# data[].attributes.body
Hi Deb,

I really enjoyed your presentation. When you discussed redesigning the learning experience, it made me reflect on what currently takes place in education. Making learning personal, authentic, interactive, and relevant is challenging, but worth the time and energy to plan and implement on a daily basis. Students need to feel connected to the material in order to learn and master it. It is difficult for me to continuously blame the pandemic on challenges we are facing, but I feel that the students have been more disconnected and apathetic since we have returned. Rolling out lessons that are truly relevant to them is something that could perhaps pull them back in!

# data[].attributes.headline
The Focus of Executive Functioning in Schools

# data[].attributes.subject
The Focus of Executive Functioning in Schools

# data[].attributes.body
I recorded this 10xs to get it as short as possible but it is just too comprehensive lol I know I left some important details out but E for effort right? lol This isn't related to my dissertation or my TLP because they are way to complex for this format. However, all three focus on people of color in higher ed. Thanks, everyone!

# data[].attributes.headline
The RIPE Initiative: Resilience Integration for Provisional Educators

# data[].attributes.subject
The RIPE Initiative: Resilience Integration for Provisional Educators

# data[].attributes.attachment_link.title
RIPE Initiative: Culture of Innovation.webm

# data[].attributes.body
If you post it, they will come!

# data[].attributes.body
Thank you, Jess, for giving me a good bit of information and great boost of inspiration! Although I haven't phrased it this way, "Believe in yourself and believe in the work." has been one of my "go-to" strategies . I have called it "Trust the Process".
Your message is great in that "it all begins with listening" and "it" can refer to many goals. "Go with what you know" is the best place to start. I begin with what I know andrely upon when necessary, when I am trying to learn some of the challenging new tasks that I am presented with. I definitely combine the low tech with the high tech and I will continue to do so, because it works! Just in warching your presentation , I learned that Canva can be used to turn a flier into an video. I hope to get the chance to try that!
Again, thanks, Jess!

# data[].attributes.body
Joan here! Your presentation is so timely and fits an urgent need in our schools today. I've read that teacher burnout is one of the main reasons cited by novice teachers who leave the profession, as well as a lack of support and too little time for collaboration with colleagues.
The RIPE initiative definitely addresses these factors, in its empowering approach to retaining new teachers. I am particularly interested in the Summer Academy that increases administrative support and provides an opportunity for increased professional development!
I am hoping that your district will be willing to embrace this initiative and to find the money to pay the novice teachers for their time spent attending the academy. The money that they spend on this initiative will be recouped in the money that they would otherwise spend recruiting a new group of new teachers to replace the old group of new teachers who are leaving the profession due to the reasons that you articulated.

# data[].attributes.body
You are SO right on EF skills! They are essential for learning, researchers say. There is a link between executive functioning and academic achievement, schools have found a variety of ways to reinforce these skills in the classroom.

# data[].attributes.headline
I tried this with my slides automatically advancing every 15 seconds.  Nerve-wracking but kind of cool!

# data[].attributes.subject
I tried this with my slides automatically advancing every 15 seconds.  Nerve-wracking but kind of cool!

# data[].attributes.headline
Project Exploration - Improving Project Based Learning (PBL) for Students with Learning Disabilities (LDs)

# data[].attributes.subject
Project Exploration - Improving Project Based Learning (PBL) for Students with Learning Disabilities (LDs)

# data[].attributes.body
https://watch.screencastify.com/v/a0CyvzsgxelrwP9KT4Ui

# data[].attributes.attachment_link.description
The safest, simplest way to make videos.

# data[].attributes.body
Wow, Erik, It's Joan here. I watched your presentation because, as you know, this is the area that I am studying. I expected to learn some new information or add some nuance to my own research. I did not expect the absolute gut punch of truth and passion that you have delivered!! Folks way beyond our class need to see this! I hope that you can tweet this or share it everywhere. Your words are so powerful and the graphics just bring the words to another level!
Wow Erik, just wow.......!

# data[].attributes.headline
Either links should work! :) Here is a second option just in case

# data[].attributes.subject
Either links should work! :) Here is a second option just in case

# data[].attributes.attachment_link.title
Ignite presentation - Google Slides.webm

# data[].attributes.body
Hi Nina! Great presentation! I think people think I get commission from Google because of how often I recommend Google Read and Write in IEP / I&RS Meetings. Thanks for sharing all of these great resources!
-Allie

# data[].attributes.body
Wow Erik! This was so powerful. I know we spoke about it prior, but this was really great. thank you for sharing! -Allie

# data[].attributes.body
Allie, this is great. You and I have had some offline convos about executive functioning. This article also talks a lot about what you're doing. You're on the right track!

# data[].attributes.attachment_link.readable_text
Simple classroom strategies can assist students with deficits in executive function skills like time management and active listening.

