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OCTEO Fall 2018 Conference
Thursday 1:45 PM Breakout Sessions III

Building a Safe School Climate using Trauma Informed Strategies to Promote Resilient Learners Scioto A
Barb Hansen, Muskingum University
Traci Tuttle, Muskingum University
Rae White, Muskingum University
Mike Masloski, Ridgewood Local School District
Shelly Sowers, Brook Intermediate School
The development of strong school partnerships for enhancement of intentional strategies that help students who have experienced trauma to recover and build resiliency will be shared. Muskingum University together with Ridgewood Local and Rolling Hills Local Schools have explored multiple avenues to increase the awareness of our teacher candidates, practicing teachers and administrators, support staff, custodians and bus drivers. Specific success strategies drawn from research have been implemented in classrooms and the P-16 schools. Together we have hosted community forums to broaden the recognition of ACEs (Adverse Childhood Experiences), recovery and restoration for a more holistic approach. We will share interactively and through photographs, video-clips and testimonials why having including student leadership and choice is an important part of a dynamic learning environment.

Positive Behavioral Interventions & Supports (PBIS) in the Era of HB 318 Olentangy A
Amity Noltemeyer, Miami University
Michael Petrasek, Ohio Department of Education
Emily Jordan, Ohio Department of Education
This session highlights how a Positive Behavioral Interventions and Supports (PBIS) framework can be used to enhance school climate, student behavioral outcomes, and academic success.

A Mutually Beneficial University-district Partnership to Support Development of the Whole Child and a Supportive School Climate Olentangy B
Alicia Crowe, Kent State University
Jennifer Walton-Fisette, Kent State University
Karen Rumley, Kent City Schools
We will discuss a collaboratively developed, mutually beneficial school district-university partnership focused on the development of the whole child and a supportive school climate.

A Triangulated Perspective to Support a Holistic School Climate Ohio A
David Brobeck, Walsh University
Considering a holistic approach to school climate and safety, this highly interactive presentation employs a triangulated view from the perspectives of a 10-year veteran classroom teacher/adjunct, a superintendent of schools/graduate professor, and an ed prep professor.

The Faculty Perspective: Embedding Social-emotional Learning into Teacher Preparation Ohio B
Rochonda Nenonene, University of Dayton
Colleen Gallagher, University of Dayton
Rachel Collopy, University of Dayton
Mary Kay Kelly, University of Dayton
This presentation describes how one teacher preparation program used professional learning communities to foster understanding of and support for social emotional learning in the curriculum.


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