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

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 S7:30 AM -3 :3 0P MOnsite Registration/Check In OpenSandstone Corridor7: 30 AM -8 :3 0A MBreakfastSandstone 278: 30 AM -1 1: 30 AMPre-Conference A: Relationships Matter: Every Kid,Everyday, Whatever it TakesSandstone 14568: 30 AM -1 1: 30 AMPre-Conference B:Transforming Schools: TRAIN-WI Grant ProjectSandstone 89311 :3 0A M- 12 :3 0P MLunchSandstone 2712 :3 0P M- 3: 30 PMPre-Conference D: Examining Policies and Codesof Conduct to Support ATODAPrevention & InterventionSandstone 145612 :3 0P M- 3: 30 PMPre-Conference E: Learning How to Engage in an Anti-Racist Cycle of InquirySandstone 89312 :3 0P M- 3: 30 PMPre-Conference F: Creating Affirming Classroomsfor Every ChildTundra ABC8: 30 AM -1 1: 30 AMPre-Conference C: The Miseducation of Girls ofColor: Implementing a DistrictWide Girls of Color PilotPartnership Program InitiativeTundra ABC10 :0 0A M- 10 :1 5A M Break - all AM sessions 2: 00 PM -2 :1 5P MBreak - 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 Ballroom9:00AMWelcomeSandstone 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. Creating an Ethical and Equitable School Mental Health Collaborative3A. Vaping: Clearing the Haze with Best Practice Solutions4A. *KEYNOTE SESSION* Emotionally Inclusive Practices in Education: Fostering Resilience, Belonging, and Restorative Communities5A. The Benefits & Rewards of Peer Education: A Rural PerspectiveTundra DEFTundra ABCWilderness 1 & 4Wilderness 2 & 5Glacier ABCD2:00PM Break12:45PM-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 | H I G H L I G H T E D I N G R A Y O N T H E A G E N D A A 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 .

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BHSS 2024CONFERENCEDR. 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 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.K E Y N O T EADDITIONAL SESSIONS WITH DR. BRIAN DINKINS:Emotional intelligence (EQ) is the ability to recognize and understand emotions in oneself and others, and to use this awareness to manage relationships effectively. It allows individuals to communicate more successfully, 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 respondin our everyday interactions. Developing the emotional intelligence of adults and children acrossour implicit bias, cultural consciousness and understanding of trauma gives us the awareness andskills 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 inEducation: Fostering Resilience, Belonging, and Restorative Communities. See theconference agenda for time and location details. Dr. Brian Dinkins

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RELATIONSHIPS MATTER: EVERY KID,EVERY DAY, WHATEVER IT TAKESAPPLIES TO ALL GRADE LEVELSADVANCED OR IN-DEPTH LEARNINGBHSS 2024PRECONFERENCEOBJECTIVES: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 inrelationships within school communities. Create an action plan for implementing learnings and cultivating meaningful connections that contribute tostudent success and well-being.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 and students, peer-to-peer interactions, or students advocating for themselves, thequality of our relationships profoundly impacts academic achievement, social-emotional well-being, and the overall schoolculture. In this immersive pre-conference half-day session, we will embark on an exploration of why relationships matter ineducation and how we can cultivate stronger and more meaningful connections to enhance student success and well-being.Through thought-provoking discussions, interactive activities, and insightful case studies, participants will gain a deepunderstanding of the pivotal role relationships play in creating a positive and nurturing school environment. We will delve intothe intricacies of building trust, fostering open communication, and promoting a culture of mutual respect and empathy.Participants will learn strategies for strengthening staff-student relationships, fostering a sense of belonging and inclusivityamong peers, and empowering students to advocate for their needs effectively. Moreover, we will explore the significance ofpromoting positive relationships beyond the classroom, involving families and the broader community in the educationaljourney. Throughout the session, participants will have the opportunity to share their own experiences, challenges, and bestpractices, creating a collaborative learning experience that encourages the exchange of ideas and the development ofpractical solutions. By the end of this transformative session, attendees will leave equipped with a comprehensive toolkit ofstrategies and techniques to cultivate meaningful connections within their school communities. They will gain a renewedappreciation for the power of relationships in shaping positive school culture and be inspired to implement these learnings tocreate an environment where every student feels valued, supported, and empowered to thrive. Don't miss this invaluableopportunity to invest in the cornerstone of educational success – the relationships that bind us together and propel ustowards 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 (V (eye) ter Bo) University. Dr. Briggs isa 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 his family enjoy traveling, spending time outdoors, and barbecuing. PRESENTER:Dr. Rainey Briggs

