Innovative Schools
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Featured Resources

by Larry Thompson

$17.95

Facing disciplinary conflicts and challenging moments with students is hard enough, but not knowing what to do is particularly stressful. This book represents an unprecedented paradigm shift in the area of school discipline. It provides a step-by-step plan for making a long-term, positive difference in schools that will make educators less stressed and more empowered, while influencing students positively for the rest of their lives.

by Larry Thompson & Angela Thompson

The Give ‘Em Five approach has been used with much success by classroom and special education teachers, administrators, counselors and support staff across North America. This book provides 30 case examples of challenging moments and specific recommendations for how to handle situations with students who are attention-seeking, manipulative, apathetic or hostile.

Collectively, these cases can help you and your colleagues gain fresh ideas and concrete skills to handle those moments when students need feedback.
 
In particular, this book will help teachers, counselors and administrators gain fresh ideas for creating dialogues with students who respond to with the following levels of intensity:
• Level 1—Compliance
• Level 2—Moderate Noncompliance 
• Level 3—Severe Noncompliance

by Aaron Wiemeier, Kim Johancen & Craig McCullough

$34.95

Trauma and people’s exposure to it is becoming an ever-present reality in many work, school and virtual environments. Young people who have experienced trauma are often misunderstood by others and sometimes attempt to cope in unusual and complex ways. This resource can help professional educators to become better equipped with interventions, strategies, recommendations, and critical insights into the world of the traumatized student.

The creative and experiential nature of these interventions and strategies is often what helps get below the surface of the trauma to help these students to better cope and bounce back from their difficult experience(s).

44 Counseling Interventions Grouped by 7 Resiliency Factors:

  • Self-Regulation & Distress Tolerance Strategies
  • Containment Strategies
  • Mindfulness Strategies
  • Belonging, Purpose & Self-Advocacy Strategies
  • Willpower, Self-Esteem & Empowerment Strategies
  • Interpersonal Skill Strategies
  • Creativity & Gratitude Strategies

20 “One-Liner” Interventions

Quick-Find intervention Glossary (by behavior)

Quick-Find Intervention Glossary (by feeling)

Presented by Catava Burton

$195

Secret apps, code words, dating apps – together with little or no guidance – may all add up to a dangerous experience on social media. One risky post or socially awkward moment can leave tweens and teens open to severed friendships, social exclusion, cyberbullying, predators – and even extortion.

Gain an understanding of the landmine students must navigate on social media during this informative 90-minute webinar with Catava Burton, an Education Specialist and Certified Trauma Practitioner. Discover how social apps can serve as gateways to trauma, mental health disorders and suicide.

Viewers will gain an understanding of how trauma associated with social media can result in PTSD and anxiety, what the sings are and how these conditions can affect a student’s ability to learn. Discover strategies to help students avoid social media drama, and while gaining critical insights for dealing with these issues – in a ways that do not trigger liability for the educator or the school.

Learning Objectives

  • Examine popular apps and secret apps
  • Understand code words used social media
  • Discover how social media can be a gateway to trauma
  • Know signs of PTSD and anxiety that may be triggered by social media
  • Recognize signs of suicidal thoughts and tendencies
  • Understand the effects social media-induced trauma can have on the brain
  • Learn best practices for teaching students suffering from this trauma

 

About the Presenter

Catava Burton is the Prevention Services Specialist for Henrico County Public Schools providing oversight to the Behavior Support Team and Positive Behavior Support & Supports. She possesses 19 years experience in psychology with a focus on mental health, trauma, and human development. Catava is also a certified trauma practitioner, blogger for The Mighty, and featured as a 2017 Human of Richmond.

by Mike Paget & Kim "Tip" Frank

$24.95

There has been a failure to launch youth with Asperger’s into functional adult living. Consider the facts that only 3 percent of adults with Asperger’s Syndrome live independently and only 12 percent are gainfully employed. This guidebook is for educators helping young people maximize their strengths and manage their weaknesses. It promotes an in-depth understanding of Asperger’s Syndrome, Nonverbal Learning Disabilities, and related conditions, it also discusses accommodations that may greatly increase long-term success.

by Mike Paget, Kim "Tip" Frank & Jerry Wilde

$29.95

Every class has a range of students from those who are always cooperative to those who predictably fight the teacher for control every step of the way. In the most challenging classes this oppositional and defiant student is on the verge of preventing him/herself and many of other students from focusing on learning.

