{"success":true,"data":[{"ID":1299,"Class":"Conversation","Created":1726492097,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"A Better Justice","Handle":"a_better_justice","ShortDescription":"My students created a student run Youth Court that deals with disciplinary issues in the building and resolves them through Restorative Justice.","Description":"I had 19 students create a workable Court in three months time.  They met with politicians, judges, administration, students, school committee, and a whole host of other people to put this together.  They created a student Court that would take on disciplinary infractions within the school setting and give the students an opportunity to be heard at a hearing.  At that hearing the student jury would then assign them the appropriate disposition based on the ideas of Restorative practice.  Then if the respondent fulfilled the disposition the offense would be removed from their conduct record.","Link":[],"Audience":["High School","Middle School"],"Practice":"I would like to do a quick presentation to frame the issues and then run a Restorative Circle (Tier 1) with the participants.","Presenter":["Tobey Reed"],"PresenterAffiliation":["Attleboro High School"],"PresenterEmail":["treed@attleboroschools.com"],"ScheduleSlotID":176,"ScheduleLocationID":26,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1316,"Class":"Conversation","Created":1729529140,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Building and Sustaining Successful Partnerships","Handle":"building_and_sustaining_successful_partnerships","ShortDescription":"Schools thrive when students are able to connect with and learn from members of the larger community. Community members also benefit from mentoring and embedding their work in schools.Participants will learn about best practices for finding, securing, and maintaining partnerships and seek a new partner for their school community.","Description":"This session is led by Partnership Coordinators at Philadelphia high schools who build and maintain partnerships that provide their students with various career exploration and post-secondary readiness experiences. They will share their approaches and best practices and share specific examples of partnerships at their schools. \r\nParticipants will be asked to identify a need within their school community and will research specific resources within the community in which their school is located. They will be given time to reach out to potential partners and will be provided resources to support their ask and strategies for their first contact.","Link":[],"Audience":["All School Levels"],"Practice":"Participants will be given the opportunity to share their experiences with building and maintaining partnerships in small group discussions. They will practice their ask with each other and help each other with crafting their communications.","Presenter":["Mary Beth Hertz","Candace Eaton","Jeremy Spry"],"PresenterAffiliation":["SLACC","SLAB","Workshop School"],"PresenterEmail":["mhertz@slabeeber.org","candace.eaton@workshopschool.org","jspry@scienceleadership.org"],"ScheduleSlotID":176,"ScheduleLocationID":35,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1333,"Class":"Conversation","Created":1730116466,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Conversation Title Democratic Schools and Learning Environments: What does that mean?","Handle":"conversation_title_democratic_schools_and_learning_environments--what_does_that_mean","ShortDescription":"Democracy is idealized but rarely fully realized, especially for young people. Schools offer one context where young people\u2019s voices should shape their education. In this democratic workshop, we will critically interrogate the Four Pillars of Democratic Education, which arise from decades of experience of educators from around the world.","Description":"Democracy, as an ideal, guides our nation\u2019s governance system, but as a practice, is rarely fully realized, especially with young people. Given our current political climate, young people must learn what it means to create, participate in, and maintain a democracy. Schools offer a setting to empower young people and let their voices shape their education. Linda Nathan and collaborators have drawn on decades of experiences and insights from across the globe to identify Four Pillars of Democratic Education. \r\n\r\nIn this democratic workshop, a community of students, teachers, and leaders from Philadelphia, Boston, and New York City will critically interrogate the four-pillar framework. We will engage in various activities to reflect on these four pillars, asking what they mean, how they (can) appear in our schools, and what changes need to be made to the framework. Importantly, we will try to live these four pillars as we engage in this work, culminating in a consensus-based decision-making process to amend the pillars.","Link":["http:\/\/www.lindanathan.com"],"Audience":["High School","Middle School","Elementary School","All School Levels"],"Practice":"Students, teachers, and leaders will do a short journal activity, reflecting on what democratic education means to them and a concrete example of how that can look in the classroom.