2024 Building the Heart of Successful Schools Conference Program : simplebooklet.com

Welcome to the 2024 Building the Heart of Successful Schools Conference,a day dedicated to learning, connecting, and growing as a community! This conference, including pre-conference sessions, will provide valuable insight into creating safe and emotionally-inclusive school environments, empowering educators, and building relationships. You will leave with practical strategies to address key challenges like anxiety, vaping, and attendance, all aimed at fostering positive, supportive spaces where all students can thrive and succeed.This conference is a chance to inspire and be inspired. In light of theincreasing complexities our schools and students face, the importance of thiswork has never been clearer. That’s why we’re proud to highlight thepartnership between the Student Services, Prevention and Wellness team atthe Wisconsin Department of Public Instruction and the Wisconsin Safe andHealthy Schools (WISH) Center, both of which are committed to advancingcomprehensive school mental health in schools across Wisconsin. Theinitiatives you’ll engage in during this time together reflect this dedicationand will support the vital work you’re doing in your own communities. Iencourage you to take the knowledge, strategies, and connections you gainback with you, and let them inform you of the incredible work you do everyday. I want to share a special thank you to each of you for being a part of thisspecial event. Enjoy this impactful time of growth and connection!Dr. Jill UnderlyWisconsin State Superintendent of Public InstructionW E L C O M E M E S S A G E F R O MS T A T E S U P E R I N T E N D E N TD R . J I L L U N D E R L YDr. Jill UnderlyBHSS 2024 2DR. UNDERLY WILL SHARE WELCOME REMARKSON THURSDAY, DECEMBER 5 AT 9:00AM

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2 0 2 4 B U I L D I N G T H E H E A R T O F S U C C E S S F U L S C H O O L S C O N F E R E N C EPRE-CONFERENCE AGENDAWEDNESDAY, DECEMBER 4, 2024R E G I S T E R F O R I N D I V I D U A L P R E - C O N F E R E N C E S E S S I O N S7:30AM-3:30PMOnsite Registration/Check In OpenSandstone Corridor7:30AM-8:30AMBreakfastSandstone 278:30AM-11:30AMPre-Conference A: Relationships Matter: Every Kid,Everyday, Whatever it TakesSandstone 14568:30AM-11:30AMPre-Conference B:Transforming Schools: TRAIN-WI Grant ProjectSandstone 89311:30AM-12:30PMLunchSandstone 2712:30PM-3:30PMPre-Conference D: Examining Policies and Codesof Conduct to Support ATODAPrevention & InterventionSandstone 145612:30PM-3:30PMPre-Conference E: Learning How to Engage in an Anti-Racist Cycle of InquirySandstone 89312:30PM-3:30PMPre-Conference F: Creating Affirming Classroomsfor Every ChildTundra ABC8:30AM-11:30AMPre-Conference C: The Miseducation of Girls ofColor: Implementing a DistrictWide Girls of Color PilotPartnership Program InitiativeTundra ABC10:00AM-10:15AM | Break - all AM sessions BHSS 202432:00PM-2:15PM | Break - all PM sessions

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2 0 2 4 B U I L D I N G T H E H E A R T O F S U C C E S S F U L S C H O O L S C O N F E R E N C ECONFERENCE AGENDATHURSDAY, DECEMBER 5, 20248:00AMOnsite Registration OpenSandstone Corridor8:00AM-9:00AMBreakfastSandstone Ballroom9:00AMWelcome Remarks | Dr. Jill UnderlySandstone Ballroom9:15AM-10:30AMKeynote: An Emotional, Cultural andRestorative Framework | Dr. Brian DinkinsSandstone Ballroom10:30AMBreak12:00PM-12:45PMLunchSandstone Ballroom10:45AM-12:00PMSectionals - A1A. Preble High School Sources of Strength- Mental Health Fair Event2A. LGBTQ+ Educators’ Affinity space3A. Vaping: Clearing the Haze with Best Practice Solutions4A. Emotionally Inclusive Practices in Education: Fostering Resilience, Belonging, and Restorative Communities5A. The Significance of Peer Education: A Rural PerspectiveTundra DEFTundra ABCWilderness 1 & 4Wilderness 2 & 5Glacier ABCD2:00PMBreak12:45PM-2:00PMSectionals - B1B. Empowering Educators with Tools for Integrating Mental Wellness into Universal Strategies PK-122B. BIPOC Educators’ Affinity Space3B. The Art of Reflection: Caring for Your Compassionate Soul 4B. Equity=Love In Action: Creating Community to Support the Success of ALL Students5B. The Gauntlet: Families in PainTundra DEFTundra ABCWilderness 1 & 4Wilderness 2 & 5Glacier ABCD2:15PM-3:30PMSectionals - C1C. Welcoming Schools Program-Elementary(k-6): Creating Gender Inclusive Schools2C. Activities That Speak Louder Than Words3C. Building a Safety Net: Collaborative Crisis Management and Mental Health Supports in Schools4C. PACT - Promoting Attendance in Children and Teens5C. Strategies & Best Practices for Supporting the Mental Health of Students Experiencing HomelessnessTundra DEFTundra ABCWilderness 1 & 4Wilderness 2 & 5Glacier ABCDS E L E C T S E S S I O N S W I L L B E R E C O R D E D | T H E S E A R E O U T L I N E D I N G R A Y O N T H E A G E N D A A B O V EA C C E S S T O R E C O R D I N G S W I L L B E A V A I L A B L E T O A L L C O N F E R E N C E R E G I S T R A N T S 1 W E E K A F T E R T H E C O N F E R E N C E . BHSS 2024 4

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DR. BRIAN DINKINS | AN EMOTIONAL,CULTURAL AND RESTORATIVEFRAMEWORKBrian Dinkins, Ed.D. Brian Dinkins is CEO of the National Institute for Child Empowerment, an organization that provides parents and students in disenfranchised communities with training, mentoring and advocacy to increase access to college and careers. Raised by a single mother in the inner city of Indianapolis, he didn’t perform well academically in high school. With the support of teachers, coaches and mentors, he earned a B.A. from Purdue, where he played football for the Big Ten Champion Boilermakers. Brian has served as a teacher, coach and principal in urban settings at a traditional public school, two charter schools and at a faith-based school. He is an Responsibility-Centered Discipline (RCD) Certified Master Trainer, an associate professor andDirector of Experiential Program for Preparing School Principals (EPPSP) at Butler University.K E Y N O T EADDITIONAL SESSION WITH DR. BRIAN DINKINS:Emotional intelligence (EQ) is the ability to recognize and understand emotions in oneself and others, andto use this awareness to manage relationships effectively. It allows individuals to communicate moresuccessfully, build stronger connections with colleagues and students, and respond to challenges in a positive, productive way. At work, emotional intelligence can help enhance teamwork and collaboration, improve conflict resolution and sharpen decision-making. By increasing emotional intelligence, educators can create a more enjoyable and satisfying learning environment, leading to greater teacher satisfaction and academic success.Emotionally Inclusive Practices is a framework used to increaseEQ and integrate emotion into every part of the educational experience. Emotions lay the foundation for behavior and impact how we see the world and respond in our everyday interactions. Developing the emotional intelligence of adults and children across our implicit bias, cultural consciousness and understanding of trauma gives us the awareness and skills to create restorative communities that prioritize all relationships.DESCRIPTION:KEYNOTE PRESENTER:THUR, DEC 5 | 9:15AM-10:30AM | SANDSTONE BALLROOMDr. Brian Dinkins will also present a sectional session, Emotionally-Inclusive Practices in Education:Fostering Resilience, Belonging, and Restorative Communities. This session is 10:45am-12:00pm onDecember 5, in room Wilderness 2 & 5.Dr. Brian DinkinsBHSS 2024 6