©Shutterstock/T. L. Furrer

Executive function is an umbrella term in neuroscience to describe the neurological processes involving mental control and self-regulation. Executive functions control and regulate cognitive and social behaviors like controlling impulses, paying attention, remembering information, planning and organizing time and materials, and responding appropriately to social situations and stressful situations.

Experts believe executive function is regulated by the frontal lobe of the brain-the prefrontal cortex. Because humans are born with brains that are not fully developed, children are not born with these skills, but they have the potential to develop them.

Some students do not develop executive functions to the same degree as their peers. For these students with deficits, additional support in the classroom may improve their development of executive function.

Offering Teaching Support

Addressing a deficit requires understanding the type of deficiency the student faces. If a student lacks knowledge, he or she does not know what to do or how to do a task. For example, if students lack the ability to regulate their impulses to speak while others are talking, the behavior of active listening should be explicitly taught by identifying examples of active listening. Educators might also create a chart with what it looks and sounds like when students are engaging in active listening.

A student may know what to do to complete a task, but may have trouble knowing when and how to apply the appropriate skills. For a student with this type of deficit, the teacher may confirm that he or she has all the required materials to complete a task. The teacher could provide a checklist with the necessary materials. For older students, the teacher could ask the students to generate the list and then gather the appropriate materials.

Metacognition: Another strategy for addressing deficits in executive function is using metacognitive language. For example, with a younger student, articulating the challenge could be useful. "I see that you are missing a pencil. You will need a pencil to complete the assignment. Where could you find one in the classroom?"

Displaying the steps or questions that students could ask themselves in the classroom is also helpful to promote independence with a skill. Students can repeat directions to a partner and then have a volunteer repeat the direction for the whole class. This process takes less than a minute but allows additional time for auditory processing and repetition for any students who may need it.

Time management: Posting schedules can be a useful tool in developing time management skills. A classroom schedule outlines the entire day and prepares students for what's coming next. An activity schedule breaks down a block of time into smaller chunks and outlines how each period will be used and in what order activities will be presented. These schedules are commonly placed in spots where every student can refer to them during the day.

Long-term assignments can be particularly challenging for students with deficits in executive function. One way to address this issue is by directly teaching students how to map out larger projects and break them down into smaller, more manageable pieces. Use a calendar to determine when each smaller assignment will need to be finished, and place the smaller benchmark goals on the calendar.

Review before new learning begins: Provide opportunities for students to review previous learning. This review may be a quick oral presentation, or teachers can pair students and have them share what they remember from the previous day.

A review might also take the form of a mind map or concept map created in small groups. Concept maps are useful graphic organizers for note taking, comparing/contrasting, and writing. Graphic organizers can be particularly helpful for students with executive function deficits because organizing thoughts can be as difficult as organizing time and materials.

Teacher interaction: Teacher behavior is also influential in supporting students who may have deficits in executive function. Teachers should check in frequently with students who are known to have deficits and provide discrete support when needed. In addition, having a caring demeanor and using positive reinforcement with students with deficits can positively affect their school experience.

Offering Environmental Support

Post a daily schedule. Clear and consistent routines and procedures offer structure to students.

Provide visual supports such as posters with problem-solving steps or routines, and color-coded schedules and folders. Consider highlighting key words and ideas in texts.

Minimize clutter and create clearly defined areas in the classroom.

Environmental support means creating a space where children can thrive. Some easy ways to help students improve executive function include:

Potential for Growth

Executive function takes time to fully develop, and it develops at different rates in different children. The prefrontal cortex of the human brain is constantly growing and changing in young children as well as adolescents. Because of the human brain's plasticity and enormous capacity for learning, it is possible to improve the executive functions of students with deficits through classroom strategies and support.

# data[].attributes.attachment_link.title
Helping Students Develop Executive Function Skills

# data[].attributes.attachment_link.description
Simple classroom strategies can assist students with deficits in executive function skills like time management and active listening.

# data[].attributes.body
Hi Shalom! I love social-emotional learning, especially since it relates to my TLP. I'm focusing on emotional regulation, but I like how you connect it to growth mindset. I find that my students will panic when they come across a topic that they do not immediately understand. What are specific strategies/activities that whole-class teachers can implement so they do not need additional support (e.g. a learning specialist like myself) to navigate emotions to support a growth mindset? I know you mention SMART goals, but what about how to navigate disappoint if you don't reach the goal?- Sam H

# data[].attributes.body
This was a really great presentation, Jessica! I love the videos and social media posts. Question: what are your suggestions for areas that have very little parent participation and buy in? This is a big issue in Asbury Park. I sometimes think the old school way of snail mail to the home may be a good way to reach parents that rarely come to the school or follow school pages online.

