The 2007 National Conference on Safe Schools
Program
Schedule
Sunday, October 28, 2007
Foyer Main Lobby of Hotel
Registration for Early Arrivals
Foyer Ballroom Lower Level
Registration
Ballroom Lower Level
Continental Breakfast
Ballroom Lower Level
Opening Ceremonies and Keynote
Welcome Address:
J. Robert Flores, J.D., Administrator, U.S. Office of
Juvenile Justice and Delinquency Prevention, Office of Justice program, U.S.
Department of Justice,
Keynote:
Cybele K. Daley, Acting Assistant Attorney General, Office of Justice Programs, U.S. Department of Justice, Washington, DC
9:30 am – 9:45 am Transitional Break
9:45 am – 10:45 am Concurrent Sessions I
Ballroom Lower Level
RESEARCH, BEST PRACTICES, AND RESOURCES FOR EFFECTIVE YOUTH MENTORING *
* From the forthcoming series on Effective
Strategies for Providing Quality Youth Mentoring in Schools and Communities
This session will review recent research into the positive outcomes
produced by youth mentoring programs and the program practices that lead to
success in various program settings. The session will also review several newly
revised publications (and other resources) that can help youth mentoring
programs design effective services and build sustainable program models. The
research and materials presented in this session will be applicable to programs
operating in both schools and community-based settings.
Presenter:
Michael Garringer, Northwest
Regional Educational Laboratory,
Track: Mentoring
Washington Room
JUST TURN THE DARN THING OFF: UNDERSTANDING CYBERBULLYING
(This session is continued at 11:00 am.)
The central role that the Internet now plays in the life of children
has transformed everything about bullying between youth in the
Presenters:
Elizabeth Englander,
Amy M. Muldowney,
Track: Bullying
Parkview Room
THE SILENT VICTIMS OF DOMESTIC VIOLENCE PROGRAM: DEVELOPMENT, IMPLEMENTATION AND EFFECTIVENESS OF A SCHOOL-BASED VIOLENCE INTERVENTION AND PREVENTION PROGRAM
An initiative started in 2001 with the
Presenters:
Donald J. Smith, Jr.,
Josephine Hill,
Melanie Prescott, New
Sharon L. Walker,
Rosalinda Perez Yater,
Track: Community Programs
Council Room
COMMUNITY APPROACHES TO VIOLENCE PREVENTION: A UNESCO PERSPECTIVE
As a follow-up to the UN World Report on Violence against Children, and
within the framework of the World Programme for Human Rights Education and the
International Decade for a Culture of Peace and Non-Violence for the Children
of the World (2001-2010), the United Nations Educational, Scientific and
Cultural Organization (UNESCO) organized an Experts Panel meeting with the aim
of strengthening the integration of school violence prevention strategies into
policy and practice. The meeting focused primary attention on the issues of
corporal punishment and the negative effects on mental health; bullying; gang
violence; and gender-based exclusion and violence. This session will present
the findings of the meeting and provide the opportunity to discuss the
implications for school and community practice.
Presenter:
Sherry L. Allen, LPC, NCC,
Southeastern Network of Youth and Family Services,
Track: Community Programs
Federal Room
TAKE CHARGE: VIOLENCE PREVENTION EDUCATION, CONFLICT RESOLUTION, AND
LAW
This session will introduce a national pilot program that uses a joint
curriculum designed through a unique partnership between the American Bar
Association and the Girl Scouts to help prevent juvenile delinquency among
teenaged girls. The partner organizations are committed to developing the
qualities of teen girls that will serve them all their lives, qualities like
leadership, strong values, social conscience, and conviction about their own
potential and self-worth. This “joint curriculum” focuses on developing
critical reasoning and decision-making skills, makes use of interactive
instructional strategies that allow girls to reach their own conclusions about
avoiding delinquent behavior and developing the knowledge, skills, and
attitudes of effective citizens. Participants are introduced to topics such as
sexual harassment, dating violence awareness and prevention, school safety, and
conflict resolution strategies. It concludes with a mock trial in which
cultural norms are examined in a case involving domestic abuse. Young lawyers
and law students serve as volunteer facilitators, mentors, and coaches. Over
the course of the program, their interaction with the girls provides formal and
informal interaction that exposes participants to positive experiences with the
law, as well as diverse paths that can lead to careers in the legal profession.
Presenter:
Craig W. Johnson, American Bar
Association Division for Public Education,
Track: Community Programs
Capital Room
GIRLS CIRCLE: PROMOTING RESILIENCY IN GIRLS THROUGH GENDER RESPONSIVE GROUPS
(This session is continued at 11:00 am.)