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RELATIONSHIPS MATTER: EVERY KID,EVERY DAY, WHATEVER IT TAKESAPPLIES TO ALL GRADE LEVELSADVANCED OR IN-DEPTH LEARNINGOBJECTIVES:P R E - C O N F E R E N C E ACultivating Meaningful Connections: The Key to Positive School Culture-- Relationships! In the dynamic world of education,relationships form the bedrock upon which successful learning experiences are built. Whether it's the bond between staff andstudents, peer-to-peer interactions, or students advocating for themselves, the quality of our relationships profoundly impactsacademic achievement, social-emotional well-being, and the overall school culture. In this immersive pre-conference half-daysession, we will embark on an exploration of why relationships matter in education and how we can cultivate stronger and moremeaningful connections to enhance student success and well-being. Through thought-provoking discussions, interactiveactivities, and insightful case studies, participants will gain a deep understanding of the pivotal role relationships play increating a positive and nurturing school environment. We will delve into the intricacies of building trust, fostering opencommunication, and promoting a culture of mutual respect and empathy. Participants will learn strategies for strengtheningstaff-student relationships, fostering a sense of belonging and inclusivity among peers, and empowering students to advocatefor their needs effectively. Moreover, we will explore the significance of promoting positive relationships beyond the classroom,involving families and the broader community in the educational journey. Throughout the session, participants will have theopportunity to share their own experiences, challenges, and best practices, creating a collaborative learning experience thatencourages the exchange of ideas and the development of practical solutions. By the end of this transformative session,attendees will leave equipped with a comprehensive toolkit of strategies and techniques to cultivate meaningful connectionswithin their school communities. They will gain a renewed appreciation for the power of relationships in shaping positive schoolculture and be inspired to implement these learnings to create an environment where every student feels valued, supported,and empowered to thrive. Don't miss this invaluable opportunity to invest in the cornerstone of educational success – therelationships that bind us together and propel us towards excellence.DESCRIPTION:WED, DEC 4 | 8:30AM-11:30AM | SANDSTONE 1456R E G I S T E R F O R I N D I V I D U A L P R E - C O N F E R E N C E S E S S I O N SDr. Rainey L. Briggs is listed as one of the 48 Most Influential Black people in the state of Wisconsin 2021 by Madison 365. Dr. Briggs is a dynamic educator who has served as a cultural liaison, teacher, principal, Director of Elementary Education, and currently serves as the School District Superintendent of Baraboo schools. As an African American boy growing up in poverty, Dr. Briggs quickly learned how to advocate for himself and others and has carried that passion over into his daily work. Dr. Briggs obtained his degree from Edgewood College and wrote a dissertation on the Factors that Promote or Impeded the Success of African American Males in a Predominately White High School. Dr. Briggs strives to bring a voice to marginalized students and families. As a principal, he collaborated with staff and families to bring the motto “Every kid, Every day, Whatever it Takes” at the forefront of their school and a mission to live by daily. Dr. Briggs has worked with many school districts on providing professional development around equity and culturalresponsiveness. He is also an adjunct professor at Edgewood College and Viterbo University. Dr. Briggs is a husband to Julie,an educator herself, and the dad to three teenage daughters. When they are not in a gym or on a field, Dr. Briggs and hisfamily enjoy traveling, spending time outdoors, and barbecuing. PRESENTER:Dr. Rainey BriggsParticipants in this session will:Gain a comprehensive understanding of the pivotal role relationships play in academic achievement, social-emotional well-being, and cultivating a positive school culture.Develop strategies and techniques for building trust, open communication, mutual respect, and empathy in relationshipswithin school communities.Create an action plan for implementing learnings and cultivating meaningful connections that contribute to student successand well-being.BHSS 20247

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TRANSFORMING SCHOOLS: TRAIN-WI GRANT PROJECTTonia Anderson Ruskin, B.S. Psychology, M.S. School Psychology, Ed.S. School Psychology, is the Executive Director ofSpecial Education and Pupil Services at CESA 10. She is a nationally certified school psychologist, certified trauma trainer,as well as a coach, mentor and trainer for educators. With a passion for universal design for learning, she strives to expandaccess and opportunities for all students.Melissa Haas, OTR/L, MSW, LCSW, IMH-E® is a therapist at CESA 10 with over 24 years of experience working with kids,families, and teachers working with children ages birth to 18 in a variety of settings. She embodies the practice of looking atthe interplay of the environment, sensory needs, and psychological experiences of children that may be impacting behavior andhelping caregivers and teachers understand these needs and behaviors. Jodi Hubbard, BSW, M.S. School Counseling, has extensive experience in public service and education, focusing on creatingequitable support systems. With a background in mental health and behavioral practices, she has held roles in social work,school counseling, mental health service coordination, and coaching. She currently serves as a Trauma Project Co-Directorat CESA 10 and a certified trainer for the Neurosequential Model in Education (NME).Tricia Kwick, Co-Director of the TRAIN-WI Trauma Project at CESA 10, has 16 years of experience in special education. AGolden Apple Award recipient and Advanced NME Trainer, she leads efforts to integrate trauma-sensitive practices in schoolsand trains staff in the Neurosequential Model in Education. Her commitment to inclusive learning underscores herbelief in the transformative power of education.Austin Hiess, M.S., CCC-SLP, MSE, is a District Director of Special Education for Loyal School District and MentalHealth Lead for the CESA 10 region. With a background as a Speech-Language Pathologist and Mental Health Coordinator,Austin brings a variety of experience to his current role. He is dedicated to fostering a safe and supportive learningenvironment that prioritizes the well-being of all students. Through a system improvement lens, Austin is passionate aboutimplementing strategies that enhance educational outcomes and promote mental health awareness in schools.Laona School District Staff: Jason Bertrand, Principal, and Taylor Novak, School CounselorOBJECTIVES:Participants in this session will:Be aware of the grant, its history, outcomes, and how to access the NME training and support. Be able to identify and access resources to support their implementation of trauma sensitive practices within individual,classroom, building, and district settings.Walk away with tools/resources they can put into practice upon returning to their work setting.Be aware of the lessons learned and the positive impact NME Implementation has had in different school settings. P R E - C O N F E R E N C E BDr. Bruce Perry's Neurosequential Model© is a developmentally-informed, biologically-respectful approach to caregiving,education and therapeutics. The Neurosequential Model in Education© (NME) brings this neurodevelopmental, trauma-informed and brain-based approach to the educational setting*. Through a Department of Justice grant, CESA 10 has providedaccess to the Neurosequential Network's NME Intro Series, NME Trainer Program and Advanced Trainer Program, andimplementation support to spread trauma-informed care within the world of education. The focus of this session is to showcasetools, practices, and school-based experiences that have been utilized during this grant that are positively impacting schoolstaff, students, and districts through a trauma-sensitive and science-based approach to education." (*Adapted from The Neurosequential Model in Education© An Overview)DESCRIPTION:PRESENTERS:WED, DEC 4 | 8:30AM-11:30AM | SANDSTONE 893R E G I S T E R F O R I N D I V I D U A L P R E - C O N F E R E N C E S E S S I O N SAPPLIES TO ALL GRADE LEVELSBASICS OF THE TOPICBHSS 2024 8

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THE MISEDUCATION OF GIRLS OF COLOR:IMPLEMENTING A DISTRICT WIDE GIRLS OF COLOR PILOT PARTNERSHIPPROGRAM INITIATIVEGlenna Scholle-Malone, MS.Ed currently serves as the Coordinator, Girls of Color for Milwaukee Public Schools(MPS) in the Gender & Identity Inclusion Department. A Milwaukee native, and proud product of MPS, Glenna has beenserving Black and Brown girls in both the Milwaukee and Madison areas for over 15 years. Serving in the areas ofHigher Education, K-12 schools and Community Based Organizations, Glenna’s work has focused on the social-emotional well being, physical health, healing and recovery, and equity for girls and women of color.Lea Hortman, Black Girl Educator, Inspirational Speaker and Women’s Coach, currently serves as the PlanningAssistant, Girls of Color at Milwaukee Public Schools in the Gender and Identity Inclusion Department. As aninspirational leader, Lea has devoted her mission and life’s work to helping black girls and women heal and build theirunique purpose through program facilitation, one on one coaching and mentoring and service. Lea has been doing thiswork for over ten years, with over 100 workshop spaces and over 5000 lives impacted.OBJECTIVES:Participants in this session will: Be more familiar with the disproportionate disciplinary data of girls of color nationally.Gain a deeper understanding of the impact of the adverse childhood experiences on girl of color.Have an increased understanding of the process to implement a data driven, student voice centered, crosscollaborative cohort model initiative to educate, equip, and support school leadership teams to create and developin-school girls of color groups to support the social-emotional, academic and physical well-being and safety of theirgirls of color. Complete this session with a template and step-by-step guide on how to replicate this initiative in their own districtor school.P R E - C O N F E R E N C E CPushed Out. Hypersexualized and Adultified. Disproportionately disciplined. Silenced. Misunderstood. This is too oftenthe experience and narrative of our girls of color in K-12 schools. In this session, participants will have the opportunityto learn how the Gender and Identity Inclusion Department at Milwaukee Public Schools developed and implemented adata driven, student voice centered, cross collaborative cohort model initiative to educate, equip, and support schoolleadership teams to create and develop in-school girls of color groups to support the social emotional, academic andphysical well-being and safety of their girls of color.DESCRIPTION:PRESENTERS:WED, DEC 4 | 8:30AM-11:30AM | TUNDRA ABCR E G I S T E R F O R I N D I V I D U A L P R E - C O N F E R E N C E S E S S I O N SAPPLIES TO ALL GRADE LEVELSBASICS OF THE TOPICBHSS 20249