# data[].attributes.body
Hi Joan!
Right off the bat, I like how you are bringing a solution to the issue of cyberbullying. Social media has evolved and I think it's important that schools keep up by educating students and their families about safe internet use. I love how you brought up family values and expectations via research so your solution is backed up with evidence! Parents and schools need to realize that we have the same goal- keep students safe. Collaboration is key, especially when we want our students to collaborate appropriately, safely, and respectfully, and sometimes they have to do this digitally!- Best, Sam H

# data[].attributes.body
Hi Lindsey! I love how your project includes the inclusion of students with learning differences in PBL. When I was an English teacher, I found that my emerging students struggled with PBL moreso than others. That, plus the time constraints made it difficult to make sure my students understood the concepts and standards as well as meeting the project requirements. I know that the expectation is to simultaneously master standards and meet project requirements, but sometimes some students needed time to 'marinate' and practice the concepts before they could begin their project. While everyone can make a different project based on their strengths, teachers need to ensure that the activities and lessons are scaffolded and differentiated according to a given class!- Sam H

# data[].attributes.attachment_link.description
The safest, simplest way to make videos.

# data[].attributes.body
Erik, in our program, I've enjoyed your perspective, seeing your work, and relating to your topics. (I still think back to the Surrounded by Idiots book you were so kind to email me!). Agreeing with the above comment on the absolute gut punch of this topic & the delivery. Your public speaking & presentation skills, combined with your passion & emotion for this hitting so close to home as an educator & having a connection to these students & families draws in the viewer's attention 10x over. This is a terrible mental health crisis and at this point, I'm right with you, enough talk & more action is absolutely necessary! It is literally & tragically killing the youngest and most vulnerable members of our society. The images you found & spoke to will stay with me as I am also aware of the news recently out of Central Regional HS (and even keeping in mind the Manasquan/Monmouth County area suicide contagion a few years ago). Thank you for this presentation & this work. Let's use this to fuel some real change & greater emphasis on combatting cyberbullying & more of a push for SEL across the board. Just as an aside, I've heard recently about a change in the verbiage when speaking about suicide in that people are trying to use the phrasing "died by suicide" instead of "commit" as it perhaps implies a "crime" or "sin"

https://www.dictionary.com/e/mental-health-language/

https://www.nbcnews.com/better/health/why-mental-health-advocates-use-words-died-suicide-ncna880546

-Lindsey Skerker

# data[].attributes.attachment_link.readable_text
There are many stigmas and misconceptions surrounding mental illness, but it's quite common to experience it. Nearly one in five US adults live with a mental illness, translating to about 46.6 million people as of 2017. Whether or not you live with a mental illness, mental health is something that all of us navigate. But often, we struggle to find the right words to talk about our mental health honestly.

The ongoing COVID-19 pandemic continues to create a widespread sense of uncertainty and stress. Anxiety and depression rates have been rising across the country, and vulnerable populations, such as LGBTQ youth, are at especially high risk for poor mental health outcomes.

Now more than ever, knowing how to talk about mental health and suicide will allow us to support each other through this difficult time-and learning about how we should talk about mental health and illness is a pivotal place to start. That's why, for Suicide Prevention Awareness Week and Month in September, The Trevor Project and Dictionary.com have updated our article that helps outline compassionate and important ways we all can discuss mental illness, especially suicide.

This update also coincides and aligns with major revisions to how Dictionary.com defines and refers to suicide across all its entries, one part of a larger effort the dictionary implemented to better reflect and respect how language is evolving on race and ethnicity, gender and sexuality-and yes, physical and mental health.
Learn more about these sweeping changes its article "Dictionary.com Releases Its Biggest Update Ever."
Content warning: this article deals with the sensitive topic of suicide. If you (or someone you know) need support, call the toll-free, 24/7 National Suicide Prevention Lifeline at 1-800-273-8255. You can also text HOME to 741741 for free, which offers 24/7 support from the Crisis Text Line. LGBTQ youth can contact The Trevor Project's TrevorLifeline 24/7 at 1-866-488-7386, via chat at TheTrevorProject.org/Help, or by texting START to 678-678.

Why commit suicide and other problematic words are harmful

Talking about suicide is an important step in suicide prevention, but depending on how we talk about mental health, we may contribute to the stigma.

For example, the word is often used as an adjective for anything bizarre, disruptive, or unbelievable. Similar words like , , delusional, or are also used as jokes or insults. Associating mental health issues with unrelated negative experiences and outcomes reinforces stereotypes about mental illness, making it more difficult to talk honestly about mental health issues or to reach out for help if you're experiencing mental illness.

Similarly, the expression committed suicide is considered problematic, as it implies the act of suicide is a crime (as it historically has been) or a sin (in religion). The verb deepens the emotional pain surrounding this sensitive but important subject-thickening the barriers to talking openly about it. Now that we approach mental illness just as that, as an illness, rather than a moral failing, mental health experts and suicide prevention specialists recommend using the phrase, died by suicide. Just as someone can die of heart disease, using the phrase to die by suicide allows us to communicate more compassionately-and accurately-about those who have passed.