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BHSS 2024PRECONFERENCETRANSFORMING SCHOOLS: TRAIN-WI GRANT PROJECTJodi Hubbard, BSW, M.S. School Counseling, is a seasoned professional with more than thirty years experience inpublic service and education. Throughout her career she has specialized in designing, developing, andimplementing equitable systems of support. With an extensive background in mental health and behavioralpractices and systems, Jodi has held various roles in social work, school counseling, mental health servicecoordination, and transformational coaching. She is currently a Trauma Project Co-Director with CESA 10, whereshe is a certified trainer of the Introduction to the Neurosequential Model in Education, for grant recipients.Tricia Kwick, Tricia Kwick brings over 16 years of experience in special education to her role as Co-Director of theTRAIN-WI Trauma Project at CESA 10. Recognized with a Golden Apple Award for her commitment to studentsuccess, she leads initiatives to integrate trauma-sensitive practices into educational settings. As an NMEAdvanced Trainer, she equips school staff across Wisconsin with tools rooted in the Neurosequential Model inEducation to support students impacted by trauma. Tricia's unwavering dedication to fostering resilience andinclusive learning environments reflects her deep belief in education's transformative power and compassion.Tonia Anderson Ruskin, Mrs. Anderson Ruskin strives to expand access and opportunities for all students. Withextensive knowledge of special education law, school-wide systems of support, and a growing passion for universaldesign for learning - she has chartered an in-school Childcare Center, co-created a CESA 10 itinerant-based earlychildhood team, is an educational trainer, grant director, certified trauma trainer, Nationally Certified SchoolPsychologist (2008), mentor and past adjunct professor. She currently serves as the Executive Director of theSpecial Education and Pupil Services Department and the Regional Special Education Network Director at CESA10. Melissa Haas, OTR/L, MSW, LCSW, IMH-EⓇ , is a therapist with over 23 years of experience working with kids,families and teachers. She is currently the Implementation Specialist for the CESA 10 TRAIN Wisconsin grant.Melissa has worked in schools, Birth to Three, and outpatient pediatric settings along with running groups, guestlecturing, and consulting in various settings impacting children from birth to age 18. She embodies the practice oflooking at the environment, unique sensory needs, and psychological experiences of children that may beimpacting behavior and then helping the big people in these children’s lives understand these needs andbehaviors.Staff from the Laona School DistrictOBJECTIVES:Participants 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 withinindividual, 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 schoolsettings. P R E - C O N F E R E N C E BThe Neurosequential Model in Education (NME) is a classroom-based approach from the Neurosequential Networkand out of Dr. Bruce Perry’s work. Through a Department of Justice grant, CESA 10 has provided virtual training onNME concepts and implementation support to spread trauma-informed care within the world of education. Thefocus of this session is to showcase tools, practices, and school-based experiences that have been utilized duringthis grant that are positively impacting school staff, students and districts through a trauma-sensitive and science-based approach to education. 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 TOPIC

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BHSS 2024PRECONFERENCETHE MISEDUCATION OF GIRLS OFCOLOR: IMPLEMENTING A DISTRICTWIDE GIRLS OF COLOR PILOTPARTNERSHIP PROGRAM 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 hasbeen serving Black and Brown girls in both the Milwaukee and Madison areas for over 15 years. Serving in theareas of Higher Education, K-12 and Community Based Organizations, Glenna’s work has focused on the socialemotional 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 buildtheir unique purpose through program facilitation, one on one coaching and mentoring and service. Lea has beendoing this work 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 nationallyGain a deeper understanding of the impact of the adverse childhood experiences on girl of colorHave 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 anddevelop in-school girls of color groups to support the social emotional, academic and physical well-being andsafety of their girls of color. Participants will complete this session with a template and step-by-step guide on how to replicate this initiativein their own district or 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 toooften the experience and narrative of our girls of color in K-12 schools. In this session, participants will have theopportunity to learn how the Gender and Identity Inclusion Department at Milwaukee Public Schools developed andimplemented a data driven, student voice centered, cross collaborative cohort model initiative to educate, equip,and support school leadership teams to create and develop in-school girls of color groups to support the socialemotional, academic and physical 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 TOPIC

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BHSS 2024PRECONFERENCEEXAMINING 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 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 ofyour school 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 policiesthat provide upstream prevention and effective interventions. With active learning and application, participants willbegin the process of examining their data to identify current needs for their student population and will examinehow their policies/codes of conduct support student needs. Participants will be introduced to model language forpolicies/codes of conduct and a framework for ongoing policy evaluation to support student health and wellness.Recommended for 6-12 teams, including Student Services, Administrators, Athletic Directors, School Nurses andteachers. Participants should bring current data of student usage (example YRBS, ODR’s) and knowledge ofcurrent policies/practices for ATODA 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 Bakkum

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BHSS 2024PRECONFERENCELEARNING 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 ofEducation. She earned her Master's Degree in Education from Concordia UniversityWisconsin and has been an educator for 20 years, serving as a middle and elementaryschool teacher, an interventionist, and a PK-5 Literacy Coordinator. Sandra joined UW-Madison 7 years ago, designing and facilitating professional learning opportunities for educators worldwide, including the Coalition for Leading Anti-Racist Schools. She ispassionate about instructional coaching and the ways it can be personalized to meet theneeds of educators and leaders at all levels.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 inyour professional 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-racist cycle 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:PRESENTERS: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-Marshall