Because girls face unique gender-specific, social-cultural,
developmental challenges through early adolescent and teen years,
Presenters:
Beth Hossfeld,
Kitty Tyrol,
Track: Program Evaluation
10:45 am – 11:00 am Refreshment Break
Ballroom Lower Level and Mezzanine Level
11:00 am – 12:00 pm Concurrent Sessions II
Ballroom Lower Level
THE POWER AND BENEFITS OF
MENTORING
This workshop will provide participants with an understanding of the
definition of youth mentoring. It will trace the history of the mentoring
movement and differentiate between informal and formal mentoring. The current
state of mentoring today in the
Presenter:
Susan G. Weinberger,
Track: Mentoring
Washington Room
JUST TURN THE DARN THING OFF: UNDERSTANDING CYBERBULLYING
(This session is continued from 9:45 am.)
The central role that the Internet now plays in the life of children
has transformed everything about bullying between youth in the
Presenters:
Elizabeth Englander,
Amy M. Muldowney,
Track: Bullying
Parkview Room
SAFE AND SECURE SCHOOLS: VIOLENCE AND THE DUTY TO WARN STUDENTS IN THE EDUCATIONAL ENVIRONMENT
This session involves a 60-minute presentation followed by questions
and answers from conference attendees. The presentation focuses on maintaining
a safe and secure educational environment, knowledge of warning signs of
potential violence, foreseeability of aggressive/violent behavior on the school
campus, and the duty to warn staff and students. The presentation will cover
violent students, escalating aggressive behavior, threats, and the ability to
release student information under the Family Educational Rights and Privacy Act (20 U.S.C. § 1232g; 34 CFR Part 99; FERPA, 1974).
Presenter:
Mary A. Lentz, Attorney at Law,
Track: General
Council Room
Facilitating Resiliency among African American Male Youth (7535)
The presenter will examine the concept of resiliency as applied to
African American (AA) male, inner-city youth. The presentation will explore
concepts that are most relevant to the AA male's contemporary experience and
consider a model for addressing their challenges like substance abuse, HIV, and
violence. The presenter will also discuss two concepts – leadership and manhood
development – as modalities for addressing these concerns. Participants will
discuss culturally appropriate alternatives for promoting resiliency from an
ecological, cross-generalization training perspective.
Presenter:
James P. Griffin, Jr., Morehouse
Track: Community Programs
Federal Room
ACT NOW TRUANCY PROGRAM
The ACT Now Truancy Program provides truancy enforcement and early intervention
with the mission to return the habitually truant student to school. This
requires case assessment, case management, the implementation of early
intervention strategies, truancy laws enforcement, and prosecution. This
program collaborates between eight participating schools districts, the Center
for Juvenile Alternatives, the Pima County Attorney’s Office, and law
enforcement agencies throughout the City of
Presenter:
Gene Bertie, Pima County
Attorney’s Office,
Track: Community Programs
Capital Room
GIRLS CIRCLE: PROMOTING RESILIENCY IN GIRLS THROUGH GENDER RESPONSIVE GROUPS
(This session is continued from 9:45 am.)
Because girls face unique gender-specific, social-cultural,
developmental challenges through early adolescent and teen years,
Presenters:
Beth Hossfeld,
Kitty Tyrol,
Track: Program Evaluation/Community Programs
12:00 pm – 12:15 pm Transitional Break
12:15 pm – 1:45 pm Luncheon and Keynote
Ballroom Lower Level
Opening Remarks:
Beverly Caffee Glenn, Ed.D., Executive Director, The Hamilton Fish Institute on School and Community Violence, The George Washington University, Washington, DC
Keynote:
Mary Hatwood Futrell, Ed.D., Dean,
1:45 pm – 2:00 pm Transitional Break
2:00 pm – 3:00 pm Concurrent Sessions III
Ballroom Lower Level
YOUTH COURT: THE GRASS-ROOTS LOCAL PEER JUSTICE PROGRAM
Youth courts, also called teen, peer, and student courts, are rapidly
being implemented in communities and schools throughout the nation. In these
juvenile justice programs, youth administer “court” proceedings to their peers
who have allegedly committed minor delinquent or criminal infractions. This
interactive workshop will provide information on youth courts from a local,
state and national perspective, as well as tips for establishing or enhancing a
local youth court. Youth court has now emerged as the most replicated juvenile
justice diversion program in
Presenter:
Scott Bernard Peterson,
Track: Community Programs
Washington Room
HOW TO BEGIN, MAINTAIN AND EVALUATE A YOUTH MENTORING PROGRAM
Participants will gain an understanding of how to begin a youth mentoring program based on quality assurance standards. These will include establishing a long-range program plan, recruiting of mentors and mentees, screening, training, matching, tips and strategies for mentoring sessions, closure steps, and program evaluation. Key to effective programming is on-going support of the mentor matches and the ability to sustain the program. The workshop will discuss each of these strategies for success.