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EXAMINING POLICIES AND CODES OFCONDUCT TO SUPPORT ATODAPREVENTION & INTERVENTIONAlissa Darin has spent over 20 years serving in the field of education as a teacher, school counselor, and administrator. She holds her National Boards for Professional Teaching in the area of School Counseling and has served on the Board of Directors for the Wisconsin School Counselor Association. Alissa is passionate about building and leading teams that support healthy minds and healthy hearts within schools. She currently serves as a Regional Coordinator for the Wisconsin Safe and Healthy Schools Center focusing on mental health topics, alcohol and other drug prevention programs and school safety.Scott Bakkum is in his 37th year in the field of education. He was a teacher for 10 years before becoming a high school counselor. Scott has worked with local school districts, parent/student outreach organizations, community treatment and prevention providers as well as local law enforcement in Waukesha County to battle drug addiction issues. He retired from the Oconomowoc Area School District last year after spending 24 years in the district serving as a high school counselor and as the AODA coordinator. Scott has also been a member of the State AODA Advisory Council. Scott currently serves the Kettle Moraine School District as their part time Mental Health navigator. OBJECTIVES:Participants in this session will: Understand the purpose and necessary procedures for building an effective ATODA policy that addresses the needs of yourschool district and community while aligning with state statutes. Identify prevention and intervention strategies that can be supported with ATODA policy in accordance with local data. Consider alternatives to exclusionary practices that promote and support interventions for student/families dealing withsubstance use.P R E - C O N F E R E N C E DSchools, families, and communities need to build partnerships to address the ongoing challenges of substance use of alcohol, tobacco and drugs amongst our youth. Central to that partnership is a well-designed AODA policy that provides for student accountability, while providing pathways of support for students and families. In this session, participants will learn how to align student needs and best practices with current ATODA policies that provideupstream prevention and effective interventions. With active learning and application, participants will begin the process ofexamining their data to identify current needs for their student population and will examine how their policies/codes of conductsupport student needs. Participants will be introduced to model language for policies/codes of conduct and a framework forongoing policy evaluation to support student health and wellness.Recommended for 6-12 teams, including Student Services, Administrators, Athletic Directors, School Nurses and teachers.Participants should bring current data of student usage (example YRBS, ODR’s) and knowledge of current policies/practices forATODA code of conduct.DESCRIPTION:PRESENTERS:WED, DEC 4 | 12:30PM-3:30PM | SANDSTONE 1456R E G I S T E R F O R I N D I V I D U A L P R E - C O N F E R E N C E S E S S I O N SAPPLIES TO MIDDLE SCHOOL & HIGH SCHOOLADVANCED / IN-DEPTH LEARNINGAlissa DarinScott BakkumBHSS 2024 10

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LEARNING HOW TO ENGAGE IN ANANTI-RACIST CYCLE OF INQUIRYSandra Taylor-Marshall is the Professional Learning Manager in the office of Professional Learning and Community Education (PLACE) in UW-Madison’s School of Education. She earned her Master's Degree inEducation from Concordia University Wisconsin and has been an educator for 20 years, serving as a middle and elementary school teacher, aninterventionist, and a PK-5 Literacy Coordinator. Sandra joined UW-Madison 7 years ago, designing and facilitating professional learningopportunities for educators worldwide, including the Coalition for Leading Anti-Racist Schools. She is passionate about instructional coaching and theways it can be personalized to meet the needs of educators and leaders at alllevels.OBJECTIVES:Participants in this session will: Learn about the Coalition for Leading Anti-Racist Schools and the anti-racist cycle of inquiry and action.Workshop a problem of practice specific to race through the anti-racist cycle of inquiry.Consider ways to apply the anti-racist cycle of inquiry and action to a problem of practice specific to race in yourprofessional context.P R E - C O N F E R E N C E EThe Coalition for Leading Anti-Racist Schools (the Coalition) utilizes the anti-racist cycle of inquiry and action,developed by Sandra Taylor-Marshall and Dr. Anjalé Welton, to build and develop members’ capacity as leaders of anti-racist change in their own spheres of influence. During this interactive session, participants will learn more about the Coalition and the inner workings of the anti-racistcycle of inquiry and action. Session attendees will then engage with the four phases of the inquiry cycle as they discuss and workshop real worldproblems of practice specific to race, including ones from their own professional contexts.DESCRIPTION:PRESENTER:WED, DEC 4 | 12:30PM-3:30PM | SANDSTONE 893R E G I S T E R F O R I N D I V I D U A L P R E - C O N F E R E N C E S E S S I O N SAPPLIES TO ALL GRADE LEVELSADVANCED / IN-DEPTH LEARNINGSandra Taylor-MarshallBHSS 202411

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CREATING AFFIRMING CLASSROOMSFOR EVERY CHILDDr. Abra Vigna is a private consultant with Inner Counseling and Consulting, LLC, an Action Researcher and Evaluator with the UW-Madison Population Health Institute, a member of the queer community, and a parent to a gender-expansive 10-year-old. Dr Vigna has 15 years of experience working to advance health equity via direct service, coalition building, and community-engaged action research. After a decade providing crisis counseling and support for LGBTQ and runaway and homeless youth, Dr. Vigna was trained in Human Development and Family Studies, receiving her Ph.D. from the UW-Madison School of Human Ecology and has expertise in adolescent health, gender and sexuality, health equity, contemplative science, and child development. She was voted Educator of the Year by GSAFE in 2011 for her work with LGBTQ youth in after-school programming. She has continued to publish and consult with school districts and organizations working to support gender-expansive and LGBTQIA youth.OBJECTIVES:Participants in this session will: Feel increasingly comfortable finding teachable moments outside of the curriculum to normalize all the diverse wayspeople understand their gender and sexuality. Leave with tools for transforming their classrooms and school climates into affirming environments for all youth.Have increased comfort in directly addressing harassing or close-minded statements. P R E - C O N F E R E N C E FIn this session, we will explore evidence-based strategies for creating classrooms and climates that welcome all theways in which youth grow. Language choices, classroom materials selected, and teaching strategies are powerfulopportunities to communicate understanding and appreciation of the diverse ways we come to understand and expressour gender and sexuality. Come ready to be challenged and to grow. Participants can expect opportunities to practicesetting new norms, getting curious about the resistance, and receiving compassion for how hard it is to support youngpeople and their adults in a climate hostile to difference and deviation from tradition. DESCRIPTION:PRESENTER:WED, DEC 4 | 12:30PM-3:30PM | TUNDRA ABCR E G I S T E R F O R I N D I V I D U A L P R E - C O N F E R E N C E S E S S I O N SAPPLIES TO ALL GRADE LEVELSADVANCED / IN-DEPTH LEARNINGDr. Abra VignaBHSS 2024 12

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PREBLE HIGH SCHOOL SOURCES OFSTRENGTH - MENTAL HEALTH FAIR EVENTKelly Rowe, MSSW is a school social worker at Preble High School in Green Bay, Wisconsin. Kelly graduated in2004 with a master’s degree in Social Work from the University of Wisconsin-Madison. She has been working as aschool social worker in the Green Bay Area Public School District at Preble High for 17 years. Prior to coming to GreenBay, she was a social worker at the Shawano Community High School. Kelly currently serves as the Preble studentservices department chair and is the co-advisor for Preble’s Sources of Strength club. Preble is in it's 4th year ofSources of Strength.Brittany Bartel, MSW is a school social worker at Preble High School in Green Bay, Wisconsin. Brittany graduatedin 2014 with a master’s degree in Social Work from the University of Wisconsin-Madison. She has been working as aschool social worker in the Green Bay Area Public School District for 10 years, 9 of which have been at Preble HighSchool. Brittany currently serves as the high school social work department chair for the district and is the co-advisorfor Preble’s Sources of Strength club. Preble is in it's 4th year of Sources of Strength. S E C T I O N A L S E S S I O N 1 AThis presentation will provide a structure for both facilitating a student-led mental health awareness club and planningand implementing a school-wide Mental Health Fair. In this presentation, we will explore strategies for engagingstudents, faculty, and community partners, as well as selecting and organizing relevant resources and activities.Participants will leave equipped with strategies to promote mental health awareness throughout their school communityvia a student-led club. Participants will also be prepared to plan and facilitate a school-wide mental health fair.DESCRIPTION:PRESENTERS:THUR, DEC 5 | 10:45AM-12:00PM | TUNDRA DEFParticipants in this session will:Understand the importance of promoting mental health awareness and destigmatizing mental illness within a school community. Explore methods for engaging students, faculty, and community partners in school-wide mental health initiatives. Identify key stakeholders and supports necessary for planning, funding, and executing a school-wide Mental Health Fair. Develop a timeline and action plan for organizing and coordinating various aspects of the Mental Health Fair. Gain insights into selecting relevant mental health resources, activities, and community agencies to feature at the fair. Discuss strategies for sustainability and ongoing support for mental health initiatives beyond the fair. Explore potential challenges and considerations in planning and implementing a school-wide Mental Health Fair andstrategies for overcoming them. OBJECTIVES:APPLIES TO GRADE LEVELS 9-12ADVANCED / IN-DEPTH LEARNINGBHSS 202413