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BHSS 2024PRECONFERENCECREATING AFFIRMING CLASSROOMSFOR EVERY CHILDDr. Abra Vigna is a private consultant with Inner Counseling and Consulting, LLC, an Action Researcher andEvaluator with the UW-Madison Population Health Institute, a member of the queer community, and a parent to agender-expansive 10-year-old. Dr Vigna has 15 years of experience working to advance health equity via directservice, coalition building, and community-engaged action research. After a decade providing crisis counseling andsupport for LGBTQ and runaway and homeless youth, Dr. Vigna was trained in Human Development and FamilyStudies, receiving her Ph.D. from the UW-Madison School of Human Ecology and has expertise in adolescenthealth, gender and sexuality, health equity, contemplative science, and child development. She was votedEducator of the Year by GSAFE in 2011 for her work with LGBTQ youth in after-school programming. She hascontinued to publish and consult with school districts and organizations working to support gender-expansive andLGBTQIA youth.OBJECTIVES:Participants in this session will: Feel increasingly comfortable finding teachable moments outside of the curriculum to normalize all the diverseways people 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 allthe ways in which youth grow. Language choices, classroom materials selected, and teaching strategies arepowerful opportunities to communicate understanding and appreciation of the diverse ways we come to understandand express our gender and sexuality. Come ready to be challenged and to grow. Participants can expectopportunities to practice setting new norms, getting curious about the resistance, and receiving compassion forhow hard it is to support young people and their adults in a climate hostile to difference and deviation fromtradition. DESCRIPTION:PRESENTERS: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 LEARNING

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BHSS 2024CONFERENCEPREBLE HIGH SCHOOL SOURCES OFSTRENGTH - MENTAL HEALTH FAIR EVENTKelly Rowe, MSSW is a school social worker from Green Bay, Wisconsin. Kelly graduated in 2004with a master’s degree in Social Work from the University of Wisconsin-Madison. She has beenworking as a school social worker in the Green Bay Area Public School District at Preble High for 17years. Prior to coming to Green Bay, she was a social worker at the Shawano Community HighSchool. Kelly currently serves as the Preble student services department chair and is the co-advisorfor Preble’s Sources of Strength club. Preble is in it's 4th of Sources of Strength.Brittany Bartel, MSW is a school social worker from Green Bay, Wisconsin. Brittany graduated in2014 with a master’s degree in Social Work from the University of Wisconsin-Madison. She has beenworking as a school social worker in the Green Bay Area Public School District for 10 years, 9 ofwhich have been at Preble High School. Brittany currently serves as the high school social workdepartment chair for the district and is the co-advisor for Preble’s Sources of Strength club. Preble isin it's 4th 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 awarenessclub and planning and implementing a school-wide Mental Health Fair. In this presentation, we willexplore strategies for engaging students, faculty, and community partners, as well as selecting andorganizing relevant resources and activities. Participants will leave equipped with strategies topromote mental health awareness throughout their school community via 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 DEFUnderstand the importance of promoting mental health awareness and destigmatizing mental illnesswithin a school community. Explore methods for engaging students, faculty, and community partners in school-wide mental healthinitiatives. Identify key stakeholders and supports necessary for planning, funding, and executing a school-wideMental Health Fair. Develop a timeline and action plan for organizing and coordinating various aspects of the MentalHealth Fair. Gain insights into selecting relevant mental health resources, activities, and community agencies tofeature 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 MentalHealth Fair and strategies for overcoming them. OBJECTIVES:APPLIES TO GRADE LEVELS 9-12ADVANCED / IN-DEPTH LEARNING

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BHSS 2024CONFERENCECREATING AN ETHICAL AND EQUITABLESCHOOL MENTAL HEALTHCOLLABORATIVEKatie Johnson is a Nationally Certified School Psychologist with over 20 years of experience in publicschools. Katie is currently the Student Success Coordinator for Amery Middle and High Schools, servingat-risk students in both buildings. She is the coordinator of the District Mental Health Collaborative whereshe helps students and families access mental health services. Katie has Masters and EducationSpecialist degrees from the University of Wisconsin - River Falls in School Psychology. She is the PastPresident of the Wisconsin School Psychologists Association (WSPA) and a past Wisconsin Delegate tothe National Association of School Psychologists (NASP). Kate Weisenbeck has been the School Counselor at Amery Middle School for almost 20 years. Kateleads the building student services team, PBIS teams, and trauma sensitive schools initiatives within herbuilding. She provides leadership to the District Mental Health Collaborative, creating systems of mentalhealth support for students at all levels. Kate has a Masters degree in School Counseling from theUniversity of Wisconsin - Stout. She enjoys providing direct service to students, collaborating with otherprofessionals and playing pranks within the building.S E C T I O N A L S E S S I O N 2 A Public schools are for all students. Too often, community-employed school mental health services arereserved for students who have families who are strong advocates and have the right insurance carrier.We will describe a model of ethical and equitable school mental health practice which integrates in acomprehensive school mental health framework. In our model, school-employed and community-employed practitioners collaborate to support all students through tiered levels of support. DESCRIPTION:PRESENTERS:THUR, DEC 5 | 10:45AM-12:00PM | TUNDRA ABCParticipants will be able to: The participant will be able to identify ethical and equitable considerations in providing school basedmental health services through school-employed and community-employed providers1.The participant will be able to describe three methods of school-employed and community-employedprovider collaboration.2.The participant will be able to describe how to integrate community-employed mental health supportsinto school services in a collaborative model. 3.OBJECTIVES:APPLIES TO ALL GRADE LEVELSBASICS OF THE TOPIC

