on it as they walk into class each day. The first time, the note will need to be explained: "If you don't understand something in class, please don't worry-I am going to check on you during independent work time at 11:45, and I will answer any questions you have then." Ms. Carlton found this strategy comforting to Trevor. This predictable check-in pairs the negative thoughts the student may have ("I don't know how to do this") with a reassuring thought ("But my teacher will be here in seven minutes!"). The student can better tolerate uncomfortable feelings when they know help and a positive interaction are coming. Telling the student what will happen and when and always following through establishes the teacher as a consistent, reliable adult.

5. Teach Strategies to "Change the Channel"

Traumatized students often engage in inaccurate thinking, tending to focus on the negative. Common classroom management strategies often only exasperate this tendency. How many of us have seen frequent movement breaks on a student's IEP or student success plan? It is one of the most common accommodations that we offer to students who seem dysregulated. Unfortunately, during these breaks, students can ruminate on negative memories, current stressors, angry thoughts, or worries. If we ask a high school student who is getting angry and becoming agitated to take a walk, he may ruminate the whole time and return just as angry. Sending a 1st grader to a "calming chair" can leave her to perseverate on worrying thoughts. Instead, we need to help them "change the channel." Both Ms. Carlton and Ms. Finch used breaks with Trevor, but in vastly different ways.

When adults can't sleep, we often read a book or watch TV, which distracts us from uncomfortable thoughts so we can fall back asleep. Teachers can use the same principle for kids with trauma and anxiety: Teach students that their brain is like a remote control that they can use to "switch the channel" to help them calm down (Minahan & Rappaport, 2012). These switching activities are called cognitive distractions or thought breaks and are incompatible with negative thinking. A listening center or "find the picture" activity can be helpful to young children. For older students, you might try Mad Libs, trivia, or more abstract strategies such as counting all the green items in the room, saying the alphabet backwards, or thinking of the first 10 lines of a favorite movie. Ms. Carlton taught Trevor to do Star Wars trivia when he was upset, which helped him calm down quickly. Conversely when Ms. Finch had Trevor go for a walk, his negative thinking would escalate, and he would often not return to class.

6. Give Supportive Feedback to Reduce Negative Thinking

Many traumatized students interpret information through a negativity amplifier. When a teacher says, "Please correct the first problem," the student might hear, "You are stupid." Or a student might report that the teacher screamed at her when the teacher was really using a calm tone, as even neutral facial expressions can be misinterpreted. It is helpful to smile and explicitly say when you are happy with the student, a strategy Ms. Carlton utilized. When giving negative feedback, teachers can use the positive sandwich approach-starting and ending with a positive comment: (1) "I love how you remembered the formula," (2) "You made a small calculation error there," (3) "Great job getting problem #3 correct."

7. Create Islands of Competence

Recognizing areas of strength in students is a powerful way to combat the poor self-concept and negative thinking associated with trauma (Jennings, 2018). To support a more accurate self-concept, teachers can provide what Robert Brooks calls "islands of competence" for students swimming in a sea of inadequacy (2003). When a student thinks negatively, the negative moments during the day tend to weigh more heavily than the positive moments. We need to counter this effect with positive experiences. Educator teams need to ask themselves, "Does the student feel competent during the day?" If the answer is no, contriving an island of competence for the student is in order. Ms. Carlton often asked Trevor to help a younger student or a peer who was struggling in an academic area Trevor was strong in, or had him fix the stapler when it was malfunctioning. She would also point out in a written note to Trevor that he was the first student to finish a math activity. In high school, educators may want to foster students' talents by never letting them drop electives (which might require creativity in scheduling academic support in core classes).

It is important that students experience competence to develop a more accurate self-narrative and to begin to create a positive future picture of themselves. We want them to say, "I really helped that student with her artwork. When I grow up, I could work with kids." Or "I am good at fixing things. I could be a mechanic someday."

8. Limit Exclusionary Practices

Behavior is communication, and we've looked at how traumatized students often communicate feelings through their behavior. Teachers' behavior is also communication-and it may not be communicating the message we are striving to send. Common teacher practices such as ignoring inappropriate behavior, sending students to the office, or sending younger kids to sit alone at a back table or in the hallway can unintentionally trigger students who have experienced abandonment or neglect. We need to remember that when some of our students were young and cried, no one came. Ignoring them can trigger a trauma response and make them feel the teacher doesn't like them or is even happy that they are upset.

Ms. Finch would ignore Trevor when he was expressing anger, such as by crumpling up a paper, growling, or slinging a book from his desk onto the floor. On the other hand, Ms. Carlton responded to such moments at the beginning of the year by validating Trevor's feelings ("I am sorry you are upset" or "I see that you are angry"). This is a much more empathetic approach, will preserve the relationship, and will avoid triggering a trauma response in the student.

Another practice to be cautious about is using time with a preferred adult as an incentive. For example, a principal might say, "If you get all your homework done this week, you and I will have lunch together!" The problem with this is that if the student doesn't get all their homework done, then the principal withholds their attention and time. This implies the relationship is conditional and can trigger an abandonment trauma response for some students. It is better to use one-to-one time with students in a noncontingent way. This way adults are communicating, "I like you for who you are," not "I like you when you behave the right way."

Fostering a Feeling of Safety

Students can't learn unless they feel safe. When it comes to student trauma, there is much that is beyond educators' power, but there is also a great deal they can do to build a supportive and sensitive environment where students feel safe, comfortable, take risks, learn, and even heal.

