19th Annual Fall for Education Conference

UW—La Crosse Institute for Professional

Studies in Education

November 5-6, 2016

“Culturally Responsive Teaching”

Welcome to the University of Wisconsin—La Crosse!

Valhalla—Cartwright Center

1741 State Street, La Crosse WI

Book Store Hours:

Saturday 10am—2pm

Welcome!

19th Annual Fall for Education Conference

“Culturally Responsive Teaching”

Hello, Everyone!

Welcome to the 19th Annual Fall for Education Conference! This year our confer-

ence theme is “Culturally Responsive Teaching.” This two-day event will provide

you with an array of presentations directly relevant to your practice. I hope you

all have a wonderful conference experience!

Best,

Dr. Pat Markos, Director, Professional Studies in Education

Never stop learning, growing, teaching!

Saturday, November 5, 2016

8:00—9:00am Registration Valhalla, Cartwright

8:00—9:00am Breakfast Valhalla, Cartwright

9:00—9:15am Introductions—Pat Markos, Ph.D., Director of Professional Studies in Education

9:15—12:15pm Opening Keynote: Dr. Sharroky Hollie Valhalla (10:30-10:45 Break) Culturally Responsive Classroom Management: Is It Cultural Or Not? In order to have a positive classroom management system, teachers have to separate out cultural

behaviors from disruptive behaviors. In many cases, the two are confused due to biases, misperceptions, and miscommunications. This half-day workshop will work attendees through a process of reflecting upon their unconscious biases, learning about cultural behaviors according to

research and practicing management strategies for building on those cultural behaviors. 12:15—1:00pm Lunch Valhalla 1:00—1:30pm Processing Time Valhalla 1:30—3:00pm Action Research Presentations—Online 6 Learning Community Third Floor 1:30-1:50pm

Kirsten Steinmann – Effects of Strategy Groups in Reading Room 337

Discusses the effects strategy groups have on fourth grade students’ reading comprehension, attitudes, self-confidence, and overall reading achievement.

Melissa S. Miller – Differentiated Instruction and Engagement: Room 339 A Study of a High School Language Arts Classroom Describes the effects that a differentiated curriculum had on student engagement, student

confidence, and student achievement in a high school Language Arts Classroom. The impact of various group strategies for differentiated activities on student engagement.

1:53—2:13pm

Diana Stratton – Home-School Communication Room 337 The effects of weekly student-led communication on student achievement, behavior, and Motivation will be described.

Liv Johnson – Choice Reading: A Path Engagement Room 332 This research study explores devoting 10 minutes to choice reading in a 7th grade English/

Language Arts classroom and shares the results from pursuing such a program.

Kayla Servais – The Effects of Three Instructional Strategies Used Room 339 During Self-Reflected Reading Time Observation of the impact of three instructional strategies including conferencing with students,

the implementation of student journaling while reading, and the application of interactive read aloud will be discussed.

Betsy Morgan, Ph.D., Provost

Marcie Wycoff-Horn, Ph.D., Dean of the School of Education, Professional & Continuing Education

Learning Communities and Facilitators

Professional Studies in Education Team

Saturday, November 5, 2016 cont.

2:13—3:00pm Break - Refreshments in Heritage Lounge Third Floor

2:16—2:36pm

Katie Kusilek – The Effects of Co-Teaching on Academic Achievement Room 337 for English Learner Students Focus on upper elementary EL students and the impact that co-teaching had on student achievement within English Language Arts (ELA) will be described. An emphasis was placed on ELA

standards, teaching partnerships, and strategies for instruction in this research project.

Rebecca Hegge – Closing Circles Room 339 This presentation focuses on how Closing Circles effect behavior, academics, and a positive school

to home transition in an intermediate classroom.

Hannah Eller – Movement Breaks in the Elementary Classrooms Room 332 This study explores how movement breaks affect 3rd graders’ academic reading skills, engagement,

and mood during the school year. Come find out the results of incorporating more physical activity into an elementary student’s school day!

2:39—3:00pm

Lori Leitzke – The Effects of Project-Based Learning in the Middle Room 337 School Social Studies Classroom Project-based learning is quickly becoming a popular instructional method used to help students be

successful in the middle school setting, but just what impact does it have on the learning process? Find out about the impacts of Project-Based learning in this presentation.

Kourtney Nitschke – Closing the Reading Gap Room 339 The study involved a group of three fifth grade students who took part in Fountas and Pinnell’s Leveled Literacy Intervention.

Azjja Kjos – A Hands on Approach: Math Interactive Notebooks Room 332 in the Elementary Classroom An overview of the research and findings on the effects math interactive notebooks had on a fourth

grade classroom will be described. The impact this tool had on student problem solving skills, homework completion rates, differentiating instruction, and overall math achievement will be re-vealed as well as an opportunity for observers to create an interactive notebook foldable activity.