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BHSS 2024CONFERENCEVAPING: CLEARING THE HAZE WITHBEST PRACTICE SOLUTIONSAlysha Basel is a Health Educator at the Juneau County Health Department serving as the CoalitionCoordinator for the South Central Alliance for Tobacco Prevention. She earned her bachelors in Biology with aminor in Psychology from Eureka College and her Masters in Public Health from Indiana Wesleyan. Alyshabrings more than 3 years of experience in implementing evidence-based tobacco prevention and cessationstrategies at the local level in Wisconsin. Kim Larson serves as the Health Promotions Manager at the American Lung Association in Wisconsin. Sheearned her Bachelor of Science in public health and communication health education at the University ofWisconsin – La Crosse. Kim brings over 5 years of experience in supporting youth and young adult tobaccoprevention, intervention, and cessation efforts. 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 surgein addicted youth and districts feeling overwhelmed. By uniting tobacco prevention experts, we clear the hazeto combat the vaping epidemic. Prioritizing treatment and prevention, we showcase practical examples forschools to revise vaping policies and procedures. Addressing common questions, connecting schools toresources, and working with attendees to leave with action items we aim to put an end to vaping. DESCRIPTION:PRESENTERS:THUR, DEC 5 | 10:45AM-12:00PM | WILDERNESS 1 & 4Attendees will learn about resources and strategies, including best-practice policies and evidence-basedprograms, and the network of statewide and local experts available to help to support schools, students, andstaff within the vaping epidemic. Additionally, attendees will learn about alternatives to suspension strategies and the evidence supportingthem. Local communities that have used these strategies in their schools will share about implementation andlessons learned. Attendees will 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 LEARNING

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BHSS 2024CONFERENCEKEYNOTE SECTIONAL: EMOTIONALLY-INCLUSIVE PRACTICES IN EDUCATION:FOSTERING RESILIENCE, BELONGING, ANDRESTORATIVE COMMUNITIESS 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 intoevery part of the educational experience. Emotions lay the foundation for behavior that ground us in how wesee the world and respond in our everyday interactions. Developing the emotional intelligence of adults andchildren across our culture consciousness, and understanding student and our own trauma give us theawareness and skills to create restorative communities that prioritize all relationships.DESCRIPTION:PRESENTERS:THUR, DEC 5 | 10:45AM-12:00PM | WILDERNESS 2 & 5Participants 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 demandingexpectations in schools 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 andRestorative Framework. See the conference agenda for time & location details.

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BHSS 2024CONFERENCETHE SIGNIFICANCE OF PEEREDUCATION: A RURAL PERSPECTIVEJason Bertrand started his work in education at the university level, moved to northern Wisconsin towork for the Forest County Potawatomi Tribe, and transitioned to the K-12 world. Jason served as theK-12 School Counselor for the Laona School District before taking over as the Middle/High SchoolPrincipal three years ago. Jason holds lifetime licenses as a school counselor, principal, andsuperintendent. Jason developed the Peer Health Education program at the University of Wisconsin-LaCrosse nearly 15 years ago. He used that experience to bring the same model to the Laona SchoolDistrict. Jason is proud to lead the Community Coalition of Forest County, a non-profit with a missionto 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 pridesherself on creating a supportive, inclusive, and fulfilling experience for each and every student. Priorto this position, Taylor worked several years for her local Department of Social Services anddeveloped 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 studentbody. Taylor advises multiple student groups including the Peer Health Educators, Middle SchoolLeadership, and Sources of Strength. Through these programs, she hopes to empower students, raiseawareness, 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 fiveyears. These students are empowered to co-teach SEL lessons with the school counselor, write andapply for grants, analyze and present YRBS data, create district-wide programs, and so much more. DESCRIPTION:PRESENTERS:THUR, DEC 5 | 10:45AM-12:00PM | GLACIER ABCDParticipants will...Participate in promoting student-driven learning by fostering a deeper understanding of studentvoice, ensuring representation, and empowering students to actively contribute to decision-makingprocesses within the learning environment.Explore how to empower students by engaging them in community organizations, utilizinginitiatives like data 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 TOPIC