Destigmatizing suicide on Dictionary.com

In line with expert recommendations and the significant, more sensitive ways the language surrounding mental health has evolved, in 2020 Dictionary.com replaced all instances of commit suicide with die by suicide or end one's life, changes that have improved nearly 20 entries across its site. The dictionary now defines suicide, the verb, as "to intentionally end one's own life; to die by suicide." It includes an extensive, informative Sensitive Language Note about the word on the word's definition page.

The topic of suicide has also problematically surfaced in some less obvious places. For instance, Dictionary.com formerly defined poison pill as "a pellet of a quick-acting poison, as cyanide, for a spy to carry in order to commit suicide when faced with capture or torture." Now, the dictionary provides the following, much more sensitive definition: "a pellet or capsule of a quick-acting poison, as cyanide, for a spy to ingest when faced with capture or torture."

Previously, Dictionary.com had defined as "a person who commits suicide or commits an unlawful malicious act resulting in his or her own death." The better, updated definition now reads: "a person who intentionally takes his or her own life, or commits an unlawful malicious act resulting in his or her own death." The entry for has also eliminated the phrase "commit suicide," instead glossing this term as "a curved dagger formerly used by Japanese women in ceremonial suicide."

For most people, felo-de-se and kwaiken are fairly obscure words, but they do illustrate just how insidious the construction "commit suicide" has historically been in the English language-and further underscore the urgency in making those revisions.

How do you start a conversation about mental health?

The more we normalize having conversations about our feelings, the easier it becomes to talk about mental health. Proactively starting conversations about mental health also means that we can address problems, notice warning signs for suicide, and find help before a crisis, rather than after. Conversations about our mental health allow us to both give and receive support during this challenging time.

You don't have to be a trained psychologist or crisis counselor to have conversations with your friends or loved ones about mental health. Try these simple methods for communicating your feelings and talking to others about what they're going through:

Adopt a nonjudgmental and open-minded attitude

Show you care by listening actively, without interrupting or giving advice unless prompted

Ask open-ended questions instead of "yes"-or-"no" questions to keep the conversation going

Validate the feelings of the other person; it's OK to not be OK, and sometimes just holding space for another to express themselves can be deeply comforting

If you need more inspiration, the "Seize the Awkward" campaign, created by the American Foundation for Suicide Prevention, the Jed Foundation, and the Ad Council, offers great tips for talking about mental health, including a campus toolkit and campaign resources.

How to help someone who is suicidal

There is a common fear that if you mention the word suicide in conversation with someone, you'll "put ideas into their head." In truth, talking about suicide is one of the key steps to preventing it.

If you notice a friend or loved one expressing warning signs of suicide, it's important to ask them about it directly. It's OK to talk about suicide, and doing so will not cause suicidal feelings in someone who is not experiencing thoughts of suicide (known as suicidal ). Rather, talking about suicide can actually help others who are experiencing suicidal ideation feel comfortable sharing what they are going through.

Suicide does not have one single cause, but warning signs that someone might be in crisis can include the words they use in conversation. Take note if they are talking about , or being a to others, or feeling . If you're concerned about a loved one, check out this extensive list of warning signs and risk factors from SAVE (Suicide Awareness Voices of Education).

At The Trevor Project, we recommend responding to the warning signs of suicide by following the steps represented by the acronym C-A-R-E:

1. Connect with the person you're concerned about. Listen to their feelings and take them seriously.

2. Ask directly if they are thinking about suicide.

3. If they say yes, Respond by putting their safety first. Connect them to resources and contact trusted friends and family members.

4. the person to reach out for help through the National Suicide Prevention Lifeline, Crisis Text Line, The Trevor Project, or their doctor or therapist.

While it's important that we talk about suicide and mental health in order to destigmatize mental illness, there are moments when sharing explicit stories about suicide can cause more harm than good. This is especially important to take into account when sharing on the internet, because anyone can develop a platform or influence a large audience if they go viral.

When public figures die by suicide, social media feeds may be filled with breaking news about their death, and many of the shared articles can include stigmatizing language, misleading narratives, or triggering content. Research has found that certain types of news coverage can increase the likelihood of suicide in vulnerable individuals, depending on the amount, duration, and prominence of coverage, as well as whether the coverage uses dramatic or graphic headlines or images that sensationalize or glamorize a death.

You can help create safer online communities and prevent suicides by following the Recommendations for Reporting on Suicide, which were developed by experts in suicide prevention, public health, and journalism. Some leading recommendations include:

Avoid sharing articles with sensational headlines or that attribute suicide to a single cause

Make sure the content you're sharing doesn't glamorize depression, mental illness, or suicide

Never share explicit descriptions of suicide, photos, or suicide notes

If you want to talk about suicide online, you can preface your post with a trigger or content warning. Refer to bloggingonsuicide.org for best practices for sharing a personal story about suicide and mental health.