3:00—4:30pm

Will Van Roosenbeek – LGBTQ+ An Everchanging World Room 332 This workshop seeks to empower attendees to be active social justice allies. This is more than just a

“Ally” training, the workshop uses a social justice framework to guide participants through a curriculum that bridges knowledge of developmental theory to the lived experiences of LBGBTQ+

identified people.

Roi Kawai, Ph.D. – Under the Illusion of Racist Love: Anti-Asian Room 340 Racism in the Classroom This presentation will examine the problems, dangers, and reasons why Asians and Asian-American

students are slowly being whitened in our public schools. Further, it will discuss the guise of “racist love” – strengthened by tropes like the model minority and perpetual foreigner myth – as root causes of why schools often marginalize or straight-up forget the struggle of “yellowness” in

historical and current-day struggles of Asians and Asian-American students.

Saturday, November 5, 2016 cont. Bill Gillespie, Ph.D., & Ann Yehle, Ph.D.–Culturally-Responsive Teaching Room 339 & Leadership: Best Practice Share-Out How do you lead your classroom and school in a culturally responsive manner? In this interactive session,

participants will take turns sharing and discussing examples of culturally-responsive best practice utilized to further the achievement of our PreK-12 students. Participants should come ready to share their best

practice (e.g., unit plan, professional development protocol, article, etc.). Ready yourself for a tremendous learning opportunity!

Leslie Rogers, Ph.D. – Obstacles to Equity and Opportunities for Teaching Room 337 Exceptional Children and Youth Dr. Leslie Rogers will summarize key findings from recent examinations related to meaningful parent involvement, to include a summary of findings from research conducted as a part of one of her spring 2016

classes. In SPE 440, undergraduate students minoring in special education interviewed local parents/guardians of exceptional children and youth and asked them what they wanted you, current and future teachers, to know. Attend this session to hear their powerful stories and to engage in a meaningful

discussion around this important topic.

Sunday, November 6, 2016

7:15—8:00am Registration Valhalla, Cartwright

7:15—8:00am Breakfast Valhalla, Cartwright 8:00—9:30am Opening Keynote: Lost Voices Valhalla, Cartwright

Ferguson, Missouri Now: Still Fighting for Justice and Community

It has been more than two years since the death of Mike Brown and reaction by Ferguson protesters sparked a nation-wide movement to promote police accountability and demand that Black Lives are valued and respected. Lost Voices and Chosen for Change (Founded by Mike Brown, Sr.) will provide a “State of Ferguson” update on what has happened since Michael Brown’s death to heal and rebuild a community as it simultaneously continues to fight for justice.

9:30—10:30am Breakout Sessions Third Floor Lost Voices – “State of Ferguson” Update Valhalla

Further discussion on the healing and rebuilding of the community as it simultaneously continues to fight for justice.

Nancy Lockett – Understanding Un-Learning: What’s Keeping Us From Room 339

Making the Changes We Know to Be the Right Thing To Do.

Developing Learning Agility! Going for deeper learning “It is like stripping old paint. It lays the foundation for the new layer of fresh learning to be acquired and to stick. But like the painter who needs to prepare a surface, stripping the paint is 70% of the work while repainting is only 30%. ”Developing learning agility (unlearning) means taking ideas, thoughts, concepts, rules that you learned, believed to be true and used as the basis for making decisions and managing and ultimately tossing them in the trash." Tools, techniques and strategies will be shared and participants will get an opportunity to practice.

Lisa Risch - Strategies to Support English-Language Learners and Room 332 Students with Special Needs in the Mobile Learning Classroom English Language Learners (ELL) and students with special needs require skilled and compassionate teachers

as they strive for success in school. This hands-on tech infused session provides participants with the skills and strategies they need to meet the needs of today's diverse learners. Key learning takeaways from this workshop will include: Creating self-directed mobile listening and literacy centers/stations, digital

storytelling through easy video creation through Chrome Apps, and varied creative writing reflection techniques through Google Docs.

Sunday, November 6, 2016 cont.

Jamie Capetillo, Karter Etchin "Inclusive Room 337 Negligence: Helping Educators Address Racial Inequality at UWL." This film was created by students of color at UWL as a tool for professional development for faculty. It highlights the experiences of students of color on predominantly white campuses and

provides suggestions for faculty on how to advance racial justice in the classroom and beyond. The film will be followed by a brief Q&A with filmmakers.

10:30—10:45am Break—Refreshments in Heritage Lounge Third Floor

10:45—12:00pm Breakouts Third Floor

Nancy Lockett — Understanding Un-Learning: What’s Keeping Us Room 339 From Making the Changes We Know to Be the Right Thing To Do Developing Learning Agility! Going for deeper learning “It is like stripping old paint. It lays the foundation for the new layer of fresh learning to be acquired and to stick. But like the painter who

needs to prepare a surface, stripping the paint is 70% of the work while repainting is only 30%. ”Developing learning agility (unlearning) means taking ideas, thoughts, concepts, rules that you learned, believed to be true and used as the basis for making decisions and managing and

ultimately tossing them in the trash." Tools, techniques and strategies will be shared and participants will get an opportunity to practice.