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BHSS 2024CONFERENCEEMPOWERING 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 decadeof experience in education, Erin's background as a School Social Worker fuels her commitment to building genuineconnections with students, families, and staff. Her primary focus is ensuring individuals have access to the necessary supportand resources for success. Passionate about mental health and wellness education, Erin plays a crucial role in integratingthese principles into all aspects of our school system, making her a vital leader in our community. Erin is excited to sharewith you how to implement wellness programming through a district PK-12th grade. Sara Welsh is a School Social Worker dedicated to nurturing the social-emotional development of our youngest learners inPre-K and Kindergarten at D.C. Everest. Sara has a deep commitment to creating a caring and inclusive environment,working collaboratively with families, teachers, and administrators to provide comprehensive support tailored to the uniqueneeds of early learners. Through individual and group interventions, Sara focused on fostering social skills, emotionalresilience, and positive relationships, ensuring that each child feels safe, valued, and ready to learn. Sara is passionateabout building strong foundations for lifelong success and is honored to serve our vibrant early childhood community. Sarahas been essential at bringing mental wellness programming to our youngest learners. Erin Lauersdorf is a dedicated school counselor who is passionate about supporting the holistic development and well-beingof every student. Erin currently serves as the 8th grade School Counselor at the DC Everest Junior High. She has a wealth ofexperience and strives to create a safe and nurturing environment where students feel heard, understood, and empowered tothrive. Erin is the advisor of many student groups, including our Raise Your Voice student lead mental health awarenessgroup. Erin is passionate about prevention and advocacy, striving to promote mental health awareness, positive coping skills,and social-emotional learning initiatives throughout the school. Erin has been instrumental at implementing programming atthe 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 universalpractices for students from pre-K-12th grade. Participants will engage in practical approaches for infusing mental healthpromotion into existing educational frameworks, ensuring that all students have access to the support they need to thriveacademically, socially, and emotionally. From classroom-based interventions to school-wide initiatives, attendees will gaininsights into fostering a culture of well-being that permeates every aspect of the educational experience. Participants willleave empowered with practical tools and actionable strategies to enhance mental wellness across all grade levels, ultimatelypromoting student success and resilience throughout their educational journey.DESCRIPTION:PRESENTERS:THUR, DEC 5 | 12:45PM-2:00PM | TUNDRA DEFOBJECTIVES:APPLIES TO ALL GRADE LEVELSADVANCED OR IN-DEPTH LEARNINGParticipants will...Gain the ability to identify the fundamental components of mental wellness programming and understand their importancewithin universal educational practices for students spanning pre-k through grade 12.Be able to evaluate practical methods for seamlessly incorporating mental health promotion into established educationalstructures, 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 gradelevels, equipping educators to foster student success and resilience throughout their academic path.

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BHSS 2024CONFERENCEBIPOC 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 ABC17F 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 Commitee 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, educationand healthcare sectors across the country. Brittney also facilitatesprogramming for staff at Rogers Behavioral Health and with parents in thecommunity. Brittney is the newest member to the Community Learning andEngagement Team at Rogers. Prior to joining the team, Brittney worked forMeta House as a Senior Residential Support Specialist and a Lead CareCoordinator for Wisconsin Community Services with the Mental Health andAODA population. Brittney earned her Bachelor of Science in Psychology andBachelor of Arts in Sociology from the University of Wisconsin-Parkside.Brittney received her Master of Social Work from Concordia University-Wisconsin and is an Advanced Practicing Social Worker, working towardsbecoming a Licensed Social Worker in Wisconsin.NaQuisha Mann currently serves as the Family & Student EngagementCoach with the Fond du Lac School District. Learn more about NaQuisha’sdedication to education and excitement for the connections schools can buildin 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 ofpeople sharing 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 atfuture conferences for groups to connect and share. The conference planning committee will partner witheducators to lead engagement in these spaces. Participants are encouraged to connect with their peers andfind ways to stay engaged throughout the year - there will not be additional formal affinity group meetingsoutside of the conference. DESCRIPTION:FACILITATORS: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 connectionOBJECTIVES:NaQuisha Mann& Gov. EversBrittney FairAPPLIES TO ALL GRADE LEVELSBASICS OF THE TOPIC

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BHSS 2024CONFERENCETHE ART OF REFLECTION: CARING FORYOUR COMPASSIONATE SOUL Jen Kronenberg is a Licensed Clinical Social Worker, Licensed School Social Worker and LicensedAdministrator for Special Education and Pupil Services. Jen has a Masters degree in School SocialWork from the University of Wisconsin-Madison, a Master's in Clinical Social Work from the Universityof St. Thomas in St. Paul, MN and holds a Certificate in Special Education and Pupil ServicesAdministration from the University of Wisconsin-Eau Claire. Jen presently works as a Director ofSpecial Education and Pupil Services for a rural school district in northwestern Wisconsin. Jen hasworked in education for seven years. Prior to this, she worked in multiple other practice settingsincluding 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 andstrengths based approach to all that she works with and enjoys helping people grow and feelsupported throughout their journey. Stephanie Rohe is a Licensed Clinical Social Worker and a Licensed School Social Worker.Stephanie has a Masters degree in School Social Work from the University of Wisconsin-Madison anda Masters in Clinical Social Work from UW-Milwaukee. Stephanie presently works as a School SocialWorker in an elementary building. This is her fifth year in education. She has also worked in otherpractice settings including County leadership, non-profits, in-home, inpatient hospital and clinicsettings. Stephanie enjoys connecting with children and their families. She is passionate aboutproviding 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,vulnerabilities and a wide variety of presentations that can be mentally and emotionally taxing. Tomaintain ourselves both professionally and personally, we must understand how to care for ourselvesin a multi-dimensional way. This session will be two-parts. Part I will focus on education andunderstanding self-care. This session will introduce the seven dimensions of wellness. Participantswill complete a self-care assessment to understand where they presently are in their process. Part IIwill be an immersion experience in 2 specific self-care strategies: guided imagery and social emotionalgroup 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 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.