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LGBTQ+ EDUCATORS’ AFFINITY SPACES E C T I O N A L S E S S I O N 2 A If you identify as an LGBTQ+ educator *YOU BELONG* in this welcoming space. Connect with colleagues and share your experiences, insights and strategies for thriving in the education field and to continue to support safe and healthy schools. The Building the Heart of Successful Schools (BHSS) Conference connects and inspires Wisconsin educators in order to serve every student. With this affinity space, we welcome participation and voice from Wisconsin educators who identify as Lesbian, Gay, Bisexual, Transgender, Queer, Two-Spirit and other related identities. DESCRIPTION:THUR, DEC 5 | 10:45AM-12:00PM | TUNDRA ABCParticipants in this session will: Experience and contribute to a community where your identities are affirmed, nurtured and celebrated.Explore aspects of your experience as educators alongside your lived experiences.Provide a welcoming space for LGBTQ+ educators to share their voice and experience connection.Definition of Affinity Group, from greatschoolspartnership.org: a form of professional learning where a group of peoplesharing common identities gather with the intention of finding connection, support, and inspiration.The BHSS Conference plans to continue to engage educators and grow the offerings for affinity spaces at futureconferences for groups to connect and share. The conference planning committee will partner with educators to leadengagement in these spaces. Participants are encouraged to connect with their peers and find ways to stay engagedthroughout the year - there will not be additional formal affinity group meetings outside of the conference. This session is designed as a space for LGBTQ+ educators to connect, share experiences, and build community.Scheduled intentionally during sectional time, this space highlights the importance of centering and supporting diversevoices within our collective work. OBJECTIVES:BHSS 2024 14Molly Herrmann (she/her) is an Education Consultant at the Wisconsin Department of Public Instruction. She has over 24 years of experience in public health and education working with LGBTQ+ populations in Wisconsin. In her role at DPI, Molly supports educators in creating inclusive spaces for LGBTQ+ students in schools. She also analyzes and shares Youth Risk Behavior Survey data and pairs it with best practices to address challenges faced by LGBTQ+ youth.Brian Juchems (he/him) is the Senior Director of Education and Policy for GSAFE. He has worked to create safe and affirming schools for Wisconsin LGBTQ+ youth since 1998, with a focus on directly collaborating with local and statewide partners to build district-level protections and support for transgender and nonbinary students. Each year Brian J. provides professional development for thousands of educators across Wisconsin. Under his shared leadership of GSAFE has been recognized by state and national education leaders as a vital advocate for social justice for queer and transgender youth in Wisconsin schools.FACILITATORS:Molly HerrmannBrian JuchemsAPPLIES TO ALL GRADE LEVELSBASICS OF THE TOPIC

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VAPING: CLEARING THE HAZE WITHBEST PRACTICE SOLUTIONSAlysha Basel is a Health Educator at the Juneau County Health Department serving as the Coalition Coordinator for the South Central Alliance for Tobacco Prevention. She earned her bachelors in Biology with a minor in Psychology from Eureka College and her Masters in Public Health from Indiana Wesleyan. Alysha brings more than 3 years of experience in implementing evidence-based tobacco prevention and cessation strategies at the local level in Wisconsin. Michelle Mercure, CHES, CTTS, is the Director, Nationwide Tobacco Programs for the American Lung Association. Mercure holds a Bachelor of Science degree in Health Education and is a Certified Health Education Specialist and Mayo Clinic-trained Certified Tobacco Treatment Specialist. She joined the American Lung Association in 2000. She brings 25 years of experience in managing, developing, and implementing programs, including tobacco prevention and cessation outreach, youth empowerment programs, and lung disease education and prevention projects. She has over three decades of experience in health care, school and community health education, non-profit management and health-related sales and marketing.Currently in her role, she provides subject matter expertise and guidance to staff throughout the country on youth empowerment coalition work, manages the American Lung Association’s Not on Tobacco (NOT)® youth cessation programming, INDEPTH®, alternative to suspension and leads the creation of online training and web-based programming to support youth initiatives.S E C T I O N A L S E S S I O N 3 AVaping poses a significant challenge in schools, with new products evading old regulations, leading to a surge inaddicted youth and districts feeling overwhelmed. By uniting tobacco prevention experts, we clear the haze to combatthe vaping epidemic. Prioritizing treatment and prevention, we showcase practical examples for schools to revisevaping policies and procedures. Addressing common questions, connecting schools to resources, and working withattendees to leave with action items we aim to put an end to vaping. DESCRIPTION:PRESENTERS:THUR, DEC 5 | 10:45AM-12:00PM | WILDERNESS 1 & 4Participants in this session will: Learn about resources and strategies, including best-practice policies and evidence-based programs, and thenetwork of statewide and local experts available to help to support schools, students, and staff within the vapingepidemic. Learn about alternatives to suspension strategies and the evidence supporting them. Local communities that haveused these strategies in their schools will share about implementation and lessons learned. Leave with action steps to spark the conversation in their own district. OBJECTIVES:THIS SESSION WILL BE RECORDED. ACCESS TO THE RECORDING WILL BE AVAILABLE TO ALLCONFERENCE REGISTRANTS 1 WEEK AFTER THE CONFERENCE. APPLIES TO MIDDLE (6-8) AND HIGH SCHOOL (9-12)ADVANCED OR IN-DEPTH LEARNINGAlysha BaselMichelle MercureBHSS 202415

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EMOTIONALLY-INCLUSIVE PRACTICES INEDUCATION: FOSTERING RESILIENCE,BELONGING, AND RESTORATIVECOMMUNITIESS E C T I O N A L S E S S I O N 4 AIn this session we will explore Emotionally-Inclusive Practices, a framework used to integrate emotion into every part ofthe educational experience. Emotions lay the foundation for behavior and ground us in how we see the world andrespond in our everyday interactions. Developing the emotional intelligence of adults and children across our cultureconsciousness, and understanding student and our own trauma give us the awareness and skills to create restorativecommunities that prioritize all relationships.DESCRIPTION:PRESENTER & KEYNOTE SPEAKER:THUR, DEC 5 | 10:45AM-12:00PM | WILDERNESS 2 & 5Participants in this session will:Learn 16 emotional intelligence strategies that can be practiced personally and model for youth.Gain the knowledge and strategies on how to build belonging and shared commitments in our schools. Develop strategies that build resilient responses to challenges, stress, pressure, and demanding expectations inschools and youthwork. Learn restorative community strategies that support the positive and proactive behavior of students.OBJECTIVES:THIS SESSION WILL BE RECORDED. ACCESS TO THE RECORDING WILL BE AVAILABLE TO ALLCONFERENCE REGISTRANTS 1 WEEK AFTER THE CONFERENCE. Brian Dinkins, Ed.D. Brian Dinkins is CEO of the National Institute for Child Empowerment, an organization that provides parents and students in disenfranchised communities with training, mentoring and advocacy to increase access to college and careers. Raised by a single mother in the inner city of Indianapolis, he didn’t perform well academically in high school. With the support of teachers, coaches and mentors, he earned a B.A. from Purdue, where he played footballfor the Big Ten Champion Boilermakers. Brian has served as a teacher, coach and principal in urban settings at a traditional public school, twocharter schools and at a faith-based school. He is an RCD Certified Master Trainer, an associate professor and Director of Experiential Program for Preparing School Principals (EPPSP) at Butler University.Dr. Brian DinkinsAPPLIES TO ALL GRADE LEVELSBASICS OF THE TOPICADDITIONAL SESSION WITH DR. BRIAN DINKINS:Dr. Brian Dinkins will also present the keynote session An Emotional, Cultural and Restorative Frameworkon December 5, 2024 at 9:15am.BHSS 2024 16