We rarely hear stories of resiliency, so consider sharing how you were able to find support or recount what has helped you get through difficult times. It can be helpful to add resources such as the National Suicide Prevention Lifeline and The Trevor Project on your posts for anyone who may not know where to find help.

Sometimes, friends, loved ones, and even people we don't personally know will share upsetting or difficult content online, which may include warning signs for suicide. If you know the person posting, it's best to reach out to them directly in a private message, by calling, or in person. Let them know you noticed what they posted, and wanted to check in and see how they're doing. Follow the C-A-R-E acronym to talk about what they might be going through. Remember, you never have to be alone when helping someone in crisis, and you can always enlist friends and family to help, too.

If you don't know the person or are unable to talk to them directly, many social platforms have ways to report triggering content and to connect users who may be struggling with mental health resources, such as on Instagram, Snapchat, and Facebook. You can also refer to the #chatsafe guidelines for talking about suicide online, developed by Orygen, the Jed Foundation, and the Stanford Psychiatry Center for Youth Mental Health and Wellbeing.

Why is self-care important, too?

During these unprecedented times, it's important to check in with your loved ones about their mental health, and it's also important to check in with yourself. Sometimes those providing help need help, too. Recognizing your own needs and advocating for them, opening up about what you're going through, and reaching out for help are all ways you can practice self-care.

The more we model better mental health conversations online and in person, the less difficult it will be to ask for help when we need it.
Rory Gory is the Digital Marketing Manager for The Trevor Project, the world's largest suicide prevention and crisis intervention organization for lesbian, gay, bisexual, transgender, queer & questioning (LGBTQ) young people. If you or anyone you know is in crisis, reach out to The Trevor Project for support at: thetrevorproject.org/help.

# data[].attributes.attachment_link.title
Why The Phrase "Commit Suicide" Should Be Avoided

# data[].attributes.attachment_link.description
Mental health is something that all of us navigate. But often, we struggle to find the right words to talk about our mental health honestly. That's why we've updated the dictionary with better ways to talk about mental health and suicide.

# data[].attributes.body
Val,

So much of what you described in this student support center presentation resonated with me. Slide #11 really hit home. In my own classroom, I want my students to internalize that I believe in their ability to learn. Hence, this is why I show them the #YouCanLearnAnything video, and quotes from it are displayed around my classroom. Cultivating a growth mindset in students serves to get them to persevere and accept that “failure is not a permanent condition” (to quote Angela Duckworth’s grit talk). Great job and good luck!

# data[].attributes.body
Wow is right! You touch on an immensely important topic. I don’t think anyone can disagree with you that something needs to be done. However, my concern is how monumental of a problem it would be to address. Too often in education we are tasked with correcting societal problems that stretch beyond our scope of reach. We can develop the most incredible professional development to end cyberbullying, but can’t force the parents who need it most to participate. The solution to this problem would need to be multifaceted. I think a step in the right direction is to build empathy in students - but to do so experientially. I was class president in high school, and participated in events that helped build empathy. My favorite was a senior citizen prom we held at my school. Being placed in a position to do good for others, and to see the joy on their faces, made me a better human being. Cyberbullying is everywhere which makes preventing it incredibly complex. There is so much societal inertia to overcome.

Thank you for doing this ignite presentation on such a worthwhile topic.

# data[].attributes.body
Hi Shalom,
Thanks for watching and the feedback.
Yes. Failure is not permanent. Ideally, the outcome of the study center would be  a community of support that students can lean on to work through challenges of higher level (AP) classes and develop the grittiness that Duckworth is talking about.
Val

# data[].attributes.body
Hi Samantha,

I thought you did a wonderful job with your presentation. I think you absolutely hit the nail on the head with inclusive education and the whole child approach. Students need to feel connected in order to learn / grow. Within my project, I found the same exact thing within the research for when students make mistakes and how we should be approaching student code of conduct. I do think it is very difficult when there are large class sizes and students at all different learning levels, but again, worth the investment of time and energy.

# data[].attributes.body
Hi Ed,
Now more than ever this is such important work.  Post the pandemic we are seeing such a rise in behavioral and mental health issues.  Creating this type of culture in a school is vital and without a positive culture students will struggle to learn.
I am looking forward to see/hear the outcomes of your research and watch as this program grows.  I will definitely be sending administrators your way so you can share the work you are doing!

- Deb

# data[].attributes.body
Hi Val,
This is a great idea.  I really think having students who have already taken the course serve as mentors/supports as well as teachers is really important.  Students can really support each other in a different way than staff can.  This will give students the opportunity to hear and learn from peers.  Have you thought about how you would identify those who would provide the supports?  Would this study center be open to any student taking an AP course? Would teachers recommend students to participate?  As you can tell you really ignited me to think about how this would be implemented.