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Mia Tatum-Crider is a Professional School Counselor and a district Secondary Mental HealthSpecialist that is passionate about providing all students and families with services and programs tosupport and enhance their academic, social, emotional, mental health, and wellness. She haspreviously taught physical education and health education for five years, this school year will be herthirteenth year as a School Counselor. As educational inequities are not inevitable she utilizes hervoice to; advocate for all students and families and lead others within education towards meaningfuland impactful work towards creating educational and systemic changes that truly support the successof ALL students. Mia desires to complete her doctoral work to become a professor of SchoolCounselors to positively impact the growth and development of the profession in the state ofWisconsin. We must acknowledge our role in creating a school community that is inclusive to engage and supportALL students to succeed. Culturally responsive practices are aligned with actions that allow studentsof color to feel valued, respected and proud of their identity is vital to their success. Actions mustinclude educator reflection, self-awareness, comprehension of bias and how systems, practices andpolicies may impede success. Lean in, listen and learn from lived experiences and create a belovedcommunity! Educators can be empowered with knowledge to build new skills to support students ofcolor. Small steps can have a BIG impact on student success! The journey begins with one step!DESCRIPTION:PRESENTER:Participants will...Identify and reflect upon current culturally responsive practices in their school community thatvalue and support identity development and learn new practices. Identify key components necessary to assist in the creation of equitable systems to supportstudents of color and their success such as continuous reflection and embracing opportunities tochampion justice and equity. Develop a professional growth plan to support implementation of actionable steps to ensureculturally responsive practices and continual growth and learning in your school community. OBJECTIVES:BHSS 2024CONFERENCEEQUITY=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 TOPIC

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Stacey Oliphant Deal is a school social worker currently working for the La Crosse School District. Sheholds a Masters Degree in Social Work and an advanced practice license in social work in the state ofWisconsin. Stacy has worked in urban, suburban, and rural communities with a diverse population andreceived the Kohl Fellowship award in 2020 for excellence in my field. She served on the WSSWA boardfrom 2020-2022. Her personal experience with parenting, loss, and trauma adds notable depth ofcompassion to her practice and her work places a strong emphasis on relationship-building and familyengagement.PRESENTER:BHSS 2024CONFERENCETHE GAUNTLET: FAMILIES IN PAINS E C T I O N A L S E S S I O N 5 B This workshop shares the unique perspective of a mother and professional raising a child with traumaand mental health diagnoses. She will discuss the challenges encountered while navigating the complexsystems of behavioral health, education, and juvenile justice systems. In addition to her powerfulpersonal experience, the speaker will also share insight from students and other parents who have facedsimilar challenges. The speaker will address critical topics such family dynamics and history, as well asbest practices for families in crisis including strengths-based practice and effective engagementstrategies. DESCRIPTION:THUR, DEC 5 | 12:45PM-2:00PM | GLACIER ABCDAttendees will increase their understanding of the potential complexity of family dynamics andchallenges and underscore strengths-based practice as a cornerstone of family engagement andstudent success. To renew the belief that as a professional every educator has the capacity to effect profoundlypositive change in the lives of our students.OBJECTIVES:APPLIES TO MIDDLE (6-8) AND HIGH SCHOOL (9-12)BASICS OF THE TOPIC

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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 ElkGrove Village. Ronnie moved to Wisconsin, where he received his bachelor’s degree and master’sdegree in social work with a minor in LGBTQ+ studies from the University of Wisconsin–Madison.After graduating, Ronnie moved to Milwaukee, where he continued his career as a social worker. Overthe next seven years, Ronnie worked in the social work realm providing services that are culturallysustaining, equity focused, and trauma informed to people who have historically been excluded andforgotten. Ronnie worked as a school social worker for more than five years before entering hiscurrent role as coordinator for the MPS Department of Gender & Identity Inclusion. Outside of MPS,Ronnie also works at Courage House MKE, the first and only group home in the state of Wisconsinthat specifically houses LGBTQ+ residents in the system. Ronnie also volunteers as an HIV counselorfor Brady East STD Clinic on Milwaukee’s east side. Ronnie brings a vast array of LGBTQ+ expertiseand draws on professional and personal experiences as someone who identifies as queer, Taíno, andPuerto Rican. Outside of work, Ronnie is a proud husband, son, and older sibling. He enjoys listeningto Bad Bunny’s newest song or reading the latest novels.BHSS 2024CONFERENCES E C T I O N A L S E S S I O N 1 C HRC Foundation’s Welcoming Schools is the most comprehensive, bias-based bullying preventionprogram 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-servingprofessionals. Our program uses an intersectional, anti-racist lens dedicated to actionable policies andpractices. We uplift school communities with critical tools to embrace family diversity, create LGBTQ+and gender inclusive schools, prevent bias-based bullying, and support transgender and non-binarystudents.DESCRIPTION:PRESENTER:THUR, DEC 5 | 2:15PM-3:30PM | TUNDRA DEFDevelop 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 TOPIC