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THE SIGNIFICANCE OF PEEREDUCATION: A RURAL PERSPECTIVEJason Bertrand started his work in education at the university level, moved to northern Wisconsin to work for the Forest County Potawatomi Tribe, and transitioned to the K-12 world. Jason served as the K-12 School Counselor for the Laona School District before taking over as the Middle/High School Principal three years ago. Jason holds lifetime licenses as a school counselor, principal, and superintendent. Jason developed the Peer Health Education program at the University of Wisconsin-La Crosse nearly 15 years ago. He used that experience to bring the same model to the Laona School District. Jason is proud to lead the Community Coalition of Forest County, a non-profit with a mission to connect community resources to identify and address community problems and goals.Taylor Novak serves as the Middle/High School Counselor for Laona School District and prides herself on creating a supportive, inclusive, and fulfilling experience for each and every student. Prior to this position, Taylor worked several years for her local Department of Social Services and developed a passion for mitigating the effects of trauma on youth. Through the peer education model, she has witnessed how impactful peer programming can be on the overall wellbeing of the student body. Taylor advises multiple student groups including the Peer Health Educators, Middle School Leadership, and Sources of Strength. Through these programs, she hopes to empower students, raise awareness, reduce stigma, and encourage a culture of positivity.S E C T I O N A L S E S S I O N 5 A Provide insight on how to empower students and help them recognize the impact of their voice.The Laona School District has had a group of high school Peer Health Educators for the past five years. These students are empowered to co-teach social-emotional learning (SEL) lessons with the school counselor, write and apply for grants, analyze and present Youth Risk Behavior Survey(YRBS) data, create district-wide programs, and so much more. DESCRIPTION:PRESENTERS:THUR, DEC 5 | 10:45AM-12:00PM | GLACIER ABCDParticipants in this session will:Participate in promoting student-driven learning by fostering a deeper understanding of student voice,ensuring representation, and empowering students to actively contribute to decision-making processeswithin the learning environment.Explore how to empower students by engaging them in community organizations, utilizing initiatives likedata digs, publications, grant writing, and charitable activities.Understand how to implement a peer education framework within the school setting.OBJECTIVES:APPLIES TO ALL GRADE LEVELSBASICS OF THE TOPICJason BertrandBHSS 202417Taylor Novak

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EMPOWERING EDUCATORS WITH TOOLSFOR INTEGRATING MENTAL WELLNESSINTO UNIVERSAL STRATEGIES PK-12Erin Jacobson serves as the district-wide Mental Health Navigator at D.C. Everest Area School District. With over a decade ofexperience in education, Erin's background as a School Social Worker fuels her commitment to building genuine connections withstudents, families, and staff. Her primary focus is ensuring individuals have access to the necessary support and resources forsuccess. Passionate about mental health and wellness education, Erin plays a crucial role in integrating these principles into allaspects of our school system, making her a vital leader in our community. Erin is excited to share with you how to implement wellnessprogramming in a district pre-K to grade 12. Sara Welsh is a School Social Worker dedicated to nurturing the social-emotional development of our youngest learners in Pre-K andKindergarten at D.C. Everest. Sara has a deep commitment to creating a caring and inclusive environment, working collaborativelywith families, teachers, and administrators to provide comprehensive support tailored to the unique needs of early learners. Throughindividual and group interventions, Sara focuses on fostering social skills, emotional resilience, and positive relationships, ensuringthat each child feels safe, valued, and ready to learn. Sara is passionate about building strong foundations for lifelong success and ishonored to serve our vibrant early childhood community. Sara has been essential at bringing mental wellness programming to ouryoungest learners. Erin Lauersdorf is a dedicated school counselor who is passionate about supporting the holistic development and well-being of everystudent. Erin currently serves as the 8th grade School Counselor at the D.C. Everest Junior High. She has a wealth of experienceand strives to create a safe and nurturing environment where students feel heard, understood, and empowered to thrive. Erin is theadvisor of many student groups, including our Raise Your Voice student lead mental health awareness group. Erin is passionate aboutprevention and advocacy, striving to promote mental health awareness, positive coping skills, and social-emotional learning initiativesthroughout the school. Erin has been instrumental at implementing programming at the DC Everest Junior High. S E C T I O N A L S E S S I O N 1 BThis session provides a comprehensive overview of strategies for integrating mental wellness initiatives into universal practices forstudents from pre-K to grade 12. Participants will engage in practical approaches for infusing mental health promotion into existingeducational frameworks, ensuring that all students have access to the support they need to thrive academically, socially, andemotionally. From classroom-based interventions to school-wide initiatives, attendees will gain insights into fostering a culture of well-being that permeates every aspect of the educational experience. Participants will leave empowered with practical tools and actionablestrategies to enhance mental wellness across all grade levels, ultimately promoting student success and resilience throughout theireducational journey.DESCRIPTION:PRESENTERS:THUR, DEC 5 | 12:45PM-2:00PM | TUNDRA DEFOBJECTIVES:APPLIES TO ALL GRADE LEVELSADVANCED OR IN-DEPTH LEARNINGParticipants in this session will:Gain the ability to identify the fundamental components of mental wellness programming and understand their importance withinuniversal educational practices for students spanning pre-k through grade 12.Be able to evaluate practical methods for seamlessly incorporating mental health promotion into established educational structures,encompassing interventions at the classroom level and broader initiatives across the entire school community. Be able to implement actionable strategies and utilize provided tools to enhance mental wellness across various grade levels,equipping educators to foster student success and resilience throughout their academic path. BHSS 2024 18

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BIPOC EDUCATORS’ AFFINITY SPACES E C T I O N A L S E S S I O N 2 B THUR, DEC 5 | 12:45PM-2:00PM | TUNDRA ABCF O R M O R E I N F O O N A F F I N I T Y S P A C E S A N D T O S H A R E F E E D B A C K O NF U T U R E S E S S I O N S S E E T H E C O N F E R E N C E E V A L P A G EThe BHSS Conference Committee welcomes back these facilitators:Brittney Fair works at Rogers Behavioral Health as a training specialist. In this role, she facilitates trainings for leaders in the non-profit, education andhealthcare sectors across the country. Brittney also facilitates programming forstaff at Rogers Behavioral Health and with parents in the community. Brittney isthe newest member to the Community Learning and Engagement Team at Rogers.Prior to joining the team, Brittney worked for Meta House as a Senior ResidentialSupport Specialist and a Lead Care Coordinator for Wisconsin CommunityServices with the Mental Health and AODA population. Brittney earned herBachelor of Science in Psychology and Bachelor of Arts in Sociology from theUniversity of Wisconsin-Parkside. Brittney received her Master of Social Workfrom Concordia University-Wisconsin and is an Advanced Practicing SocialWorker, working towards becoming a Licensed Social Worker in Wisconsin.NaQuisha Mann currently serves as the Family & Student Engagement Coachwith the Fond du Lac School District. Learn more about NaQuisha’s dedicationto education and excitement for the connections schools can build in this DPI-ConnectEd article. If you identify as a BIPOC educator *YOU BELONG* in this welcoming space. Connect with colleagues and share your experiences, insights and strategies for thriving in the education field and to continue to support safe and healthy schools. The Building the Heart of Successful Schools (BHSS) Conference connects and inspires Wisconsin educators in order to serve every student. Wisconsin BIPOC (Black, Indigenous, and People of Color) educator voice and participation is essential to fulfill this purpose. Definition of Affinity Group, from greatschoolspartnership.org: a form of professional learning where a group of peoplesharing common identities gather with the intention of finding connection, support, and inspiration. The BHSS Conference plans to continue to engage educators and grow the offerings for affinity spaces at futureconferences for groups to connect and share. The conference planning committee will partner with educators to leadengagement in these spaces. Participants are encouraged to connect with their peers and find ways to stay engagedthroughout the year - there will not be additional formal affinity group meetings outside of the conference. This session is designed as an intentional space for BIPOC educators to connect, share experiences, and buildcommunity. Scheduled intentionally during sectional time, this space highlights the importance of centering andsupporting diverse voices within our collective work. DESCRIPTION:FACILITATORS:Participants in this session will:Experience and contribute to a community where racial, ethnic, cultural or other identities are affirmed,nurtured and celebrated.Explore aspects of your experience as a BIPOC educator alongside your lived experiences.Provide a welcoming space for BIPOC educators to share their voice and experience connection.OBJECTIVES:NaQuisha Mann& Gov. EversBrittney FairAPPLIES TO ALL GRADE LEVELSBASICS OF THE TOPICBHSS 202419

