CSS Toolkit: Attitude
Jennifer Carpenter, CSS Outreach Consultant/Field Colleague, Glenelder Elementary School; Steve Garcia, Assistant Principal/CSS Field Colleague, South El Monte High School, CA

What are some things all staff members can do to inspire kids into the classroom? How can you intervene before they reach the stage of suspension or expulsion? How do you manage the transition when moving from an extrinsic to an intrinsic reward system?

Strand: CSS Toolkit
Grade Level: K–12

Shining Star School– Student Behavior & Attendance
Monica Oakes, Principal; Diane Lemstrom, CSS Outreach Consultant, Kynoch Elementary School; Karin Smith, Principal; Ricardo Padilla, CSS Outreach Consultant, New Lexington Elementary School

Shining Star Schools are Comprehensive Student Support schools that scored well in this year's annual peer review and showed significant gains in academic improvement by meeting their API and AYP targets.

These Shining Star Schools present how they used the CSS strategies to improve student behavior and improve student attendance.

Strand: Best Practices
Grade Level: K–6

Shining Star School–COST
Anne Michaelson, Principal; Helen Zavala, CSS Outreach Consultant, Sultana Elementary School

Shining Star Schools are Comprehensive Student Support schools that scored well in this year's annual peer review and showed significant gains in academic improvement by meeting their API and AYP targets.

This Shining Star School presents how they used the CSS strategies to coordinate state and federal programs and personnel services in a collaborative and integrated fashion to meet the needs of their students and their families.

Strand: Best Practices
Grade Level: K–6

Dropout Prevention Specialist (DPS) Certification: Program Overview
John Dooley, Vice President, National University Division of Extended Learning, CA

National University's Dropout Prevention Specialist Certification Program complies with the CA Education Code for outreach consultant (ORC) training. This six-course program sequence is taught by very experienced CA ORCs who also serve as adjunct faculty with National University. Classes
meet online for two hours, one evening per week. Program information available at: http://www.nu.edu/Academics/Schools/ExtendedStudies/811-200.html.

Strand: NEW!, Best Practices

OK, I've Had the Soup: On to the Main Course! (RTI, Part II)
Terry Metzger, Principal, Marengo Ranch Elementary, CA

This session is for those already familiar with CSS and RTI. The focus will be implementation of an RTI model at the elementary school level to meet the needs of all learners. Learn about academic conferences and how targeted instruction at the Tier I level can make a difference for struggling students, and get some ideas for Tier II instruction and materials.

Strand: Best Practices; VetORC
Grade Level: K–6

Building Respect, Responsibility, and Resiliency in At-Risk Adolescents
Vicki Phillips, M.Ed., Director, Personal Development, CA

Learn how to teach students who “don't want to be told what to do” to want to be responsible and respectful–by using their need to feel powerful as the foundation for developing character, resiliency, and emotional intelligence. Vicki Phillips, principal of an alternative school for 22 years, will share the underlying philosophy from her one-semester curriculum, Personal Development, purchased by almost 1500 secondary schools to date.

Strand: Engaging At-Risk Students; Foster Youth & Juvenile Detention
Grade Level: 7–12

You Can't Make Me! Managing the Oppositional Defiant Student
Ernest Mendes, Consultant/President, Mendes Training & Consulting, Inc., CA

This interactive session will help you better understand the oppositional defiant student. ODD, Oppositional Defiant Disorder, will be addressed as well as general opposition in the classroom. Teachers will learn to flow with resistance through a specific set of environmental and interpersonal strategies designed to reduce defiance in the ODD child.

Strand: Engaging At-Risk Students
Grade Level: K–12

Effectively Engaging the Community in Our School
Norma Gomez, Parent & Family Involvement Coordinator, LRET Division, English Learner & Support Services, San Diego COE, CA

In this workshop you will learn effective strategies to overcome common barriers encountered when engaging the community in the educational system. You will also learn how to develop an action plan by drawing on the expertise of the stakeholders in order to address academic rigor, teacher/school expectations, content standards, educational programs, policies, and accountability via activism and advocacy.