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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 conceptAdventure/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,and skills much better than talk therapy. I have been able to present several times at the Wisconsin SchoolCounselor 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 adifference in a person’s life. Building relationships with students is more important than ever before.This interactive session will introduce you to a wide variety of activities that you can use to createenvironments where every student feels a sense of safety, connection, belonging, and value. You willdirectly experience each of the activities so that you will be able to use them immediately. Please joinus, if you are looking for a creative and fun way to connect with your students.DESCRIPTION:BHSS 2024CONFERENCEACTIVITIES 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 will be able to...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 feelwelcomed, safe, connected, and valued.OBJECTIVES:APPLIES TO ALL GRADE LEVELSBASICS OF THE TOPIC

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BHSS 2024CONFERENCEBUILDING A SAFETY NET: COLLABORATIVECRISIS MANAGEMENT AND MENTALHEALTH SUPPORTS IN SCHOOLSTravis Hilliard is the Cross Agency School Mental Health Coordinator and the Safety Coordinator for theSauk Prairie School District. Travis served as a Wisconsin Deputy Conservation Warden for theDepartment of Natural Resources Bureau of Law Enforcement for 24 years and retired from the SaukPrairie Police Department as an Administrative Lieutenant. Travis spent 10 years on the Sauk CountyEmergency Response Team (SWAT). Travis is the owner of Sandhill Safety and Security Consultantsspecializing in school safety. Travis is part time faculty with Madison College as an instructor in the LawEnforcement Academy and active in Law Enforcement with the Spring Green-Plain Police Departmentsalong with the Cornell Police Department. Kristin Hinze is a seasoned School Counselor since 2009, transitioned to School Administration from2017 to 2019, gaining valuable leadership insights. Recognized for innovative practices, they receivedthe Promising Practice Award in 2014. Certified in Motivational Interviewing, s he inspire s change witheffective communication. K ristin has shared her expertise at the ACT State Conference and the AmericanPsychological Association. Currently, s he contribute s to the Cross Agency Team, collaborating for holisticstudent development. Passionate about enhancing educational experiences .Vanessa Thornsen, a school social worker, traded blueprints for backpacks. After a career inconstruction, 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 learningand behavioral disorders. Currently, she is a member of a groundbreaking team tackling youth mentalhealth concerns, and offering a lifeline to families in crisis. With an unwavering commitment to fosteringresilience and well-being, Vanessa brings 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 crisismanagement strategies with ongoing mental health support. Discover how collaboration with stakeholders– including county agencies and private practitioners – creates a comprehensive support system forstudents in need.DESCRIPTION:PRESENTERS:THUR, DEC 5 | 2:15PM-3:30PM | WILDERNESS 1 & 4Participants will be able to identify strategies to support students’ mental health from a holisticapproach. Participants will be able to identify new ways to increase collaboration between communityorganizations. OBJECTIVES:THIS SESSION WILL BE RECORDED. ACCESS TO THE RECORDING WILL BE AVAILABLE TO ALLCONFERENCE REGISTRANTS 1 WEEK AFTER THE CONFERENCE. 23APPLIES TO ALL GRADE LEVELSBASICS OF THE TOPIC