Presenter:
Susan G. Weinberger,
Track: Mentoring
Parkview Room
DO I TRUST YOU? BULLYING VICTIMS’ SOCIAL SUPPORT WITH THEIR TEACHERS AND FRIENDS
Bullying is thought to be one of the most prevalent forms of
victimization in our nation’s schools. Understanding bullying victimization is
critical to the emotional and social health of students. Using the 2005 School
Crime Supplement, this study is an examination of the social supports for
bullying victims. The objectives of this study are to: (a) present detailed
descriptive data on the types of bullying that students report experiencing; (b)
investigate differences in the perceived social support of students who are
bullying victims and non-victims; and (c) investigate the relationship between
bullying victimization and social support, controlling for student and school
background characteristics and type of bullying. Significant differences in
social support were found between bullying victims and non-victims as well as
by type of bullying.
Presenter:
Rachel Dinkes, American
Institutes for Research,
Track: Program Evaluation
Council Room
BULLYGUARD® – UPDATED AND EFFECTIVE STRATEGIES FOR TODAY’S YOUTH THAT FOCUS ON BULLYING AND CHILD SAFETY
BULLYGUARD® is a high energy, empowering seminar that educates children
on the types of behavior to expect from a bully and the coping strategies that
build confidence, awareness, and avoidance. The program was researched and
designed by Tom Patire,
Presenter:
Tom Patire, Tom Patire Group
LLC,
Track: Bullying
Federal Room
COMMUNITY JUSTICE BOARD PROGRAM
Community Justice Boards are comprised of specially-trained volunteers from communities throughout Pima County (Tucson, Arizona). With guidance, training, and support from the Pima County Attorney’s Office, and based on a balanced and restorative justice, these volunteers hold family conferences designed to hold first and second time juvenile offenders accountable to the victim(s) and the community, and to learn more about the youth, their families, and the circumstances surrounding the offense. The Boards subsequently assign consequences designed to hold youth accountable for their actions and decisions; build problem-solving, decision-making, and life skills; motivate youth through education; and promote successful futures. The Boards also conduct follow-up conferences to monitor progress, encourage and motivate participants, and help youth feel connected to their communities. The program started in May of 1998.
Presenter:
Michael W. Burns, Pima County
Attorney’s Office,
Track: Community Programs
Capital Room
RISK AVOIDANCE AND MODELING TO PREDICT RISK: RECENT FINDINGS DEAL DIRECTLY WITH SCHOOL AND COMMUNITY SAFETY
JAT Risk Solutions (JATRS) is a risk management company deeply experienced in risk avoidance and modeling to predict risk occurrences – including school campus crime – rather than reactionary processes to their impact. As the world focused on the causes, symptoms and actual occurrences that took place at Virginia Tech, Neil Jackson and his JATRS team had seen and noted systemic issues in policy, governance, process, physical and property security including campus, local community, and state police protection of the majority of public schools and events in Virginia. The facts, common in their basis, will startle attendees and bring a great deal of exposure to and stop what Mr. Jackson sees as a serious chain of heinous crimes waiting to occur. Collectively we will all find answers that result in improved campus life for our students, faculty and surrounding communities.
Presenter: Neil Brereton
Jackson, CISA, CEO, JAT Risk Solutions, LLC,
Track: General
Ballroom Lower Level and Mezzanine Level
3:15 pm – 4:30 pm General Session
Ballroom Lower Level
MULTI-AGENCY FEDERAL RESOURCE PANEL
This federal resource panel will provide participants with current information on programs, funding, services, and other useful tips and resources from several key federal agencies striving to support participant efforts to create safer communities and schools. Participants will learn about current and upcoming announcements from the federal government and how to get and stay connected upon returning home to their local communities.
Panelists:
David Eisner, CEO, Corporation for National and Community Service,
Cheryl Neverman, Senior Program Manager,
Scott Bernard Peterson, Federal Program Manager,
4:45 pm – 5:30 pm Speakers’ Tables
Ballroom Lower Level
Tuesday, October 30, 2007
Foyer Ballroom Lower Level
Registration
Ballroom Lower Level
Continental Breakfast
Ballroom Lower Level
Keynote:
Deborah A. Price, Assistant Deputy Secretary, Office of Safe and Drug Free Schools, U.S. Department of Education, Washington, DC
9:30 am – 9:45 am Transitional Break
9:45 am – 10:45 am Concurrent Sessions I
Ballroom Lower Level
Ensuring
Quality School Facilities and Security Technologies: CRIME PREVENTION THROUGH
ENVIRONMENTAL DESIGN AND
* From the forthcoming series on Effective
Strategies for Creating Safer Schools and Communities
The physical structure of a school should be both safe and inviting.