Reflect & Discuss

➛ As Minahan writes, "Students can't learn if they don't feel safe." What small changes are you willing to try in your classroom to foster a sense of safety among traumatized students?

➛ Think about one of your students who struggles with behavior. How could you help him "switch the channel" when he is upset?

➛ Do you routinely share-and exchange ideas about-what's working with a traumatized student? How could you better improve lines of communication across the whole support team?

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Let us help you put your vision into action.

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Small changes in classroom interactions can make a big difference for traumatized students.

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Teacher Well-Being and Intentions to Leave

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Teacher Well-Being and Intentions to Leave

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Selfies, Social, & Screens: Navigating Virtual Spaces for Youth Toolkit

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Selfies, Social, & Screens: Navigating Virtual Spaces for Youth Toolkit

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Mental Health America created a toolkit with information and tips on how to tackle some of the most common online stressors for youth, like social comparison, body image, misinformation, and cyberbullying.

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Our 2023 toolkit provides info, tips, and resources for young people, caregivers, and school personnel on protecting youth mental health in a digital world.

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Concerned about how a young person in your life is feeling? Make sure they know they can take a free, anonymous mental health screen

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Skip to content

Online screening is one of the quickest and easiest ways to determine whether you are experiencing symptoms of a mental health condition.
Mental health conditions, such as depression or anxiety, are real, common and treatable. And recovery is possible.

How does it work?

After your mental health test, you will see information, resources, and tools to help you understand and improve your mental health.
How can online mental health testing help me? What do my mental health test results mean?
Please note: Online screening tools are meant to be a quick snapshot of your mental health. If your results indicate you may be experiencing symptoms of a mental illness, consider sharing your results with someone. A mental health provider (such as a doctor or a therapist) can give you a full assessment and talk to you about options for how to feel better.

This website is an informational resource. We are not a crisis support line. If you need immediate help, you can reach the Suicide & Crisis Lifeline by calling or texting 988 or using the chat box at 988lifeline.org/chat. You can also text "MHA" to 741-741 to reach the Crisis Text Line. Warmlines are an excellent place for non-crisis support.

For all other screening-related questions and non-emergency support, please use MHA's Contact Us form.

Mental Health America Inc., sponsors, partners, and advertisers disclaim any liability, loss, or risk incurred as a consequence, directly or indirectly, of the use and application of these screens.

MHA Screening is made possible through the generous contributions of individuals and organizations that share our vision of mental health for all. This program is supported, in part, through philanthropic contributions from Abbvie, Alkermes, The Anthem Foundation, Janssen, Neurocrine Biosciences, The NFL Foundation, Sage Therapeutics, Takeda Lundbeck Alliance, and Teva.

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Skip to content Online screening is one of the quickest and easiest ways to determine whether you are experiencing symptoms of a mental health condition. Mental health conditions, such as depression or anxiety, are real, common and treatable. And recovery is possible.

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Birth to Five Illinois - Family Council Recruitment

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Birth to Five Illinois - Family Council Recruitment

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Metro Chicago Mathematics Initiative (MCMI) PD Offerings for Teachers, Instructional Leaders & Administrators.

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Metro Chicago Mathematics Initiative (MCMI) PD Offerings for Teachers, Instructional Leaders & Administrators.

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teacher offerings overview

The professional development is designed to provide opportunities for teachers to explore problems of practice and provide high-quality experiences for students by:

Building a collaborative professional community of reflective mathematics teachers;

Developing teachers' understanding of what it means to provide equitable access to a wide variety of learners;

Enhancing participants' abilities to use high-quality mathematics tasks to engage in formative assessment processes and support the development of students' robust understanding of mathematics;

Expanding participants' vision of mathematics teaching and strengthen teacher content and pedagogical content knowledge;

Deepening teachers' understanding of Mathematics by promoting the Mathematical Content and Practices within and across grade levels.

offerings graphic

Collaboration at Multiple Levels

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The professional development is designed to provide opportunities for teachers to explore problems of practice and provide high-quality experiences for students by: Building a collaborative professional community of reflective mathematics teachers; Developing teachers' understanding of what it means to provide equitable access to a wide variety of learners; Enhancing participants'

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Are.na is a platform for connecting ideas and building knowledge.

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Keynote ACES to Assets 2019 – Dr. Gabor Maté – Trauma as disconnection from the self

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Keynote ACES to Assets 2019 – Dr. Gabor Maté – Trauma as disconnection from the self

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Keynote ACES to Assets 2019 – Dr. Gabor Maté – Trauma as disconnection from the self

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West40 High Needs Remote School - Open to West40, North Cook, and South Cook -  4th - 12th grade

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West40 High Needs Remote School - Open to West40, North Cook, and South Cook -  4th - 12th grade

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We serve medically and emotionally fragile students that may struggle with in-person school environments.

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Health, Mental Health, and Social Services | Pillars Community Health

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Find links to our main services including health, mental health, domestic violence, child care, and more.

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How one district closed the loneliness gap. Classroom circles! 

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How one district closed the loneliness gap. Classroom circles! 

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As teen loneliness rates soar, schools may be making it worse

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The trouble with America's teenagers began well before the pandemic. In 2019, more than 1 in 3 reported feeling so sad or hopeless at some point over the past year that they had skipped regular activities, a 44 percent rise since 2009, and 1 in 6 had contemplated suicide.

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ISBE Social and Emotional Learning Website

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ISBE Social and Emotional Learning Website

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Erin's Law, Faith's Law, Mandated Reporter (Training Contact)

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Erin's Law, Faith's Law, Mandated Reporter (Training Contact)