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BHSS 2024CONFERENCEPACT - PROMOTING ATTENDANCE INCHILDREN AND TEENSMeghan Everhart, MSW, is School Social Worker at Jackson Elementary School and Lincoln ElementarySchool in Janesville, Wisconsin. Meghan earned her Bachelor of Social Work degree from the Universityof Wisconsin-Whitewater in 2012 and she continued her education at the University of Wisconsin-Madison, where she earned her Master of Social Work degree in 2013. With over a decade of experienceserving as a School Social Worker in Janesville, Meghan has established herself as a compassionateadvocate and trusted resource for students and families facing various challenges in Janesville. In herrole as a School Social Worker, Meghan has demonstrated a commitment to addressing issues ofattendance and promoting positive school climate. Attendance has been a driving passion for Meghansince day one of her career, recognizing its pivotal role in shaping students' academic achievement andoverall well-being. She has been instrumental in implementing evidence-based interventions andinitiatives aimed at reducing chronic absenteeism and fostering a culture of attendance within the schooldistrict. Meghan also serves as the instructional manager for School Social Workers in the School Districtof Janesville. Meghan resides in Janesville, Wi with her husband, Matt, a dedicated farmer of over 20years, and their two children, Gavin (17 years old and a Junior in high school) and Kenny (8 years oldand in the 2nd grade). When Meghan is not at school, she can often be found with Gavin at footballcamps or training events, on the football field, basketball court and/or track field taking pictures, or withKenny 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 tackleabsenteeism head-on while fostering a positive school environment and enhancing communityinvolvement. This will be a conversation on how one Title 1 Elementary School in Janesville, Wiapproached addressing chronic absenteeism in the summer of 2019 and has continued to this day. Thisproactive approach resulted in improvements in the school report card with the report card score of 60.5(meets few expectations) in the 2018-2019 school year to a score of 83.8 (significantly exceedsexpectations) during the 2022-2023 school year. Through a multifaceted approach, PACT is a proactivevs. reactive approach that utilizes summer home visits with the School Social Worker, School Counselor,Principal and School Resource Officer, daily check-ins with targeted students, and ongoing conversationsthroughout the school year to address attendance issues and promote a culture of engagement andsupport throughout the school year. The discussion will address how attendance rates with the targetedgroup experienced a significant increase of 36% throughout the school year with the highest increase inattendance in a month reaching 62%. The approach to addressing chronic absenteeism may vary acrossdifferent grade levels within the education system. This presentation will be geared at the K-5 levels butwith district and secondary level interventions touched on throughout the presentation. DESCRIPTION:PRESENTERS:THUR, DEC 5 | 2:15PM-3:30PM | WILDERNESS 2 & 5Understand the importance of using data to drive attendance interventions and its impact on studentsuccess. 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 traditionalinterventions. Recognize the long-term impact of consistent check-ins on student attendance through longitudinaldata 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 TOPIC

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BHSS 2024CONFERENCESTRATEGIES & 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 Masters degree in Social Work andis a licensed School Social Worker and Advanced Practice Social Worker. Christi's social work careerincludes 16 years as a School Social Worker in public and tribal school settings in roles at building levelK-12 and districtwide McKinney Vento Homeless Liaison and Foster Care support as well as 10 years ofexperience in urban child welfare social work as a case manager, trainer, and supervisor. Christi lives inAppleton with her husband, 2 teenage children, & their dog.Karen Rice is the Senior Program Manager of Educational Initiatives with SchoolHouse Connection, anational organization where she focuses on supporting K-12 Homeless Liaisons and State Coordinatorsthrough professional development and best practices about the McKinney-Vento Homeless AssistanceAct, student homelessness, and immigration. She has her Masters degree in Education-ProfessionalCounseling and her background includes roles in the Wisconsin Department of Public Instruction as aState 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 inMadison 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 experiencinghomelessness. These students are more likely to experience depression and anxiety and are four timesmore likely to attempt suicide, according to CDC data. In this session, attendees will learn about traumaand the mental health needs of students experiencing homelessness. Participants will learn about bestpractices from the field to support student mental health and well-being as well as ideas and strategiesfor providing emotional support, basic needs access, and supportive practices at the school andcommunity level.DESCRIPTION:PRESENTERS:THUR, DEC 5 | 2:15PM-3:30PM | GLACIER ABCDParticipants will: Increase their understanding of mental health and trauma as it relates to homelessness andsupporting students experiencing homelessness. Improve their knowledge about school district McKinney Vento support for students experiencinghomelessness and the positive impact of assessing support needs and barriers from a perspectivebroader than compliance obligations. Gain an understanding of best practices and strategies to support the mental health and mental well-being of students experiencing homelessness within school services as well as communityconnections.OBJECTIVES:APPLIES TO ALL GRADE LEVELSBASICS OF THE TOPIC

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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 PracticesBHSS 2024CONFERENCE NOTESTo be considerate of the health of all conference attendees please donot attend the conference if you are sick. The conference attendanceand billing guidelines are generous for cancellations due to illness andother emergencies, and the option to update your registration toRecording Access Only is also available. Please contact KalliRasmussen (krasmussen@cesa4.org) for cancellation or registrationupdate requests. Supports for healthy participation at the conference:Ribbons will be available at the conference for attendees to attachtheir name badge to communicate their comfort level forconference interactions. Masks and hand sanitizer will be available for attendees, ifneeded. Health & Attendance GuidanceRegistered participants will receive access to recordings of keynote andselect sessions one week after the conference. Photos or video may beposted on the conference website, social media or used for marketingpurposes. At any event, a participant can ask to not be filmed orphotographed by notifying the conference planning committee or sessionfacilitator.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 submitted 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)Be 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.

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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 DirectoryBHSS 2024CONFERENCE NOTESTracy 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 Directory

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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 SchoolsKatie Johnson, School District of AmeryKate Weisenbeck, School District of AmeryAlysha 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 APPRECIATIONBHSS 2024CONFERENCE NOTESMark 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? Provideyour contact information in theevaluation comments, or keep aneye out for the Call for Proposals inthe spring.