This book will help classroom teachers’find effective ways to avoid disruption and increase cooperation from the most resistant oppositional and defiant students. As teachers begin to understand the underlying causes and dynamics of opposition they will be able to develop additional strategies that will lead to increased classroom success and satisfaction for both the defiant student and themselves. Parents will also find this book helpful for providing insights that are useful at home and at school.

Presented by Mike Paget, M.Ed.

More than 13 percent of students – 1 in 8 – experience significant anxiety that limits their engagement in school and in relationships. Anxiety conditions – separation anxiety, social anxiety, phobias, and generalized anxiety – are the most prevalent mental issues, and they often go unnoticed. But the impact on the students is significant.

During this WebRemix, Mike Paget, M.Ed. gives teachers, counselors and other professionals the tools to support and teach this high-potential portion of the student population while avoiding an unmanageable classroom environment.

WebRemix Highlights

>> Variations of anxiety and how to recognize indicators of this condition

>> Cognitive-behavorial model of anxiety disorders

>> Verbal strategies that support vs. escalate

>> Classroom routines that unintentionally escalate emotions of a student with anxiety

>> Accommodations that educators can use

 

Mike Paget, M.Ed. works as a consultant to schools throughout North American to help them better teach challenging students. He is an innovator of effective approaches for working with students with severe emotional and behavioral problems. He has conducted keynote presentations and seminars across the U.S. and Canada on creative techniques for crisis intervention and managing classroom behavior. Mike spent 20 years working extensively with ODD, CD and other special needs.

Understanding Infection control practices for schools is critical for keeping staff and students safe. In this new program, you’ll learn about how common infections are spread, including the COVID-19 virus.  You’ll also understand routes of transmission – including contact, droplet and airborne transmission. You’ll also learn proper handwashing techniques, as well as following practical infection control practices outlined by the Centers for Disease Controls. 

Presented by Kim Johancen, LPC

The data is clear. More than 2 out of 3 students have had to deal with at least one Adverse Childhood Experience (ACE) – such as the death of a parent, living with addiction or suffering abuse. Research shows that students who have endured two or more ACEs are far more likely to experience academic and behavioral issues.

In this 90-minute WebRemix, Kim Johancen – a licensed professional counselor – helps educators identify and understand students who are struggling with traumatic events that have occurred in their young lives.

She also provides practical tools to help teachers, counselors, social workers, student services personnel and administrators address the needs of these students more effectively based on presenting symptoms. The ACEs-Informed Schools  webinar examines the three primary trauma response states and shares numerous skills and strategies educators can use with students deepening on their specific trauma responses. Kim describes specific as examples in order to explore specific approaches to use with students based on the five primary stages of trauma recovery.

Learning Objectives

  • Gain a working knowledge of ACEs based on a brief overview including history, application and current trends
  • Understand the need and importance of early intervention using a model that highlights the need for connection, skills and how to connect students to additional resources
  • Become fully aware of the importance of building resiliency; get specific protective factors that can be utilized and amplified by participants.

About the Presenter

Kim Johancen is a licensed professional counselor with over twenty years of experience working with clients who have experienced trauma. Her career includes working with adolescent and adult survivors dealing with complicated grief and loss – including sexual trauma, relationship loss, individuals and families who have been impacted by suicide and clients struggling with self-injury. Kim has presented her work on self-injury at Harvard University and her work with suicidal patients at Stony Brook University in New York.

Presented by Aaron Wiemeier

$195

In this 90-minute WebRemix, author and trauma expert Aaron Wiemeier, LPC provides educators, counselors and school social workers the most important information to increase their effectiveness in working with traumatized students and helping them achieve their highest academic level. Explore what trauma is and is not and how to communicate that to staff. Aaron illustrates “Trauma Roadblock” and “Aversive State” and explains why students seem to sabotage their own academic performance. 

He also shares creative strategies for dealing with specific behaviors as well as how to use videos and experiential moments to inspire and give hope to traumatized students.

Fact: According to NCTSN (National Child Traumatic Stress Network), one out of every four children attending school has been exposed to a traumatic event that can affect learning and/or behavior. He or she may be distracted by intrusive thoughts — distracting them from paying attention, learning and doing well on tests. Exposure to violence can lead to decreased IQ and reading ability. Schools must be informed and prepared to work with students who have experienced trauma.