I look forward to hearing more about this!
-Deb

# data[].attributes.body
Ed this is a fantastic idea. I love the idea od shifting away from the concept of "black and white" discipline. What good is discipline if it isn't instilling a sense of reflection and aversion to making the same mistakes in students. I couldn't agree more that a positive culture is of crucial importance to the success of a school environment. Great job.

Matt

# data[].attributes.body
I really enjoyed watching this presentation Nina and I agree whole heartedly that technology allows us to make the classroom so much more accessible for all types of learners. I especially resonate with voice typing, enlarged cursors, and the closed captioning pieces, as i use all of those technologies rather frequently in my classroom. The idea of making instruction multi-platform is wonderful and provides such a richer and robust experience for the students.

Matt

# data[].attributes.body
This is so so so important.  Especially right now with the decrease in teachers enrolled in preparation programs.  We need to look at how we support those who are interested in the teaching profession.  Research shows that teachers that leave the profession seem to do so between 6-10 years.  Extended mentorship with a focus on perseverance may help to decrease the number of teachers leaving the field of education.
Deb

# data[].attributes.body
Erik,
I think you did a fantastic job of using photos to ignite the audience. I think you found a large issue that exists in our society and schools and made a powerful presentation to demonstrate a need to address that issue. I am conflicted with what the solution is. The recent death at Central has made me think a lot about the roles the schools, the community, and the parents have in monitoring and addressing cyber bullying. I have to admit that I do not know what the solution is. While you have a powerful presentation, I would say my one point of feedback is that I am not sure that it presented the solution as the selling point.  I think PD for teachers or parents could be beneficial, but I was not sold on the idea here. The selling point to me was that something has to be done. I will share that in the work that I did for my international comparative project, I learned Uganda was able to help decrease the number of people contracting AIDS through initiatives in their schools. It highlights that using educational systems to address community issue is possible. Their focus was on educating students.
Jessica D

# data[].attributes.body
Hi Joan,

You're absolutely right that preventing cyberbullying in schools is crucial because it can have severe and long-lasting effects like depression, anxiety, low self-esteem, and even suicide. Unfortunately, those of us in central Jersey have felt the devastating impacts of what can happen when cyberbullying isn't addressed, such as what happened at Central Regional High School earlier last month. Thankfully we have people like you that understand it's essential for schools to take proactive measures to prevent cyberbullying. Thank you for working to tackle this deeply important issue by helping to create a safe and supportive learning environment where your students feel respected and valued.

# data[].attributes.body
Hey Lindsey!

My Culture of Innovation project is also about project-based learning, but it doesn't focus on students with learning disabilities. I'm so glad that you choose to shine a light on those students who are too frequently overlooked, because all students can benefit from PBL. In particular, I think project-based learning can be especially beneficial for students with learning disabilities because it can provide a hands-on, interactive approach to learning that engages their interests and allows them to work at their own pace!

# data[].attributes.body
Sam,

A lot of this is easier said than done. One way that growth mindset interventions work is that they teach students about the brain and how it grows in response to challenges. One thing a teacher can do is celebrate mistakes as learning opportunities. Also, how we speak to students is important. One of my biggest pet peeves is when my mother-in-law tells my sons how "smart" they are.  However well-intentioned she means to be, doing that builds a fixed mindset. Instead I praise my kids for their persistence - here is a short blog post that really motivated me to focus on the words I use with my sons (and my students).  https://www.khanacademy.org/college-careers-more/talks-and-interviews/talks-and-interviews-unit/conversations-with-sal/a/the-learning-myth-why-ill-never-tell-my-son-hes-smart

Also this is why I believe in mastery based learning. Instead of time-bounding how long it takes students to learn, I expect them to master what is learned, but I let them know the time needed to master is variable from person to person. The example I always give my students is that when my son was 8 years old, he taught himself to solve the Rubik's cube - he was able to learn it much more quickly than me. In the end, we both learned to do it and that is all that matters.

# data[].attributes.headline
Designing, Building, Utilizing, and Maintaining An Outdoor Classroom

# data[].attributes.subject
Designing, Building, Utilizing, and Maintaining An Outdoor Classroom

# data[].attributes.body
Fostering student success through cross-curricular, project-based learning, that encourages students to become valuable members of society and their local community.

# data[].attributes.body
Hi Deb,

I remember having this conversation over the summer. "If I am sitting in a PD about how to integrating SEL into my lessons, then SEL needs to be integrated into this PD lesson." I was expressing my frustration that PD lessons try to teach us how to ... make classrooms collaborative, connect with our learners, formatively assess, integrate technology... and the PD sessions never do those things. So I am all for shifting how teachers learn to support a model for how they need to teach to support how students learn. In your presentation you talk a lot about collaborative professional development which both provides a model for teachers to pull from and taps into one of the best learning methods. I think teachers probably learn more from their peers than from planned PDs. Your presentation did a nice job of identifying a need and providing a solution. I was left a a little hanging on about how effective collaborative PD would be achieved and scaled, but I am inspired!
-Jessica D

# data[].attributes.body
This presentation is close to my heart. It's also timely considering the GRIT video and the connection between grit, growth mindset, and success. I don't know how anyone can teach math without teaching growth mindset, but I think that statement should be refined to I don't know how anyone can teach students without teaching growth mindset. I think you are correct that growth mindset should be more integrated into the SEL Learning.