\r\n\r\nAnnotating the Four Pillars \r\nStudents, teachers, and leaders will annotate copies of the four pillars of democratic education to identify which words and phrases resonate with them and reflect their learning communities and which do not. Participants will highlight one sentence, phrase, and word in green that reflects their learning environment and one sentence, phrase, and word in red that isn\u2019t reflected in their learning environment. \r\n\r\nReflecting on Democratic Education\r\nStudents, teachers, and leaders will then share their annotations, identifying how they have lived these pillars and what\u2019s been missing.\r\n\r\n(re)Creating Democratic Education\r\nStudents with teachers assisting will lead small break-out groups to workshop what these pillars look like, what steps need to be taken to realize them in their schools, and who, when, and where these pillars may not work. Students will then present their group\u2019s work, identifying steps to realize these pillars and one change to the four-pillar framework.\r\n\r\nLiving Democratic Education\r\nThe workshop will culminate through a consensus-building process to identify changes to the four-pillar framework. This will allow participants to experience firsthand what democratic education looks, feels, and sounds like.","Presenter":["Linda F Nathan"],"PresenterAffiliation":["Harvard Graduate School of Education"],"PresenterEmail":["lfnathan@gmail.com"],"ScheduleSlotID":176,"ScheduleLocationID":37,"SubmitterID":79,"AdditionalComments":"Teachers from various schools (and students) will join this workshop","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1343,"Class":"Conversation","Created":1730332620,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Deja Vu All Over Again","Handle":"deja_vu_all_over_again","ShortDescription":"Veteran educators remember the rise of Web 2.0 and the excitement around the potential for collaboration, innovation, and creative technologies. Similar conversations are now happening around artificial intelligence.  In this session, we will consider the lessons from the past that we can apply to the present to help lead to the kind of lasting change we envision for our students.","Description":"It has been almost 20 years since the rise of Web 2.0 led to conversations about changing pedagogy to take advantage of collaborative, innovative, and creative technologies in schools. With the rise of artificial intelligence, similar conversations are taking place. In this session, we will consider the lessons from the past that we can apply to the present to help lead to the kind of lasting change we envision for our students. In a way, the battle is harder now as required curriculum and high stakes testing are more ingrained than ever, often discouraging creative, digital pedagogy. \r\n\r\nAdd in panic over widespread cheating on often outdated and culturally irrelevant assignments, and we see the same kind of bans being placed on the use of AI that we saw in the early days of the 21st century. Remember when no one was allowed to use Wikipedia? How can we move more quickly this time to get past the urge to ban past the urge to ban and into the kind of in-depth discussions we need about how to support our students in learning how to use a tool that will potentially revolutionize the way they learn, work and live?","Link":["http:\/\/jenorr.com","http:\/\/www.ivyrun.com"],"Audience":["All School Levels"],"Practice":"Project Zero Thinking Routines will be utilized for Considering Controversies, Dilemmas, and Perspectives and Digging Deeper into Ideas.","Presenter":["Jennifer Orr","Dr. Karen Work Richardson"],"PresenterAffiliation":["Fairfax County Public Schools","University of Richmond","Old Dominion University"],"PresenterEmail":["jenorr@gmail.com","witchyrichy@gmail.com"],"ScheduleSlotID":176,"ScheduleLocationID":34,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1317,"Class":"Conversation","Created":1729603890,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Discovering and Visualizing Data","Handle":"discovering_and_visualizing_data","ShortDescription":"How can we teach students about the importance of data? This hands-on conversation will integrate math, science, arts, and creativity to introduce a relatable way to teach data, identify patterns, and correlations. Educators will walk away from this session with simple tools to integrate data into every subject in all grades.","Description":"\u201cNo one ever made a decision because of a number. They need a story. Data without insights - without a story - is useless and learning how to extract stories from the data is the real skill.