 

Learning Objectives:

  • Understand what trauma is and what it is not
  • Discover how some clinical styles may add to conflicts with students’ trauma presentation and how to use this information
  • Learn about “Trauma Roadblock” and “Aversive State” and why students seem to sabotage their academic success
  • Gain creative strategies for dealing with specific behaviors

 ABOUT THE PRESENTER:

Aaron J. Wiemeier is a licensed professional counselor with 20 years of experience in the mental health field and is a nationally recognized author, trainer and educator. He is an expert in the neurophysiology of trauma, attachment & adoption and has worked successfully with the most difficult of clients and with the most chaotic and conflictual systems. His pioneering work and program development has led to highly successful outcomes that increase permanency in least restrictive settings and ultimately reduce fiscal spending particularly in the mental health, educational and legal systems. In 2011, Aaron published a workbook titled, My Feelings Workbook, which teaches affect regulation, awareness and skill development on a nonverbal body level to children. The book was subsequently endorsed by well-established professionals in the trauma, attachment and Autism community. Aaron is also the Dean of Students at Littleton Preparatory Charter School in Littleton, CO, where he is pioneering the development of curriculum and programming that integrates education with the ever increasing mental health needs that plague public schools in the United States. Most recently, he co-authored School-Based Interventions for the Traumatized Student, a culmination of a life’s work centered around creative ways to reach, work with and inspire hope in children who have experienced trauma.

Presented by Dr. Bryan Harris

$195

Working memory is one of the executive function skills necessary to be successful in school – and in life. It is a thinking skill that focuses on memory-in-action. Working memory is the brain’s ability to remember and use relevant information while in the middle of an activity. Why is this important? Students with working memory deficit struggle in school and may exhibit behavior problems. In this WebRemix, Dr. Bryan Harris gives viewers an in-depth knowledge of what working memory is and how it relates to students’ classroom success and teachers’ classroom management success.

He illustrates the differences between working memory and short-term memory as well as defines what exactly is held in working memory. Finally, Dr. Harris gives viewers strategies to improve working memory in their classes – specifically by reducing the cognitive load and building cognitive capacity.

 ABOUT THE PRESENTER:

Bryan Harris, Ed.D. has served a classroom teacher, an elementary school principal, and a district-level director. Currently, Dr. Harris works full time as a consultant, speaker, trainer, and author. He has trained over 18,000 educators in powerful and effective strategies that increase student engagement and achievement and is known for engaging presentations and training that demonstrate relevant and practical strategies. Dr. Harris is the author of five books including the popular Battling Boredom. Dr. Harris earned his doctorate from Bethel University after studying factors impacting new teacher retention.

Presented by Dr. Bryan Harris

$195

Executive function skills help children remember and follow multi-step instructions, avoid distractions, control rash responses, adjust when rules change, persist at problem solving and manage long-term assignments. Some experts believe EF skills are a better indicator of academic success than IQ! The students in your classroom are most likely exhibiting vastly different levels of EF skills mastery and as you know, when these skills are lacking, your job is far more difficult.

In this WebRemix, presenter Bryan Harris, Ed.D. shares ways to help students develop and hone their EF skills. He defines and demonstrates how the brain works at EF skills and why some students have a more difficult time with mastery than others. Viewers will gain take-aways methods and practices to improve the Executive Function skills of all students providing a more manageable, achievement-oriented classroom.

 ABOUT THE PRESENTER:

Bryan Harris, Ed.D. has served a classroom teacher, an elementary school principal, and a district level director. Currently, Dr. Harris works full time as a consultant, speaker, trainer and author. He has trained over 18,000 educators in powerful and effective strategies that increase student engagement and achievement and is known for engaging presentations and training that demonstrate relevant and practical strategies. Dr. Harris is the author of five books including the popular Battling Boredom. Dr. Harris earned his doctorate from Bethel University after studying factors impacting new teacher retention.

Special Offer

3 WebRemixes for $395

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by Mike Paget, M.Ed.

$195

Disorganization, irritability, intense moods, emotional escalation, anxiety, perfectionism: these are some of the Top 10 Challenges faces by students who are “Wired Differently” – and by their teachers. Supporting the increasing number of students (now estimated at 1 in 5) with emotional and behavioral challenges requires an array of practices beyond traditional discipline practices.

During this 90-minute WebRemix, author and nationally known behavioral consultant Mike Paget provides and overview of some of the emotional and behavioral challenges confronting these neuro-diverse students.