I would have loved to see more of what the intervention would like and how it would  roll out. Would it simply be using Khan academy or would there be other activities? I integrate conversations and have even made a growth mindset Crossfit movie to show the process of failing in order to learn new skills. I think it's a great idea to focus on expanding growth mindset from individuals doing the work in isolation to making teaching growth mindset as a part of learning in schools.
- Jessica D

# data[].attributes.body
Joan,
Your presentation does a fantastic job of highlighting an important and serious issue our schools and families face as well as provide a well thought out solution. I don't think there is an easy solution to address the issue of cyber bullying and the unfortunate consequences that result. I love that your solution involves the school and the parents, because schools cannot solve this problem alone and I think parents need education and support. I also think that addressing bullying is in a way providing educational equity as it provides students with what they need to ensure learning - A safe learning environment and support when they are bullied. Nice work.
Jessica D.

# data[].attributes.body
Hi Allie, Our studies are very similar. Executive Function Skills are so important for students to learn to help them be successful in all of their classes. Without these skills it is much harder for students to effectively process learning skills and applying them. Great job!

# data[].attributes.body
Hi Shalom! The first thing that came to mind was how lucky your sons are to have you and Gabby as parents. I mean you guys are like the standard for amazing parents! Secondly, as you know SEL is the foundation for my study and I couldn't agree more with Growth Mindset. Students have to be validated. They have to believe they CAN do anything they set their minds to. Bravo for making those great connections and supporting your students. Great video and topic!

# data[].attributes.body
Jessica,

The growth mindset unit on Khan is a starting point. One of my proudest accomplishments as a teacher wasn’t even my own accomplishment. In 2017 I conducted a professional development on growth mindset and introduced my colleague Marci to this unit and to the LearnStorm motivational tracker. Marci ran with it and became the growth mindset guru in my school. Here is one of the bulletin boards she had the kids make comparing fixed and growth mindsets.

Also in my GRIT reflection I wrote about how I have started each school year for the past several years by having students and parents watch two videos. 1. The #YouCanLearnAnything (mindset/perseverance etc video) and 2. Duckworth’s Grit video.

# data[].attributes.attachment_link.title
Bond - EDD 722 Ignite Presentation (2).webm

# data[].attributes.headline
Great presentation and a lot of really useful resources to support all types of learners.  I really like the dyslexia extension and just the simple fact that changing a font can make text more readable and accessible for learners with dyslexia by removing distractions is huge!  Great job!

# data[].attributes.subject
Great presentation and a lot of really useful resources to support all types of learners.  I really like the dyslexia extension and just the simple fact that changing a font can make text more readable and accessible for learners with dyslexia by removing distractions is huge!  Great job!

# data[].attributes.body
Joe

# data[].attributes.headline
Great stuff Erik!!  The images you chose are spot on too!!

# data[].attributes.subject
Great stuff Erik!!  The images you chose are spot on too!!

# data[].attributes.body
I agree this is a major concern and we do need more PD for everyone on the issue.  Parents need support on how to manage their children and social media, but more so than that, they need PD on how to not commit the same acts themselves.  We have toxic Facebook group in town and the stuff adults post is mind boggling.  The fact that grown adults feel the need to get on Facebook and author posts of that nature is sickening.  Until the adults stop setting the example, it's going to be tough to change the habits of their kids.

Joe

# data[].attributes.body
I really like how your program positively impacts the culture and climate of the building. When a school has a positive culture, everyone feels as though they are part of the team.  Students need to be taught that as humans we make mistakes, but those mistakes don't have to permanently define us. What a great way to increase the leadership skills of students.
-Telaya

# data[].attributes.body
I wish something like the RIPE Initiative had existed when I first started teaching. It would have been a source of empowerment at my fingertips without having to go out and search.  I had no real introduction to the world of urban teaching before setting foot in the classroom. Having a mentor would have helped me navigate through those first couple of months which were really, really hard. I developed a sense of resilience about myself because I had no other choice.  RIPE would have equipped me with those skills needed.
Telaya

# data[].attributes.attachment_link.title
A Pathway to participation in PE (2).mp4

# data[].attributes.body
Christina, I have had students who were put into my LLD classes due to the fact that their English is very limited, yet they speak their native tongue perfect.  I wish you were at my school! You would have helped them versus sending them into an LLD class were they really do not belong. Erik