\u201d - Daniel Kahneman. From kindergarten to high school and beyond, we teach our students how to tally, how to put numbers on a graph, what are variables, but do we show them how to tell a story based on data? \r\nFrom Grade 3 on, our school puts a lot of emphasis on data science, what, how, and its multiple applications. This year, based on the book and website, Dear Data, we developed a unit where students were asked to tell their story through data in a creative way. Students were first introduced to the book and the website, as well as a plethora of artists who use data to tell a story - from big issues like climate change, to words of kindness, or human behavior. After a week of collecting data students chose colors, patterns, tally systems, and represented their data in a creative way. One student kept track of the number of times they listened to Taylor Swift\u2019s music, while another student counted the number of times their grandpa called them on the phone. Through their data tallying and creative representation students were surprised to see patterns and correlations. This conversation will introduce the unit, as well as other creative ways to teach data, and through a hands-on workshop participants will create their own data art stories, share them, discuss the importance of data collection and how to make it fun and engaging.","Link":["https:\/\/sites.google.com\/rashi.org\/kol-lab\/home"],"Audience":["All School Levels"],"Practice":"We will brainstorm and share various ways to collect data, discuss age appropriate data collection for students, look at how to collect this data and the limitless ways to visually show the data as a work of art. Hands-on demonstration, examples of data collection and resources, and time to create one's own data collection ideas using art materials.","Presenter":["Michelle Bernstein"],"PresenterAffiliation":["The Rashi School"],"PresenterEmail":["mbernstein@rashi.org"],"ScheduleSlotID":176,"ScheduleLocationID":30,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1334,"Class":"Conversation","Created":1730124194,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Empowerment Through Belonging: Elevating LGBTQIA+ Voices in Education","Handle":"empowerment_through_belonging--elevating_lgbtqia-voices_in_education","ShortDescription":"Join us for an engaging session on fostering equity and mental health support for LGBTQIA+ youth and staff. Learn effective strategies, explore successful practices, and build a supportive community through collaborative discussions. Discover how Affinity Groups and Communities of Practice can create inclusive environments where everyone thrives.","Description":"Outcomes:\r\n- Describe characteristics of effective LGBTQIA+ Communities of Practice and Affinity Groups.\r\n- Identify strategies that support LGBTQIA+ youth and staff to apply to your context.\r\n\r\nJoin us for an engaging breakout session focused on using Affinity Groups and Multi-Tiered System of Supports for Integration (MTSS-I) based Communities of Practice as a roadmap to support LGBTQIA+ youth and staff in our schools. Fostering equity and mental health support for queer folks benefits everybody. This session will dive into relevant practices and guidance, explore the successes of the Broome-Tioga BOCES Affinity Group and Community of Practice, and share effective strategies for integrating mental health resources.\r\n\r\nThrough collaborative discussions and activities, participants will learn how to engage staff, families, and youth in meaningful ways, as well as support the unique needs of all stakeholders to address common challenges faced in educational settings. Facilitators and participants will work together to build a supportive community tailored to the specific needs of the group. Utilizing the World Caf\u00e9 Structure, participants will engage in rich conversations, contribute their thinking, and create a collaborative rendering of their vision for happy, safe spaces for LGBTQIA+ school community members. This session is not just about strategies\u2014it's about creating an inclusive environment where everyone can thrive.","Link":[],"Audience":["All School Levels"],"Practice":"We plan on using a modified version of \u201cWorld Caf\u00e9:\u201d each table group will have a guiding question(s) posted on a paper table cloth. During the session, participants will be prompted to respond and doodle to the question, as well as engage in conversations. At the end of the session, participants will engage in a gallery walk to view the other participants\u2019 thinking.","Presenter":["Emily Friends (she\/her)","Shae McLachlan (they\/any)","Liz Wood (they\/them)"],"PresenterAffiliation":["The Professional Learning and Innovation Center at Broome-Tioga BOCES"],"PresenterEmail":["efriends@btboces.org","smclachlan@btboces.org","lwood@btboces.org"],"ScheduleSlotID":176,"ScheduleLocationID":36,"SubmitterID":79,"AdditionalComments":"Thank you for your consideration!","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1376,"Class":"Conversation","Created":1733368245,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Igniting Potential: Countering Stereotype threat and elevating the Academic Identity for Black and Latino Boys","Handle":"igniting_potential--countering_stereotype_threat_and_elevating_the_academic_identity_for_black_and_latino_boys","ShortDescription":"This presentation highlights an in-school mentoring intervention addressing the achievement gap for Black and Latino males. It shares strategies for boosting academic self-confidence, countering stereotype threat, and fostering racial-ethnic pride. Backed by research and proven outcomes, it offers practical guidance for replicating these programs to improve greater academic confidence  and outcomes.","Description":"Overview of Presentation:\r\n \r\nThis presentation provides an in-depth look at an in-school mentoring program aimed at closing the achievement and opportunity gaps for Black males compared to other demographics. Drawing on insights from my action-research dissertation and extensive experience as an administrator, the program offers proven strategies for improving academic outcomes for Black and Brown boys.