Children who feel safe are both psychologically and physiologically more
receptive to learning. Most schools will never experience a shooting, but they
will very likely have to deal with bullying, custody battles, drug dealing,
gang activity, theft or extreme weather. Often changes to the physical
structure can help mitigate problems, but determining what changes to make can
be complicated. A comprehensive examination of site weaknesses must occur
before an effective solution can be put in place. Crime Prevention Through
Environmental Design (CPTED) is the broad study and design of environments to
encourage desirable behavior, heighten functionality and decrease antisocial
behavior. Fundamental CPTED emphasizes physical design, and “second generation”
CPTED addresses the affective, psychological and sociological environment. This
session emphasizes CPTED fundamentals.
Presenter:
Tod Schneider, Safe Schools Consultant,
Track: General
Washington Room
SCHOOL POLICIES AND LEGAL
ISSUES SUPPORTING SAFE SCHOOLS
*
* From the forthcoming series on Effective
Strategies for Creating Safer Schools and Communities
School district and school efforts to ensure a safe learning
environment for all children and youth must take into account an increasing
variety of legal requirements and considerations. This guide presents an
overview of the legal and practical considerations, applicable to students, of
which school officials must be aware in developing and implementing school
safety efforts. The first section of the guide is an overview of the legal and
practical requirements and considerations that govern school safety-related
policies generally. The second section discusses how these requirements and
considerations apply to a variety of specific school safety-related issues and
situations. The guide concludes with a glossary of terms and a list of
additional resources.
Presenter:
Thomas Hutton, National School Boards Association,
Track: General
Parkview Room
SAFE SCHOOLS IN THE CONTEXT OF
SCHOOL IMPROVEMENT *
(This session is continued at 11:00 am.)
* From the forthcoming series on Effective
Strategies for Creating Safer Schools and Communities
Schools are confronted with a host of complicated problems such as,
ensuring safety and ameliorating learning, behavior, and emotional problems.
Viewed individually, such problems are challenging; together they can be
overwhelming. Given that many problems experienced by students arise from the
same underlying causes, it makes sense not to consider each one separately.
Indeed, various policy and practice analyses indicate that it is untenable to
do so. If schools are to be good and safe places, the agenda for school safety
must be combined with other efforts to address the variety of factors that
interfere with a school accomplishing its mission. All such efforts must be
embedded in the larger agenda for school improvement.
Presenters:
Howard S. Adelman, Center for Mental Health in School, UCLA,
Linda Taylor, Center for Mental Health in School, UCLA,
Track: Community Programs
Federal Room
PATTERNS OF
BULLYING/VICTIMIZATION AMONG STUDENTS WITH EMOTIONAL DISTURBANCE: IMPLICATIONS
FOR PRACTICE AND RESEARCH
The purpose of this workshop is to demonstrate the use of a bullying
instrument to establish a baseline of behavior among students and a program’s
response. Students with emotional disturbance (ED) in grades 6 through 10
attending therapeutic day schools completed the Olweus Bullying Questionnaire.
Their responses were compared to typical peers from a national sample. Students
with ED were less likely to engage in bullying behavior. Although among their
typical peers where boys had higher levels of bullying than girls, among
students with ED, both boys and girls reported similar rates of bullying, used
non-physical means to bully, and reported occurrences to school authorities.
Significantly, more girls with ED were victims of bullying. Using these results
as a baseline, consideration of the implications for practice and research will
be encouraged among participants.
Presenters:
Millicent H. Kellner, CPC Behavioral Healthcare,
Deborah T. Carran,
Track: Bullying
Council Room
This presentation will inform school administrators, representatives
from city agencies, and other educational entities of an existing school safety
protocol that operates with the collaboration effort of law enforcement,
schools, local municipalities and community-based organizations. The protocol
assists school administrators in dealing with youth and gang violence on school
campuses and in surrounding neighborhoods. A PowerPoint of the Safe School
Campus Initiative protocol and lecture will illustrate the Safe School Campus
Initiative program, the roles and responsibilities of Safe School Campus
Initiative members, and the importance of information sharing. It will also
provide ideas on developing, establishing, and maintaining a safety protocol
for schools. The audience will take with them a copy of the Safe School Campus
Initiative program as a reference of the presentation.