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THE ART OF REFLECTION: CARING FOR YOURCOMPASSIONATE SOUL Jen Kronenberg is a Licensed Clinical Social Worker, Licensed School Social Worker and Licensed Administrator forSpecial Education and Pupil Services. Jen has a Master’s degree in School Social Work from the University ofWisconsin-Madison, a Master's in Clinical Social Work from the University of St. Thomas in St. Paul, MN and holds aCertificate in Special Education and Pupil Services Administration from the University of Wisconsin-Eau Claire. Jenpresently works as a Director of Special Education and Pupil Services for Osseo-Fairchild, a rural school district innorthwestern Wisconsin. Jen has worked in education for seven years. Prior to this, she worked in multiple otherpractice settings including county leadership, non-profits, in-home, college counseling, inpatient hospital and clinicsettings. Jen loves working with young people and adults, alike. She takes a person-centered and strengths basedapproach to all that she works with and enjoys helping people grow and feel supported throughout their journey. Stephanie Rohe is a Licensed Clinical Social Worker and a Licensed School Social Worker. Stephanie has a Master’sdegree in School Social Work from the University of Wisconsin-Madison and a Masters in Clinical Social Work from UW-Milwaukee. Stephanie presently works as a School Social Worker in an elementary building for the Eau Claire AreaSchool District. This is her fifth year in education. She has also worked in other practice settings including countyleadership, non-profits, in-home, inpatient hospital and clinic settings. Stephanie enjoys connecting with children andtheir families. She is passionate about providing comprehensive services that support the whole child.S E C T I O N A L S E S S I O N 3 B School professionals are compassionate, caring people who spend countless hours supporting trauma, vulnerabilitiesand a wide variety of presentations that can be mentally and emotionally taxing. To maintain ourselves bothprofessionally and personally, we must understand how to care for ourselves in a multi-dimensional way. This sessionwill be two-parts. Part I will focus on education and understanding self-care. This session will introduce the sevendimensions of wellness. Participants will complete a self-care assessment to understand where they presently are intheir process. Part II will be an immersion experience in 2 specific self-care strategies: guided imagery and social-emotional group processing. DESCRIPTION:PRESENTER:THUR, DEC 5 | 12:45PM-2:00PM | WILDERNESS 1 & 4THIS SESSION WILL BE RECORDED. ACCESS TO THE RECORDING WILL BE AVAILABLE TO ALLCONFERENCE REGISTRANTS 1 WEEK AFTER THE CONFERENCE. APPLIES TO ALL GRADE LEVELSADVANCED OR IN-DEPTH LEARNINGOBJECTIVES:Participants in this session will:Understand the seven dimensions of wellness and the impact they have on their overall functioning. Learn at least two new interventions to help themselves and their students with self-care.Participate in a deep reflecting practice to best understand future directions.BHSS 2024 20

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Mia Tatum-Crider is a Professional School Counselor and a district Secondary Mental Health Specialist for Wauwatosa School District that is passionate about providing all students and families with services and programs to support and enhance their academic, social, emotional, mental health, and wellness. She has previously taught physical education and health education for five years, this school year will be her thirteenth year as a School Counselor. As educational inequities are not inevitable she utilizes her voice to; advocate for all students and families and lead others within education towards meaningful and impactful work towards creating educational and systemic changes that truly support the success of ALL students. Mia desires to complete her doctoral work to become a professor of School Counselors to positively impact the growth and development of the profession in the state of Wisconsin. We must acknowledge our role in creating a school community that is inclusive to engage and support ALL students tosucceed. Culturally responsive practices are aligned with actions that allow students of color to feel valued, respectedand proud of their identity is vital to their success. Actions must include educator reflection, self-awareness,comprehension of bias and how systems, practices and policies may impede success. Lean in, listen and learn fromlived experiences and create a beloved community! Educators can be empowered with knowledge to build new skills tosupport students of color. Small steps can have a BIG impact on student success! The journey begins with one step!DESCRIPTION:PRESENTER:Participants in this session will:Identify and reflect upon current culturally responsive practices in their school community that value and supportidentity development and learn new practices. Identify key components necessary to assist in the creation of equitable systems to support students of color andtheir success such as continuous reflection and embracing opportunities to champion justice and equity. Develop a professional growth plan to support implementation of actionable steps to ensure culturally responsivepractices and continual growth and learning in your school community. OBJECTIVES:EQUITY=LOVE IN ACTION: CREATINGCOMMUNITY TO SUPPORT THESUCCESS OF ALL STUDENTSS E C T I O N A L S E S S I O N 4 B THUR, DEC 5 | 12:45PM-2:00PM | WILDERNESS 2 & 5THIS SESSION WILL BE RECORDED. ACCESS TO THE RECORDING WILL BE AVAILABLE TO ALLCONFERENCE REGISTRANTS 1 WEEK AFTER THE CONFERENCE. APPLIES TO ALL GRADE LEVELSBASICS OF THE TOPICMia Tatum-CriderBHSS 202421

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Stacey Oliphant Deal is a school social worker currently working for the La Crosse School District. She holds a Masters Degree in Social Work and an advanced practice license in social work in the state of Wisconsin. Stacey has worked in urban, suburban, and rural communities with diverse populations. She is a recipient of the Kohl Fellowship award for excellence and leadership in education and community. As a past board member of the Wisconsin SchoolSocial Workers Association she focused on professional development and legislative advocacy. In addition to her professional experience, her personal understanding of parenting, loss and trauma adds notable depth of compassionto her practice. Her work and advocacy places a strong emphasis on relationship-building and family strengths. This workshop shares the unique perspective of a mother and professional raising a child with trauma and mentalhealth diagnoses. She will discuss the challenges encountered while navigating the complex systems of behavioralhealth, education, and juvenile justice systems. In addition to her powerful personal experience, Stacey will also shareinsight from students and other parents who have faced similar challenges. The speaker will address critical topicssuch family dynamics and history as well as best practices for families in crisis including: strengths-based practice andeffective engagement strategies. DESCRIPTION:Participants in this session will:Increase their understanding of the potential complexity of family dynamics and challenges and underscorestrengths-based practice as a cornerstone of family engagement and student success. Renew their belief that as a professional every educator has the capacity to effect profoundly positive change in thelives of our students.OBJECTIVES:Stacey Oliphant DealPRESENTER:THE GAUNTLET: FAMILIES IN PAINS E C T I O N A L S E S S I O N 5 B THUR, DEC 5 | 12:45PM-2:00PM | GLACIER ABCDAPPLIES TO MIDDLE (6-8) AND HIGH SCHOOL (9-12)BASICS OF THE TOPICBHSS 2024 22

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WELCOMING SCHOOLS PROGRAM-ELEMENTARY(K-6): CREATING GENDERINCLUSIVE SCHOOLSRonnie Rivera (any/all) was born in Chicago and was raised in the city as well as the suburb of Elk Grove Village.Ronnie moved to Wisconsin, where he received his bachelor’s degree and master’s degree in social work with a minorin LGBTQ+ studies from the University of Wisconsin–Madison. After graduating, Ronnie moved to Milwaukee, where hecontinued his career as a social worker. Over the next seven years, Ronnie worked in the social work realm providingservices that are culturally sustaining, equity focused, and trauma informed to people who have historically beenexcluded and forgotten. Ronnie worked as a school social worker for more than five years before entering his currentrole as coordinator for the Milwaukee Public Schools (MPS) Department of Gender & Identity Inclusion. Outsideof MPS, Ronnie also works at Courage House MKE, the first and only group home in the state of Wisconsin thatspecifically houses LGBTQ+ residents in the system. Ronnie also volunteers as an HIV counselor for Brady East STDClinic on Milwaukee’s east side. Ronnie brings a vast array of LGBTQ+ expertise and draws on professional andpersonal experiences as someone who identifies as queer, Taíno, and Puerto Rican. Outside of work, Ronnie is a proudhusband, son, and older sibling. He enjoys listening to Bad Bunny’s newest song or reading the latest novels.Ebony Lewis’ mission in life is to inspire youth and youth advocates so they can aspire to achieve their dreams with passion, mental wellness, and love. She has always had a heart to serve others and has dedicated the last 15 years of her life to doing just that.After graduating from Columbia College in Chicago and working many years in marketing and public relations, Ebony sought a career where she could make a difference every single day tapping into her passion for young people. She is director of the Department of Gender & Identity Inclusion at Milwaukee Public Schools, which focuses on providing support, access, and opportunities for girls of color and LGBTQ+ youth.A proud alumna of MPS Rufus King International Baccalaureate High School, Ebony is excited to work in the district in a capacity that allows her to enhance the overall experiences of students, staff, and families.Ebony is a proud wife and the mother of two boys. She is a graduate of Cardinal Stritch University’s African American Leadership Program, a member of TEMPO Milwaukee’s Emerging Women Leaders group, and was named one of Milwaukee’s 40 Under 40 by the Milwaukee Business Journal in 2019. She is the author of Dear Black Boy: It’s OK to Cry, a book about mental wellness in black and brown boys, a topic she is extremely passionate about.S E C T I O N A L S E S S I O N 1 C Human Rights Campaign (HRC) Foundation’s Welcoming Schools is the most comprehensive, bias-based bullyingprevention program in the nation to provide LGBTQ and gender inclusive professional development training, lessonplans, booklists and resources specifically designed for Pre K - 12 educators and youth-serving professionals. Ourprogram uses an intersectional, anti-racist lens dedicated to actionable policies and practices. We uplift schoolcommunities with critical tools to embrace family diversity, create LGBTQ+ and gender inclusive schools, prevent bias-based bullying, and support transgender and non-binary students.DESCRIPTION:PRESENTERS:THUR, DEC 5 | 2:15PM-3:30PM | TUNDRA DEFParticipants in this session will:Develop a framework for creating a gender inclusive school. Be able to respond to challenging questions related to gender.OBJECTIVES:APPLIES TO ELEMENTARY (PREK-5) AND MIDDLE SCHOOL (6-8)BASICS OF THE TOPICBHSS 202423Ebony Lewis