\r\n\r\nObjectives:\r\n\r\nBoost Academic Self-Confidence: Share actionable strategies to enhance the self-confidence of Black and Brown adolescent male students, which is strongly correlated with improved academic outcomes.\r\n\r\nCounter Stereotype Threat: Demonstrate how integrating racial-ethnic identity, cultural pride, and embedded achievement throughout U.S. history can empower Black and Brown males.\r\n\r\nHighlight Program Outcomes: Showcase statistically significant improvements in academic self-competence, GPA, behavior, and students\u2019 Possible Future Selves, along with their broader implications.\r\n\r\nKey Concepts:\r\n\r\nRacial-Ethnic Identity: Refers to individuals' thoughts, attitudes, and beliefs about their racial or ethnic group. Affirming this identity is critical for the program\u2019s success.\r\n\r\nCultural Pride and Embedded Achievement: Central to countering stereotype threat and fostering sustained academic engagement.\r\n\r\nResults:\r\n\r\nThe mentoring interventions have demonstrated statistically significant  success in:\r\n\r\nAcademic Self-Competence: Increased belief in students' academic abilities.\r\n\r\nGPA Improvements: Statistically significant gains in academic performance.\r\n\r\nBehavioral Changes: Enhanced conduct and school engagement.\r\n\r\nFuture Aspirations: Development of clearer and more aspirational visions of students' Possible Future Selves.\r\n\r\nFocus Areas of the Presentation:\r\n\r\nTheoretical Framework:\r\n\r\nExplore key theories such as embedded achievement, cultural pride, stereotype threat, and racial-ethnic identity.\r\n\r\nUse visuals from Donovan\u2019s World: 25 Crucial Lessons Empowering Black and Latino Boys to illustrate these concepts.\r\n\r\nProgram Outcomes:\r\n\r\nPresent data on the program\u2019s success in enhancing academic and behavioral outcomes.\r\n\r\nDiscuss broader implications for student achievement and equity.\r\n\r\nImplementation and Sustainability:\r\n\r\nProvide practical guidance on creating, maintaining, and scaling similar mentoring programs or safe spaces in diverse educational settings.\r\n\r\nConclusion:\r\n\r\nThis presentation equips educators and practitioners with the tools to replicate successful mentoring initiatives. By fostering academic identity, countering stereotype threat, and affirming racial-ethnic pride, schools can help Black and Latino males unlock their full academic potential and achieve sustainable success.","Link":["https:\/\/uplifteducate.com"],"Audience":["High School","Middle School"],"Practice":"We will frame all sections of the presentation around the essential question: To what extent is a school responsible for building the academic identity of its most vulnerable students or to what extent is a school responsible for building the academic identity of Black and Latino students? We will use strategies such as think-pair-share, four corners, and a semantic differential scale activity that engages participants with differing perspectives in public discussions, encouraging them to provide rationale and justification for their answers.","Presenter":["Dr. Olufemi Fadeyibi"],"PresenterAffiliation":["Lower Merion High School\/UpliftEducate Consulting"],"PresenterEmail":["Fadeyibi@UpliftEducate.com"],"ScheduleSlotID":176,"ScheduleLocationID":32,"SubmitterID":79,"AdditionalComments":"I recently released a graphic workbook that deals with my presentation topic.  Currently its in 13 schools and is being used by 3 education non-profits.  I have some anecdotal data from some of the schools using the curriculum and the reviews are positive.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1306,"Class":"Conversation","Created":1728058482,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"May This Classroom Be a Haven: Creating Classroom Environments that are Protective and Proactive in Supporting Students' Social-Emotional Well-being","Handle":"may_this_classroom_be_a_haven--creating_classroom_environments_that_are_protective_and_proactive_in_supporting_students-social-emotional_well-being","ShortDescription":"More than anything, students need and want to feel safe and seen in their classrooms. Join this conversation to discuss how to construct classrooms that are protective and proactive in supporting students' social-emotional wellness. We will discuss actionable ways to shape classrooms into safe spaces and you'll leave the discussion encouraged and hopeful for the lasting impact we will have on our students, ourselves, and our colleagues.","Description":"The purpose of this presentation is for participants to have the space to discuss what really matters in our classrooms. Beneath all of the grading, policies, mandates, curriculum and instructional demands, how do we ensure that our classrooms are built on a foundation of social-emotional safety and belonging? This session will be an opportunity for participants to breathe a breath of fresh air and forget about