Presenter:
Joe M. Nguyen, City of San Jose Department of Parks, Recreation and Community Services, San Jose, CA
Esther Mota, City of San Jose Department of Parks, Recreation and Community Services, Mayor's Gang Prevention Task Force, San Jose, CA
Sergeant Robert Reinhard, School Liaison Unit,. San Jose Police Department, San Jose, CA
Track: Community Programs
Capital Room
IMPROVING WORK PERFORMANCE FOR
ADOLESCENTS WITH EMOTIONAL DISTURBANCE: A COMPARISON OF TWO WORK-BASED LEARNING
INTERVENTIONS
The primary purpose of this study was to investigate whether a
particular work-based learning component of community service learning, when
compared to paid work experience, was significantly different across group and
time in relation to the overall work performance, social competence, and
academic achievement, as well as the various subscales of each dependent
variable, for high school students with emotional disturbance (N=57). Primary
results found a significant interaction effect for group and time, favoring
community service learning, on several dimensions of work performance and
social competence.
Presenter:
Kevin A. Curtin, The
Track: Program Evaluation
10:45 am – 11:00 am Refreshment Break
Ballroom Lower Level and Mezzanine Level
11:00 am – 12:00 pm Concurrent Sessions II
Ballroom Lower Level
BARRICADED HOSTAGE AND CRISIS
SITUATIONS IN SCHOOLS: A REVIEW OF RECENT INCIDENTS
Although not common occurrences, schools are occasionally the site of
hostage events. The deadliest occurred in
Presenters:
Jeffrey A. Daniels,
Terri E. Royster, FBI Academy, Quantico, VA
Gregory M. Vecchi, FBI Academy, Quantico, VA
Track: Evaluation
Washington Room
CHOOSING AND CREATING
SCHOOL-WIDE PREVENTION PROGRAMS
*
* From the forthcoming series on Effective
Strategies for Creating Safer Schools and Communities
Many schools in the
Presenter:
Jeffrey R. Sprague, The
Track: General
Parkview Room
SAFE SCHOOLS IN THE CONTEXT OF
SCHOOL IMPROVEMENT *
(This session is continued from 9:45 am.)
* From the forthcoming series on Effective
Strategies for Creating Safer Schools and Communities
Schools are confronted with a host of complicated problems such as,
ensuring safety and ameliorating learning, behavior, and emotional problems.
Viewed individually, such problems are challenging; together they can be
overwhelming. Given that many problems experienced by students arise from the
same underlying causes, it makes sense not to consider each one separately.
Indeed, various policy and practice analyses indicate that it is untenable to
do so. If schools are to be good and safe places, the agenda for school safety
must be combined with other efforts to address the variety of factors that
interfere with a school accomplishing its mission. All such efforts must be
embedded in the larger agenda for school improvement
Presenters:
Howard S. Adelman, Center for Mental Health in School, UCLA,
Linda Taylor, Center for Mental Health in School, UCLA,
Track: Community Programs
Federal Room
TAKING SMART ACTION: A
COMMUNITY RESPONSE TO SCHOOL VIOLENCE
The School Multi-Agency Response Team (“SMART”) is a collaborative
program between prosecutors, school officials, probation/parole officers, and
law enforcement to give concentrated attention to juvenile offenders and
at-risk youth to prevent recidivism. The SMART program is an
information-sharing program between agencies designed to benefit students, as
well as the community. The SMART program is located in middle and high schools
throughout the
Presenters:
Barbara LaWall, Pima County Attorney’s Office,
Peter Hochuli, Pima County Attorney’s Office,
Ellen Brown, Pima County Attorney’s Office,
Track: Community Programs
Council Room
THE DANGEROUS INTERSECTION OF
YOUTH AND HATE CRIME
Crime data collected by the Federal Bureau of Investigation clearly
shows a disturbing image of the youthful hate crime offender. With over 13.2%
of hate crimes occurring at schools or colleges, and close to two-thirds of
known hate crime offenders being under the age of 24, schools must arm
themselves with knowledge about crimes motivated by prejudice and bias. This
study will examine data at the state and national level to learn: what a hate
crime is; the characteristics of hate crime victims and offenders; and what
schools can do to prevent and respond to bias incidents and hate crimes.
Presenter:
Michelle Gwinn Nutter, Center for Safe Schools,
Track: General
Capital Room
THE APPLICATION, CONSEQUENCES,
AND ALTERNATIVES TO ZERO TOLERANCE POLICIES IN FLORIDA SCHOOLS
Mandatory punishments for disciplinary offenses have been included in
school districts’ Student Codes of Conduct since the Gun–Free Schools Act of
1994 mandated that districts have zero tolerance policies in order to receive
their federal education dollars. Thirteen years later, the majority of the 67
school districts in
Presenter:
Brian James Schoonover,
Track: General
12:00 pm – 12:15 pm Transitional Break
12:15 pm –
1:45 pm Luncheon and
Recognition for Service
Ballroom Lower Level
The Hamilton Fish
Institute Recognition for Service is presented to William Lassiter,
Manager, Center for the Prevention of School Violence, North Carolina
Department of Juvenile Justice and Delinquency Prevention,
1:45 pm – 2:00 pm Transitional Break
2:00 pm – 3:00 pm Concurrent Sessions III
Ballroom Lower Level
YOUTH-TURN: TURNING ADVERSITY
INTO ACTION
Working together is a very important part of working smarter, not
harder. To create safe and healthy environments for our youth, uniting our
efforts is key to continued success. National Organizations for Youth Safety
will describe the effective collaborative efforts and programs developed by
national organizations and their youth leaders.