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My name is Shawn Becker and I have been a School Counselor with the West Bend School District since 2005. Iam currently the Mental Health Navigator for our district with a focus on increasing mental health awareness andaccess to support services for our students, families, staff, and community. I was introduced to the concept ofAdventure/Experiential Therapy back in 1995. Personally and professionally, that was a game changer for me. Inworking with students, I have been able to see how experiential activities can foster relationships, connections, andskills much better than talk therapy. I have been able to present several times at the Wisconsin School CounselorAssociation Conference and I am looking forward to sharing some engaging activities with you today. We all know that relationships and positive connections are the number one thing that can make a difference in aperson’s life. Building relationships with students is more important than ever before. This interactive session willintroduce you to a wide variety of activities that you can use to create environments where every student feels a senseof safety, connection, belonging, and value. You will directly experience each of the activities so that you will be able touse them immediately. Please join us, if you are looking for a creative and fun way to connect with your students.DESCRIPTION:ACTIVITIES THAT SPEAK LOUDER THAN WORDSS E C T I O N A L S E S S I O N 2 C THUR, DEC 5 | 2:15PM-3:30PM | TUNDRA ABC PRESENTER:Participants in this session will:Understand how activities can be used to foster relationships, connection, a sense of belonging, and life skills. Identify five or more experiential activities they can use to make all of their students feel welcomed, safe,connected, and valued.OBJECTIVES:APPLIES TO ALL GRADE LEVELSBASICS OF THE TOPICBHSS 2024 24

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BUILDING A SAFETY NET: COLLABORATIVECRISIS MANAGEMENT AND MENTALHEALTH SUPPORTS IN SCHOOLSTravis Hilliard is the Cross Agency School Mental Health Coordinator and the Safety Coordinator for the SaukPrairie School District. Travis served as a Wisconsin Deputy Conservation Warden for the Department of NaturalResources Bureau of Law Enforcement for 24 years and retired from the Sauk Prairie Police Department as anAdministrative Lieutenant. Travis spent 10 years on the Sauk County Emergency Response Team (SWAT). Travis is theowner of Sandhill Safety and Security Consultants specializing in school safety. Travis is part time faculty with MadisonCollege as an instructor in the Law Enforcement Academy and active in Law Enforcement with the Spring Green-PlainPolice Departments along with the Cornell Police Department. Kristin Hinze is a seasoned School Counselor since 2009, transitioned to School Administration from 2017 to 2019,gaining valuable leadership insights and is the Assessment and Academic & Career Planning Coordinator for SaukPrairie School District. Recognized for innovative practices, they received the Promising Practice Award in 2014.Certified in Motivational Interviewing, s he inspire s change with effective communication. K ristin has shared herexpertise at the ACT State Conference and the American Psychological Association. Currently, s he contribute s to theCross Agency Team, collaborating for holistic student development. Kristin is passionate about enhancing educationalexperiences .Vanessa Thornsen, a school social worker for the Sauk Prairie School District, traded blueprints for backpacks.After a career in construction, she pivoted to social work, driven by a desire to empower individuals and families. Herdiverse experience spans supporting victims of domestic violence to advocating for children with learning andbehavioral disorders. Currently, she is a member of a groundbreaking team tackling youth mental health concerns, andoffering a lifeline to families in crisis. With an unwavering commitment to fostering resilience and well-being, Vanessabrings passion, expertise, and a unique perspective to her work.S E C T I O N A L S E S S I O N 3 C This session explores how a school-based team fosters student well-being by combining crisis management strategieswith ongoing mental health support. Discover how collaboration with stakeholders – including county agencies andprivate practitioners – creates a comprehensive support system for students in need.DESCRIPTION:PRESENTERS:THUR, DEC 5 | 2:15PM-3:30PM | WILDERNESS 1 & 4Participants in this session will:Be able to identify strategies to support students’ mental health from a holistic approach. Be able to identify new ways to increase collaboration between community organizations. OBJECTIVES:THIS SESSION WILL BE RECORDED. ACCESS TO THE RECORDING WILL BE AVAILABLE TO ALLCONFERENCE REGISTRANTS 1 WEEK AFTER THE CONFERENCE. APPLIES TO ALL GRADE LEVELSBASICS OF THE TOPICBHSS 202425

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PACT - PROMOTING ATTENDANCE INCHILDREN AND TEENSMeghan Everhart, MSW, is School Social Worker at Jackson Elementary School and Lincoln Elementary Schoolin Janesville, Wisconsin. Meghan earned her Bachelor of Social Work degree from the University of Wisconsin-Whitewater in 2012 and she continued her education at the University of Wisconsin-Madison, where she earned herMaster of Social Work degree in 2013. With over a decade of experience serving as a School Social Worker inJanesville, Meghan has established herself as a compassionate advocate and trusted resource for students andfamilies facing various challenges in Janesville. In her role as a School Social Worker, Meghan has demonstrated acommitment to addressing issues of attendance and promoting positive school climate. Attendance has been a drivingpassion for Meghan since day one of her career, recognizing its pivotal role in shaping students' academic achievementand overall well-being. She has been instrumental in implementing evidence-based interventions and initiatives aimedat reducing chronic absenteeism and fostering a culture of attendance within the school district. Meghan also serves asthe instructional manager for School Social Workers in the School District of Janesville. Meghan resides in Janesville,WI with her husband, Matt, a dedicated farmer of over 20 years, and their two children, Gavin (17 years old and aJunior in high school) and Kenny (8 years old and in the 2nd grade). When Meghan is not at school, she can often befound with Gavin at football camps or training events, on the football field, basketball court and/or track field takingpictures, or with Kenny running around the farm where he channels his inner ninja or spy.S E C T I O N A L S E S S I O N 4 C PACT, Promoting Attendance in Children and Teens, is a proactive approach designed to tackle absenteeism head-onwhile fostering a positive school environment and enhancing community involvement. This will be a conversation onhow one Title 1 Elementary School in Janesville, WI approached addressing chronic absenteeism in the summer of2019 and has continued to this day. This proactive approach resulted in improvements in the school report card with thereport card score of 60.5 (meets few expectations) in the 2018-2019 school year to a score of 83.8 (significantlyexceeds expectations) during the 2022-2023 school year. Through a multifaceted approach, PACT is a proactive vs.reactive approach that utilizes summer home visits with the School Social Worker, School Counselor, Principal andSchool Resource Officer, daily check-ins with targeted students, and ongoing conversations throughout the school yearto address attendance issues and promote a culture of engagement and support throughout the school year. Thediscussion will address how attendance rates with the targeted group experienced a significant increase of 36%throughout the school year with the highest increase in attendance in a month reaching 62%. The approach toaddressing chronic absenteeism may vary across different grade levels within the education system. This presentationwill be geared at the K-5 levels but with district and secondary level interventions touched on throughout thepresentation. DESCRIPTION:PRESENTERS:THUR, DEC 5 | 2:15PM-3:30PM | WILDERNESS 2 & 5Participants in this session will...Understand the importance of using data to drive attendance interventions and its impact on student success. Identify key sources of school attendance data and how to effectively analyze and interpret this data.Explore innovative and creative strategies for addressing chronic absenteeism beyond traditional interventions. Recognize the long-term impact of consistent check-ins on student attendance through longitudinal data analysis.OBJECTIVES:THIS SESSION WILL BE RECORDED. ACCESS TO THE RECORDING WILL BE AVAILABLE TO ALLCONFERENCE REGISTRANTS 1 WEEK AFTER THE CONFERENCE. APPLIES TO ELEMENTARY (PREK-5)BASICS OF THE TOPICBHSS 2024 26