Tim Scott— Holocaust: Relevance Today Room 337 Tim Scott will share insights he has gained from reading thousands of student essays for the past 24

years written in response to his Holocaust presentation. This presentation uses the Holocaust history to challenge listeners to identify the "flames" of prejudice, racism, bias, and hatred in their

communities, schools, families and individual hearts.

Richard Breaux, Ph.D. – Thriving Syrian/Lebanese Community Room 326 in La Crosse, Wisconsin, 1890’s – 1970’s Explores the early history of Lebanese-Syrians in a small Upper Midwest City – La Crosse, Wisconsin

from 1890 to 1970s. It explores how the Lebanese-Syrian community constructed and negotiated their identities as Lebanese-Syrian while engaging in the growth of La Crosse’s educational,

business, political, and cultural landscape.

Diana Elena Moran Thundercloud & Andrew Thundercloud – The Room 340 Role of Youth & Teachers in the Sacred Water Camp/Dakota Access Pipeline (DAPL) Explore the use of social media and how youth and teachers can explore historical and contemporary issues that intersect with the Sacred Water Camp and ACT 31. The session will also

discuss and reflect on the solidarity and coming together of many native people at this historic time in North Dakota and within the context of the United States and world.

Lisa Risch — Strategies to Support English-Language Learners and Room 332 Students with Special Needs in the Mobile Learning Classroom English Language Learners (ELL) and students with special needs require skilled and compassionate

teachers as they strive for success in school. This hands-on tech infused session provides participants with the skills and strategies they need to meet the needs of today's diverse learners.

Key learning takeaways from this workshop will include: Creating self-directed mobile listening and literacy centers/stations, digital storytelling through easy video creation through Chrome Apps, and varied creative writing reflection techniques through Google Docs.

12:00—12:45pm Lunch Valhalla

12:45—1:10pm Processing Time Valhalla

Sunday, November 6, 2016 cont. 1:10—2:15pm Breakouts Third Floor Tim Scott- Holocaust: Relevance Today Room 337 Tim Scott will share insights he has gained from reading thousands of student essays for the past 24

years written in response to his Holocaust presentation. This presentation uses the Holocaust history to challenge listeners to identify the "flames" of prejudice, racism, bias, and hatred in their

communities, schools, families and individual hearts. Diana Elena Moran Thundercloud and Andrew Thundercloud – The Room 340 Role of Youth and Teachers in the Sacred Water Camp/Dakota Access Pipeline (DAPL) Explore the use of social media and how youth and teachers can explore historical and contemporary issues that intersect with the Sacred Water Camp and ACT 31. The session will also

discuss and reflect on the solidarity and coming together of many native people at this historic time in North Dakota and within the context of the United States and world.

Will Van Roosenbeek – LGBTQ+ An Everchanging World Room 326 The “LGBTQ+ An Everchanging World” Workshop seeks to empower attendees to be active social

justice allies. This is more than just a “Ally” training, the workshop uses a social justice framework to guide participants through a curriculum that bridges knowledge of developmental theory to the lived experiences of LBGBTQ+ identified people.

UWL La Crosse Elementary Learning Community - How Does Room 339 Trauma Impact Children in the Classroom? Learn about tools and resources to help your classroom become trauma informed.

Nizam Arain – The First Amendment, Freedom of Expression, Room 337 Inclusion and Social Justice in Public Schools This session will address the boundaries of First Amendment rights in public schools, and will help

teachers and administrators fulfill their educational goals while also respecting the rights of their students and colleagues.

2:15—2:30pm Break Valhalla

2:30—4:00pm Closing Keynote Speaker – Ron Clark Valhalla Creative Practices for Motivating Students, Parents and Co-Workers Disney 2000 American Teacher of the Year, Ron Clark, will share his best practices and tricks of the

trade for getting the most out of challenging and hard to reach students. Clark will use stories from his experiences with his students in Harlem, New York City and examples of award-winning projects they conducted to serve as examples of how to motivate and inspire disinterested students. Mr. Clark will also focus on how to create the ideal classroom and school environment where everyone is respected, appreciated and motivated to perform to the best of their ability.

Never stop learning, growing, teaching!

Master of Education - Professional Development (ME-PD)

Spring Sites Begin January 2017:

Blended

Chippewa Falls, Onalaska, Madison,

Manitowoc, Wisconsin Rapids

Online

Blended—Social Studies Emphasis

Adventure Based ME-PD: Madison—Starts Fall 2017

Also in Spring 2017:

Educational Leadership Certificate—Principal (5051)

Post-Masters Certificate Programs:

Professional Learning Community

English Language Arts Elementary

Never stop learning, growing, teaching!