all of the other demands of the profession while focusing on why they probably entered the profession in the first place: the students. We will support one another with ideas, strategies, and practices in fostering safe and inclusive classroom spaces for our students. We will also discuss ideas, strategies, and practices for supporting ourselves and our colleagues in being educators who feel confident and empowered in our work.","Link":["https:\/\/www.linkedin.com\/in\/kellyfrazee\/"],"Audience":["All School Levels"],"Practice":"I like using Think-Pair-Share and the \"Chalk Talk\"\/\"Around the World\" conversation practices. I'll likely use both for this conversation session. I'll probably start with having participants walk around the room answering questions posed on large chart paper and also jotting down questions or thoughts based on other people's responses. We will come together to discuss and then we will make a list of strategies and resources together that everyone will have access to. I'll likely do this via Padlet.","Presenter":["Kelly Frazee"],"PresenterAffiliation":[],"PresenterEmail":["frazee.kelly@gmail.com"],"ScheduleSlotID":176,"ScheduleLocationID":31,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1352,"Class":"Conversation","Created":1730488434,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Powering Up Criticality and Creativity with AI-Guided Writing at SLA at Beeber","Handle":"powering_up_criticality_and_creativity_with_ai-generated_writing_at_sla_at_beeber","ShortDescription":"How are your students using AI to support their revising and thinking this year?  Students at SLA at Beeber will show the work they have been doing on Writing Partners this semester. We will also invite you to power up your criticality and creativity with AI-guided writing.","Description":"How are your students using AI to support their revising and thinking this year? \r\n\r\nWe will share with you the work students at Science Leadership Academy at Beeber have been doing on Writing Partners https:\/\/writingpartners.net  this semester. They are using AI Writing Partners to:\r\n\r\n- create AI images for their Bios\r\n- revise their Bios using questions provided by the New York Times Learning Network\r\n- fact-checking while watching live the Harris-Trump and Vance-Walz debate live and later on the video\r\n- analyzing and finding themes in each of their sorted sets of time-stamped comments on videos of the debates\r\n- using an outlining tool to organize compositions about the debates and the issues that matter to each of the students.\r\n- getting feedback on drafts at different points in the process\r\n- creating images for their pieces of writing, an vibrant title, and a subhead to publish their work on Writing Partners as well as on a New York Times Forum.\r\n\r\nAnd so much more... \r\n\r\nJoin us to share your stories about writers using AI productively in your classrooms and to see what we are up to at SLA @ Beeber.","Link":["https:\/\/writingpartners.net","https:\/\/slabeeber.org"],"Audience":["High School","Middle School"],"Practice":"Students will present examples of their work, then invite participants to say what they see them doing. The students will also invite participants to do some writing themselves on the same platform where they have been working and to test a few AI Writing Partners to see for themselves how it works.","Presenter":["Paul Allison","Dr. Bonnee Breese Bentum"],"PresenterAffiliation":["Writing Partners","Science Leadership Academy at Beeber"],"PresenterEmail":["allisonpr@gmail.com"],"ScheduleSlotID":176,"ScheduleLocationID":33,"SubmitterID":79,"AdditionalComments":"We will have to organize bringing the students.","LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12},{"ID":1327,"Class":"Conversation","Created":1729879365,"CreatorID":79,"RevisionID":null,"Status":"Accepted","Title":"Project-based Learning in Personal Finance","Handle":"project-based_learning_in_personal_finance","ShortDescription":"How many times do we as teachers hear, \u201cWhen will I ever use this?!\u201d Last year, Pennsylvania joined 25 other states to require all students in the class of 2030+ to complete at least one semester of personal finance before graduation. We intentionally incorporate a variety of math topics within the Personal Finance curriculum to help students answer these questions of \u201cwhen\u201d and \u201cwhy.\u201d","Description":"N\/A","Link":[],"Audience":["High School"],"Practice":"Both teachers and students will present a range of activities and projects that have been integrated into our SLA curriculum for Personal Finance. The majority of the session will focus on brainstorming and sharing additional activities that emphasize the real-world applications of personal finance.","Presenter":["Nicole Atkins","Erin Giorgio"],"PresenterAffiliation":["Science Leadership Academy"],"PresenterEmail":["egiorgio@scienceleadership.org","natkins@scienceleadership.org"],"ScheduleSlotID":176,"ScheduleLocationID":28,"SubmitterID":79,"AdditionalComments":null,"LiveChannel":null,"Hashtag":null,"VokleID":null,"RecordingURL":null,"ConferenceID":12}],"conditions":{"Status":"Accepted","ConferenceID":12,"ScheduleSlotID":176},"total":10,"limit":false,"offset":false}