# data[].attributes.body
This is so important for teachers in today's society. Some teachers need a lot of help in the classroom. According to statistics, teachers leave within the first five years and 3 years for special education. What those teachers say, is they were lacking the supports they needed and did not feel comfortable talking to administration about what they needed. I hope this program takes ground it is so needed, great job Matt! -erik-

# data[].attributes.body
I love how so many teacher of special education believe what you stated, “special education is a service not a place”. On the other hand, so many parents and some staff think automatically of a small classroom that teaches a subject at a super slow pace. I remember when I was teaching in Florida while getting my M.A. in Special Education, the school had MD students in ICR classes versus a self-contained room. This was over 10 years ago, way ahead of the curve.  -erik-

# data[].attributes.body
This was a challenge - but I learned a lot.

# data[].attributes.body
I love your slides!

I found that having the slides on an automatic times was too stressful, so I did it manually.

I agree that the word, yet, is very important. Not doing well - dare I use the word failure - is hard for students. It is even more of a bitter pill when students feel that no matter what they do in a particular teacher's class - it is never enough.

# data[].attributes.body
Went a few minutes over, sorry! #passionate

# data[].attributes.attachment_link.title
Mergner Ignite Presentation - Google Slides.webm

# data[].attributes.body
I love your slides.

It is amazing how now people are beginning to realize that ELLs should be using their native language to better acquire English. I have come across this idea a variety of times when researching remediation.

# data[].attributes.body
Hey Janine!
Great presentation! I co-taught with content teachers who has ELLs (I was push-in for ESL) and it was an amazing experience. We were able to do so much more and identify students who needed additional support for either content or language. I have a strong dislike for state tests especially for my ELLs yet I see how that data can be important for your study and the results of the research! Fantastic job and I can't wait to see your proposal!

Lots of Love,

Liz

# data[].attributes.body
Hey!
Loved these slides and I 100% agree with everything that you said. Translanguaging is an important part of my classes and celebrating culture definitely goes hand in hand with it. I agree when you talked about getting to know the students because that is how you build trust and a classroom that works well!

Thank you for the presentation!

Elizabeth

# data[].attributes.body
Hi Patricia, I absolutely loved your project! The aesthetic was spectacular, and your presentation was on point.

You and I know both know the importance of programs, policies, and protocols that are necessary for the success of BIPOC. Thank you for the continued demonstration of your commitment to advocating for this. This was fantastic!

-knb

# data[].attributes.body
Joan:

I love your project. You shed light on an important and overlooked topic, and that is bullying in schools (via in person and over the web). Some other important problems in schools are test scores, funding, facilities, and technology. However,  bullying seems to always get overlooked. I really appreciate you being an advocate against bullying, and an expert for how we can stop it in our schools. Again, your project was delightful.

-knb

# data[].attributes.body
Great presentation & I can definitely relate as someone who also works at an independent school! I feel like there are very unique issues we face, and this is certainly one of them to increase inclusivity & collaboration amongst staff & departments. We've used No Red Ink (NRI) at my school where I work now & it seems  helpful! I'm also an academic coach so it was useful for me to see as well with my coach students to understand more about their individual learning needs & what they should review as they are preparing for tests and such. I bet as a learning specialist, the NRI info & data would be even more helpful!

-Lindsey Skerker

# data[].attributes.body
I enjoyed your presentation Jess & reflecting on my own K-12 PE experience (and also my college PE classes, as that was a graduation requirement at my school which I really appreciated!). I worry that PE is often overlooked when in reality, it is such an important outlet & time carved into our students' school days to promote physical activity, collaboration, communication, creativity, and developing a growth mindset, just to name a few benefits.  At the school where I work, we have students at all different levels of physical activity, but I think PE has become a good safe space for some to develop SEL skills and use this as an outlet to shine (when other aspects of the school day are so hard for them & take a lot out of them mentally). I am always blown away by our athletes and seeing a shy student come out of their shell during a game! As a counselor, I try to join some gym activities or walks around campus on nice days every now and then, as I feel it gives me some insight into seeing each student as a whole person & not just a student at a desk so to speak. I've had a lot of fantastic "life talks" with students on walks. As you also said, modeling that value on sports/teams/staying active/etc can stay with someone for life (whether or not they have that exposure & experience at home). I was lucky enough to have gone through K-12 with an awesome PE program & credit it for teaching me so many skills & exposure to various sports & activities that has increased my confidence in social settings. We learned bowling, juggling, square dancing, pickleball, ultimate frisbee, how to use weights safely in the weightroom, and of course the classic team sports too. PE was one of my favorite classes year in and year out, so thank you for shining a lot on this. Personally I'm trying to get back into better & healthier habits & this brought me back to the days of fitness being fun, which it really should be at the end of the day without any added stress or pressure :)

-Lindsey Skerker