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STRATEGIES & BEST PRACTICES FORSUPPORTING THE MENTAL HEALTH OFSTUDENTS EXPERIENCING HOMELESSNESSChristi DeChamps is a School Social Worker Consultant with CESA 6 where she provides trainings, consulting, and regional support for 39 school districts. She has her Master’s degree in Social Work and is a licensed School Social Worker and Advanced Practice Social Worker. Christi's social work career includes 16 years as a School Social Worker in public and tribal school settings in roles at building level K-12 and districtwide McKinney Vento Homeless Liaison and Foster Care support as well as 10 years of experience in urban child welfare social work as a case manager, trainer, and supervisor. Christi lives in Appleton with her husband, 2 teenage children, and their dog.Karen Rice is the Senior Program Manager of Educational Initiatives with SchoolHouse Connection, a national organization where she focuses on supporting K-12 Homeless Liaisons and State Coordinators through professional development and best practices about the McKinney-Vento Homeless Assistance Act, student homelessness, and immigration. She has her Master’s degree in Education-Professional Counseling and her background includes roles in the Wisconsin Department of Public Instruction as a State Coordinator for the Education of Homeless Children and Youth and the Migrant Education Program, as well as school district level positions as a homeless liaison and bilingual family liaison. Karen lives in Madison with her husband and 2 children.S E C T I O N A L S E S S I O N 5 C Mental health challenges are on the rise across the country, especially for students experiencing homelessness. These students are more likely to experience depression and anxiety and are four times more likely to attempt suicide, according to CDC data. In this session, attendees will learn about trauma and the mental health needs of students experiencing homelessness. Participants will learn about best practicesfrom the field to support student mental health and well-being as well as ideas and strategies for providing emotionalsupport, basic needs access, and supportive practices at the school and community level.DESCRIPTION:PRESENTERS:THUR, DEC 5 | 2:15PM-3:30PM | GLACIER ABCDParticipants in this session will: Increase their understanding of mental health and trauma as it relates to homelessness and supporting studentsexperiencing homelessness. Improve their knowledge about school district McKinney Vento support for students experiencing homelessness andthe positive impact of assessing support needs and barriers from a perspective broader than compliance obligations. Gain an understanding of best practices and strategies to support the mental health and mental well-being ofstudents experiencing homelessness within school services as well as community connections.OBJECTIVES:APPLIES TO ALL GRADE LEVELSBASICS OF THE TOPICBHSS 202427Christi DeChampsKaren Rice

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Arrive promptly for sessionsIf you must leave early, please do so quietly.Silence all cell phones during presentations.Be considerate of presenters; limit private conversations.Dress in layers; room temperatures may vary.REMINDERSBest PracticesTo be considerate of the health of all conference attendees please do not attend the conference ifyou are sick. The conference attendance and billing guidelines are generous for cancellations due toillness and other emergencies, and the option to update your registration to Recording Access Onlyis also available. Please contact Kalli Rasmussen (krasmussen@cesa4.org) for cancellation orregistration update requests. Supports for healthy participation at the conference:Ribbons will be available at the conference for attendees to attach their name badge tocommunicate their comfort level for conference interactions. Health & Attendance GuidanceRegistered participants will receive access to recordings of keynote and select sessions one week after the conference. Photos or video may be posted on the conference website, social media or used for marketing purposes. At any event, a participant can ask to not be filmed or photographed by notifying the conference planning committee or session facilitator.Photos & Video Recording In ProgressHandouts from slides from presenters will be available to registeredparticipants via the Building the Heart of Successful Schools resourceswebsite. Access details and more information will also be provided to allregistered participants via email. Conference ResourcesAn application has been approved for up to 10 continuing education hours(includes pre-conference) with the National Association of Social Workers,Wisconsin Chapter. In-person conference registrants can request to receivea certificate of participation after the conference by submitting a brief onlineform and entering participation codes provided for each session attended.The deadline for submitting the CEHs form is December 31, 2024.Participants will receive the certificate in January 2025. Please contact Julie Incitti (School Social Work Consultant, DPI, julie.incitti@dpi.wi.gov)with questions.CEHs (Continuing Education Hours) for School Social WorkersBe respectful of room capacitiesSave personal or specific questions for the speaker for the end of the presentation.Check your area for personal belongings before you leave. Dispose of trash and recycle properly.NEED CEHS? SCAN TO ENTER SESSION CODES & RECIEVE PARTICIPATION CERTIFICATEBHSS 2024 28SCAN FOR RESOURCEWEBSITEWhile we strive for accuracy, occasional typos may appear in this program. Session descriptions and presenter bioshave been provided by the speakers themselves and reflect their unique perspectives and expertise.

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Paul Manriquez, Assistant State Superintendent, Division for Learning SupportSusan Piazza, DirectorChristine Anderson, Assistant DirectorBrianna Scott, Operations Program AssociateElizabeth Pease, Office Operations AssociateErick Blasing, Education Consultant Mary Croy, Office Operations AssociateJohn Bowser, Research and EvaluationAndrea Donegan, Education ConsultantJessica Frain, Education ConsultantEileen Hare, Education ConsultantEmily Holder, Education ConsultantKaren Horn, Education ConsultantHafsa Mohamed, Grants SpecialistMichael Morgen, Education ConsultantJulie Incitti, Education ConsultantCristin Jones, Education ConsultantDenise Kohout, Education SpecialistLiz Krubsack, Education ConsultantStephanie LaHaye, Grants Specialist AdvancedTim Peerenboom, Education ConsultantLibby Strunz, Education ConsultantCasie Sulzle, Education ConsultantNathan Werley, Education ConsultantMargret Whaley, Education ConsultantJake Wilson, Education ConsultantLouise Wilson, Education ConsultantAlison Wineberg, Education ConsultantCONFERENCE COMMITTEEStudent Services Prevention and Wellness Team, DPI, Team DirectoryTracy Herlitzke, Center DirectorChelsea Bellville, Regional Coordinator - Western Region (CESAs 10, 4 & 11)Alissa Darin, Regional Coordinator - Eastern Region (CESAs 1, 7, & 8)Jenny Holle, Regional Coordinator - Southern Region (CESAs 2, 3 & 6)Lynn Verage, Regional Coordinator - Northern Region (CESAs 9, 5 & 12)Katharine Reid, Statewide Project CoordinatorAlie Hubing, Project CoordinatorKalli Rasmussen, Communications and Project CoordinatorWisconsin Safe & Healthy Schools Center - Team DirectoryBHSS 202429

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To our school and organizational presenters, we are grateful for the valuable knowledge you shared. Your participation at the 2024 BHSS Conference is truly valued. Thank you!Contributing PresentersDr. Brian Dinkins, National Institute for Child EmpowermentDr. Rainey L. Briggs, Baraboo SchoolsJodi Hubbard, CESA 10Tricia Kwick, CESA 10Tonia Anderson Ruskin, CESA 10Melissa Haas, CESA 10Austin Hiess, CESA 10Jason Bertrand, Laona School DistrictTaylor Novak, Laona School DistrictGlenna Scholle-Malone, Milwaukee Public SchoolsLea Hortman, Milwaukee Public SchoolsAlissa Darin, Wisconsin Safe and Healthy Schools CenterScott Bakkum, Kettle Moraine School DistrictSandra Taylor-Marshall, UW-MadisonDr. Abra Vigna, UW-Madison & Inner Counseling and ConsultingKelly Rowe, Green Bay Area Public SchoolsBrittany Bartel, Green Bay Area Public SchoolsMolly Herrmann, Wisconsin Department of Public InstructionBrian Juchems, GSAFEAlysha Basel, Juneau County Health DepartmentKim Larson, American Lung Association of WisconsinErin Jacobson, D.C. Everest Area School DistrictSara Welsh, D.C. Everest Area School DistrictErin Lauersdorf, D.C. Everest Area School DistrictBrittney Fair, Rogers Behavioral HealthNaQuisha Mann, Fond du Lac School DistrictJen Kronenberg, Osseo-Fairchild School DistrictStephanie Rohe, Eau Claire Area School District Mia Tatum-Crider, Wauwatosa School DistrictStacey Oliphant Deal, La Crosse School DistrictRonnie Rivera, Milwaukee School DistrictShawn Becker, West Bend School DistrictTravis Hilliard, Sauk Prairie School DistrictKristin Hinze, Sauk Prairie School DistrictVanessa Thornsen, Sauk Prairie School DistrictMeghan Everhart, School District of JanesvilleChristi DeChamps, CESA 6Karen Rice, SchoolHouse ConnectionTo Hinckley Productions, the team behind our conference recording technology, we extend our appreciation for yourcontinuous support and expert guidance. Your contribution has played an important role in the success of this year’sconference.WITH APPRECIATIONMark your calendar for the 2025Building the Heart of SuccessfulSchools Conference - scheduledfor December 11, 2025 with pre-conference sessionsDecember 10, 2025. Save the date for 2025!Would you like to showcase yourexperiences at the BHSS Conferenceon December 10 & 11, 2025? Provide your contact information in the evaluation comments, orcheck your email for the Call forProposals in the spring.BHSS 2024 30

2024 Building the Heart of Successful Schools Conference Program

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