Increasingly, teachers, counselors, administrators and other educators are realizing that success of these students demands and emphasis on prevention, positive skill-building and other practical supports – and that these supports actually improve the behavior of all students. Positive Behavior Interventions & Supports (PBIS) is one of the more prominent practices, but whether or not your school has implemented PBIS, this webinar will give helpful insights into the unique characteristics of these students and provide lots of practical supports that will help all students – but particularly those who are “Wired Differently.”

Learning Objectives

  • Discover the importance of adult attitudes & behaviors when using positive behavior supports
  • Learn what is meant by student mental wellness and what it means to be “Wired Differently”
  • Discover tools to help social skills to students who are “Wired Differently” within the paradigm of positive behavior supports

About the Presenter

Mike Paget, M.Ed. works as a consultant to schools throughout North America to help them better teach challenging students. He is an innovator of effective approaches for working with students with severe emotional and behavioral problems. He has conducted keynote presentations and seminars across the U.S. and Canada on creative techniques for crisis intervention and managing classroom behavior. Mike spent 20 years working extensively with ODD, CD and other special needs.

 

by Larry Thompson, M.Ed.

$195

Can responsibility be taught? How can educators move from “making” students behave to helping students learn self-management? This is a major, but necessary, paradigm shift – moving from enforcement to a focus on student growth and providing essential life skills. Many students will grasp for any available path to avoid taking responsibility.

These excuses all represent common “exits” that students take o the “Road to Responsibility.”
In this WebRemix, author Larry Thompson will discuss how traditional discipline practices actually allow students to continue using those exits to avoid responsibility.

He will also share six essential practices that will close those exits and help students learn self-management. These six essential practices include:

  • Benefits for Changing Behavior» Clear Expectations
  • Emotional Control
  • Consistency
  • Leadership in Challenging Moments
  • Response-Ability

As a former principal, special needs teacher, regular ed teacher and coach, Mr. Thompson will discuss Responsibility-Centered strategies that will help teachers and administrators keep students in class – and help students learn and grow in the process.

About the Presenter

Former National Principal of the Year candidate Larry Thompson is a nationally known speaker and schoolconsultant. He is the developer of the Responsibility-Centered Discipline program which helps professional educators to increase student compliance with core beliefs and guidelines, while requiring them to take personal ownership of their actions. It emphasizes specific skills and practices that help school personnel to deal effectively with student-behavior scenarios. Larry is the author of: Roadmap to Responsibility: The Power of Give ‘em Five to Transform SchoolsGive ‘Em Five: A Five Step Approach to Handling Challenging Moments with Children, Give ‘Em Five: A Five Step Approach for Handling Challenging Moments with Adolescents and Ricky Ritat Goes to School.

by Mike Paget, M.Ed.

$195

During this 90-minute WebRemix, Mike Paget, M.Ed. explored Disruptive Behavior Disorders – Oppositional Defiant Disorder, Attention Deficit Hyperactivity Disorder and Conduct Disorder and shares effective practices for working with students challenged by these disorders in the classroom. He discusses risk factors at school that add to or encourage a students to be disruptive including deviant peer groups, tolerance of bullying, poor attachment to school and inadequate behavior management.

Further, Mike exams each of the disorders – ODD, ADHD and CD – and connects the dots between the three. ODD is thoroughly explained, as well as the characteristics that must be present for a diagnosis.

He also discusses accommodations for students with ADHD that educators can use in the classroom and reveals how to connect compassionately and honestly with students with ADHD. Finally, Conduct Disorder is defined and explore. Discover how educators can avoid power struggles and not take the behavior personally.

Learning Objectives

  • Know the risk factor and symptoms of ODD, ADHD and CD
  • Discover classroom accommodations and straggles for dealing with Disruptive Behavior Disorders
  • Gain strategies for de-escalating confrontational situations in your classroom
  • Learn what approaches to avoid
  • Learn to use approaches such as brevity, listening, using a neutral tone of voice as well as honesty and humor
  • Discover how to build self-management in resistant students through strength coaching, generosity and re-framing

 

About the Presenter

Mike Paget, M.Ed. works as a consultant to schools throughout North America to help them better teach challenging students. He is an innovator of effective approaches for working with students with severe emotional and behavioral problems. He has conducted keynote presentations and seminars across the U.S. and Canada on creative techniques for crisis intervention and managing classroom behavior. Mike spent 20 years working extensively with ODD, CD and other special needs.

Questions? Let us Know!