Presenter:
Sandy E. Spavone, National Organizations for Youth Safety,
Track: Community Programs
Washington Room
YOUTH GANG TRENDS AND MYTHS
This presentation covers three topics. The first topic is Important
Youth Gangs Trends, including reported gang activity nationwide, in NYGC's
National Youth Gang Survey. The second topic, Major Myths about Youth Gangs,
includes the presumed migration of gangs across the country and the belief that
youth gangs are highly organized criminal operations. The third topic, What
Works with Gangs addresses another popular myth about youth gangs: that nothing
is effective with them. School-based programs such as G.R.E.A.T. will be
featured.
Presenter:
James C. (Buddy) Howell,
Track: General
Parkview Room
UNDERSTANDING SCHOOL-BASED
MENTAL HEALTH SERVICES FOR STUDENTS WHO ARE DISRUPTIVE AND AGGRESSIVE: WHAT
WORKS FOR WHOM? *
* From the forthcoming series on Effective
Strategies for Creating Safer Schools and Communities
This session will describe the critical role of the mental health
system in promoting and maintaining safe and secure schools. Information on
influential models of mental health delivery aimed at reducing disruptive and
aggressive behaviors in students will be presented. These models will be used
to illuminate an array of evidence-based programs designed to meet the mental
health challenges of children who are disruptive in schools. Implementation of
evidence-based programs at the universal, selective, and indicated levels of
prevention will be presented. This presentation will conclude with a
facilitated discussion with audience participation on how to better meet the
mental health needs of children who are disruptive and their families.
Presenter:
Krista Kutash, Research and Training Center for Children's Mental
Health, Florida Mental Health Institute, University of South Florida, Tampa, FL
Track: General
Federal Room
ESTABLISHING RELATIONSHIPS TO
REDUCE BULLYING AND INCREASE STUDENT ACHIEVEMENT
(This session is continued at 3:15 pm.)
Educators have used the research-based concepts of Process
Communication effectively to reduce bullying and other student negative
behaviors, and to improve the motivation and academic achievement of every
student. Participants will learn the concepts and how to apply them to
establish relationships with all students, thereby enabling them to reach and
teach every student, especially the reluctant learner. Several case studies
will be discussed, including one in the Watts District of Los Angeles, another
in the
Presenters:
Judith Ann Pauley,
Joseph F. Pauley,
Track: Bullying
Council Room
THINKING OUTSIDE THE BOX:
EMPOWERING STUDENTS TO EFFECT POSITIVE CHANGES IN SCHOOL CLIMATE
The United States Department of Justice, Community Relations Service
(CRS) developed the SPIRIT program in the mid-1980s. SPIRIT stands for: Student
Problem Identification and Resolution of Issues Together. It has been used for
over 20 years by middle and high schools across the country to address areas of
conflict/tension. Students are empowered to name existing school concerns and
to brainstorm for solutions to those concerns. SPIRIT brings students,
administrators, teachers, and parents together to identify issues, develop
solutions, and take action on conflicts within their schools. SPIRIT empowers
students, builds collaboration, brings diverse groups together, and develops
decision-making skills.
Presenter:
Michelle Gwinn Nutter, Center for Safe Schools,
Track: General
Capital Room
CREATING SYNERGY FOR GANG
PREVENTION: TAKING A LOOK AT ANIMAL FIGHTING AND GANGS
(This session is continued at 3:15 pm.)
Animal fighting is one of many gang activities that threaten families
and neighborhoods. Animal fighting, like drugs, gambling, weapons, and other
violent behavior is one manifestation of the same problem: gangs. Until recently,
there have not been systematic and coordinated strategies by law enforcement
bodies and other agencies responsible for gang prevention and animal fighting
reduction. That is changing. Project SAFE, recently launched in
Presenters:
Mary Lou Randour, The Humane Society of the
Tio Hardiman,
Project SAFE,
Steve Jansen,
National District Attorney's Association,
Track: Bullying
Ballroom Lower Level and Mezzanine Level
3:15 pm – 4:15 pm Concurrent Sessions IV
Ballroom Lower Level
STOP THE VIOLENCE: STUDENTS
TAKING ON PREVENTION
“STOP the Violence” (STOP) is unique as a student-created, student-led
violence prevention effort. Members from across the nation have completed
trainings and developed projects in their schools and communities to help
ensure that they are creating safe and healthy environments. Today four members
of the STOP network have identified a need and developed an innovative project
using one of the toolkit chapters. They will share the projects they have
designed including their strategies for preventing violence in their
communities.
Presenters:
Andrea Chomistek, Family, Career and Community Leaders of
Five Members of FCCLA chapters
Track: Community Programs
Washington Room
EVALUATION OF THE OLWEUS
BULLYING PREVENTION PROGRAM: HOW THE PROGRAM CAN WORK FOR INNER CITY YOUTH
The Olweus Bullying Prevention Program (BPP) is an internationally
recognized program to prevent bullying in schools. In this project, thirteen
inner city schools implemented the BPP through a community partnership. Nine
schools participated over four years. One school participated for two years and
three schools participated for three years. Fidelity of implementation,
bullying incident density (BID), student surveys, and serious incident reports
were used to evaluate the project. Results supported a dose response
relationship where schools with high fidelity to the program showed better
outcomes than schools with low fidelity. Results provide insight into what
works to reduce school violence. Barriers to implementation were high staff
turnover and competing priorities. Facilitators to implementation were strong
administrator and staff support; coordinating school rules and procedures with
bullying prevention; and a socialized recess program. Future efforts should
identify and promote best practices to reduce bullying.
Presenter:
Sally Black,
Track: Program Evaluation/Bullying
Parkview Room
SCHOOL RESOURCE OFFICERS IN CLASSROOMS:
AN APPLICATION OF BEST-PRACTICES IN LAW-RELATED EDUCATION
School resource and community police officers can provide outstanding
learning opportunities for K-12 youth when teachers and officers work together
to plan and implement best-practices in civic and law-related education. In
this session, the presenters will provide a rationale for encouraging teachers
and officers to work together in classroom instruction; provide an overview of
the training available to officers; discuss specific examples of lessons and
classroom activities that promote best practices in civic and law-related
education; and share success stories from the trainings and the field.
Presenters:
Bebs Chorak, Street Law, Inc.,
Shannon Machado, Street Law, Inc.,
Track: General
Federal Room
ESTABLISHING RELATIONSHIPS TO
REDUCE BULLYING AND INCREASE STUDENT ACHIEVEMENT
(This session is continued from 2:00 pm.)
Educators have used the research-based concepts of Process
Communication very effectively to reduce bullying and other student negative
behaviors and to improve the motivation and academic achievement of every
student. Participants will learn the concepts and how to apply them to
establish relationships with all students, thereby enabling them to reach and
teach every student, especially the reluctant learner. Several case studies
will be discussed, including one in the Watts District of Los Angeles, another
in the
Presenters:
Judith Ann Pauley,
Joseph F. Pauley,
Track: Bullying
Council Room
MORE EFFECTIVE AND HUMANE YOUTH
POLICY STARTS BY TREATING YOUTH WITH RESPECT
Adults often perceive teenage behavior as oppositional. In this, they
are right. The question is oppositional to what and why? During this session,
the author will answer the “what” and the “why.” The author will also address
the paradox between the “infantilization” of American youth and the
criminalizing of their behavior through zero tolerance policies.
Presenter:
Rodney Skager, Professor Emeritus, UCLA,
Track: General
Capital Room
CREATING SYNERGY FOR GANG PREVENTION:
TAKING A LOOK AT ANIMAL FIGHTING AND GANGS
(This session is continued from 2:00 pm.)
Animal fighting is one of many gang activities that threaten families
and neighborhoods. Animal fighting, like drugs, gambling, weapons, and other
violent behavior is one manifestation of the same problem – gangs. Until
recently, there have not been systematic and coordinated strategies by law
enforcement bodies and other agencies responsible for gang prevention and
animal fighting reduction. That is changing. Project SAFE, recently launched in
Presenters:
Mary Lou Randour, The Humane Society of the
Tio Hardiman,
Project SAFE,
Steve Jansen,
National District Attorney's Association,
Track: Bullying
Wednesday, October 31, 2007
Foyer Ballroom Lower Level
Registration
Ballroom Lower Level
Continental Breakfast
Ballroom Lower Level
Opening Remarks:
Scott Bernard Peterson, Federal
Program Manager,
Keynote:
Joseph Persichini, Jr., Assistant Director in Charge,
Federal Bureau of Investigations Washington Field Office,
9:30 am – 9:45 am Transitional Break
9:45 am – 10:45 am General Session
Ballroom Lower Level
MENTAL HEALTH AND
SAFE SCHOOLS PANEL: A PREVENTION PERSPECTIVE
A moderated panel of mental health professionals will address the connections between – and the imperatives for – mental health and safe schools. The panelists’ introductory remarks will focus on (1) the meaning of mental health or wellness, (2) the real problems in interfaces between mental health services and school systems, and (3) the strategies and policies that are associated with effective mental health systems in schools with emphases on collaboration, roles, infrastructure, and school climate. After the introductory remarks, the moderator will facilitate an open forum between the audience and the panelists. At the conclusion of the panel, the audience will have a renewed appreciation for the importance of mental health, especially in schools, and an enhanced understanding of establishing mental health supports in schools.
Moderator:
Joseph Spinazzola, Executive
Director, The
Panelists:
Howard S. Adelman, Co-Director, Center for Mental Health in School, UCLA,
Michael Bell, psychiatrist, Milwaukee Health Services, Inc/ICHHC,
Krista Kutash, Professor and Deputy Director, Research and Training Center for Children's Mental Health, Florida Mental Health Institute, University of South Florida, Tampa, FL
Fannie LeFlore, President and Co-founder, LeFlore Communications, LLC,
Linda Taylor, Co-Director, Center for Mental Health in School, UCLA,
Ballroom Lower Level and Mezzanine Level
11:00 am – 12:00 pm Concurrent Sessions I
Ballroom Lower Level
Behavior problems in our classrooms are the major deterrent from learning.
Millions of dollars are spent each year in dealing with discipline referrals.
Many times the students and the adults who work with them are at a loss as to
how to change these situations. Join the presenters to explore Positive Action
Center (PAC), a peer-to-peer mentoring program that incorporates a process that
allows the situations to be examined and behaviors changed to afford both
student success and classroom peace.
Presenters:
Susan Armoni, paxUnited, The National Mediation Center®,
Robert Gonzales, paxUnited, The National Mediation Center®,
Track: Community Programs
Parkview Room
THE IMPACT OF JUVENILE
RECIDIVISM ON THE EDUCATIONAL OUTCOMES OF POOR AND DISENFRANCHISED YOUTH WHO
WERE DRUG-EXPOSED DURING FETAL DEVELOPMENT
The author examines practical aspects and past research on the status
of students who have been incarcerated and have poor academic and behavioral
performance, in addition to fetal exposure to illegal substances. The presenter
will discuss a case study, where there is evidence that supports the theory
that drug exposure during pregnancy could have a major impact on emotional and
cognitive development. The session will describe that a student reported on
numerous occasions that his mother used drugs (crack) while she was carrying
him. As evidenced by his academic performance, the student has repeated at
least two grades in school, which was attributed to poor grades, attendance and
incarceration (twice). The student has a history of suspensions, fighting, gang
involvement, and possession of marijuana on school property. The presenter will
discuss how this student is not motivated for learning, his family support
system is deteriorating, and he lives in substandard public housing.
Presenter:
Shauna D. Parks,
Track: Community Programs
Federal Room
MENTAL HEALTH MATTERS FOR
VIOLENCE PREVENTION: A MULTI-FACETED APPROACH TO RISK FACTORS AND SOLUTIONS
The Mental Health Matters for Violence Prevention project integrates
research and grassroots components drawn from the experiences and knowledge of
diverse individuals and groups. It utilizes approaches and solutions offered by
community activists and community-based organizations, families affected by violence
and professionals involved in helping individuals and families cope and heal.
This collaborative effort allows people in affected communities to take
ownership at different levels, and play a role in producing beneficial outcomes
as a result of their combined expertise and efforts.
Presenters:
Fannie LeFlore, LeFlore Communications,
Michael Bell, Milwaukee Health Services, Inc/ICHHC,
Darlene Luckett, Mother and Community Member, Milwaukee, WI
Track: General
Capital Room
DEVELOPING A SOCIAL NEUROSCIENTIFIC
UNDERSTANDING OF YOUTH BEHAVIORS: BASIC UNDERSTANDING
Although we know that certain factors such as a child’s disadvantaged
background, problems with family and severe physical and psychological trauma
may trigger undesirable behaviors, there is not a consistent pattern of cause
and effect. The new field of social neuroscience provides a blend of social and
biological factors that offer a deeper understanding of root causes versus
symptoms. This session provides a basic educational understanding about five
key brain chemicals and how they work together to define a youth’s
physiological make-up and affect behaviors, moods, and performance issues. Each
brain chemical will be introduced with an explanation of resulting behaviors
when “out of balance.” The impact of diet, exercise, and drugs on brain
chemistry will also be presented. Relevant examples will be presented from
peer-reviewed clinical research.
Presenter:
Elizabeth Koller, Perspectives on Growth and Development, Inc.,
Track: General
12:00 pm – 12:15 pm Transitional Break
12:15 pm – 12:45 pm Closing Ceremonies
Ballroom Lower Level