Strand: NEW!; Family and Community Collaboration
Grade Level: K–12

Working with Parents of High-Risk Youth: The Parent Project Model
Ralph Fry, Co-Author, Parent Project, Parent Project, Inc., NV

The US Department of Justice has identified truancy as the number one indicator of juvenile delinquency. Every day in the US, 1300 students drop out of school. Parents own at least 60% of the responsibility of the education of their children and 100% of the responsibility to ensure their children go to school. Yet as a nation, we spend 98% of our resources and energy for truancy and dropout prevention in direct services to youth. Parents have incredible power to influence the decisions their children make. But how do we empower parents to make the difference in their child's life? In this interactive workshop, participants will:
• Identify the specific problems parents face raising children in today's world
• Learn specific strategies to engage, motivate, and empower parents of high-risk youth
• Discuss specific skills parents need to prevent and intervene in destructive adolescent behavior
• Learn specific strategies parents can use to improve children's school attendance and performance

Strand: Family and Community Collaboration; Juvenile Detention; VetORC
Grade Level: K–12

Using Data to Improve Instruction: Building a Culture of Continuous Improvement
Dennis Fox, Ph.D. Consultant, LACOE Division for School Improvement, CA

Skillful data-driven decision-making is especially critical in schools and districts with large numbers of children of color, as well as those struggling with poverty and learning English as a second language. This session will provide user-friendly tools for analyzing California Standards Test data in a systematic manner, drawing valid inferences from data, and using the results to improve the effectiveness of classroom instruction and ultimately produce continuous and significant increases in student learning.

Strand: NEW!; Increasing Academic Achievement
Grade Level: K–12

Body in Motion, Brain in Gear–Using Movement to Enhance Attention and Improve Learning
Tim Burns, Educator/Author, Learn for Life, NM

This informative, enjoyable, and fast-paced workshop blends research and practical application within a framework of brain maturation and development, focusing on those areas of the brain that tie together movement, attention systems, and learning readiness. You will gain knowledge and tools you can use immediately for the benefit of all students. Handouts will be provided.

Strand: Instructional Strategies, Foster Youth
Grade Level: K–12

Student Engagement: Experience It!
Andrew Stetkevich, Staff Development Specialist/CSS Field Colleague, Riverside Staff Development Center, CA; Vicki Butler, Director, Val Verde USD, CA

This session will provide participants with multiple methods to engage students in the learning process by experiencing engagement strategies across curricular areas. Leave this session with practical engagement strategies that can be used immediately with students.

Strand: Instructional Strategies; VetORC
Grade Level: K–12

FERPA: Protecting the Rights of At-Risk Students
LeRoy Rooker, Director, Family Compliance Office, U.S. Department of Ed., DC

Students at risk are impacted in most aspects of their lives–at home, in school, and in the community. As fragile members of the school population, they are frequently bombarded by intrusions into their private lives. School personnel must ensure that these students' rights of confidentiality are not compromised. This interactive session will focus on the federal protections afforded parents and students under the Family Educational Rights and Privacy Act (FERPA) and how school officials, including school law enforcement personnel, can operate under FERPA. Session will include a question and answer time.

Strand: NEW!; Safety and Violence Prevention; CASCWA; Foster Youth & Juvenile Detention; VetORC
Grade Level: K–12

Girls: Risk Factors, Trends, and Strategies
Gabriela Baeza, Project Specialist, San Diego COE, Pupil Services, Safe Schools, CA

This workshop will provide participants with an overview of the latest research relating to females and violence. Trends and research-based strategies will be discussed to provide participants with ideas on how to work with female students effectively. Ideas for how to approach issues such as academic failure, teen pregnancy, gang violence, and other risky behaviors will be explored..

Strand: NEW!, Safety and Violence Prevention; Juvenile Detention; VetORC
Grade Level: 7–12

Safe Schools: Addressing Gangs, Racism, Violence, and Bullying Through a Youth Development Lens
John Vandenburgh, PLUS Program Creator/Safe School Coordinator, Murrieta Valley USD Support Center, CA

One of the many goals of this workshop is for participants to develop a strong understanding of the impact group identity has on individual adolescent behavior, particularly with regard to gangs, violence, and bullying. Educators must understand the importance of developing peer programs that foster relationships among youth and developing youths' sense of belonging to a peer group identity. Our youth are simply growing up in a violent culture that invests itself in a code of silence. Schools must counter this and develop a culture of communication, where students feel connected to one another and responsible for the outcomes of their campus culture.

Strand: Safety and Violence Prevention; Juvenile Detention
Grade Level: K–12

Suicide Assessment, Response, and Postvention in School-Age Youth
Golnaz Agahi, LCSW, MPH, Crisis Response Network Coord., Division of Instructional Services, Orange County COE, CA

This interactive workshop will provide an opportunity for participants to identify warning signs among youth at risk for suicide. Participants will be introduced to a protocol for assessment and response to suicidal ideations. The workshop will offer a structure for school response to ensure the healthy recovery of students and staff who may be affected by the suicide of a peer.

Strand: NEW!, Safety and Violence Prevention
Grade Level: K–12

The Impact of Violence on a Child's Developing Brain: Implications for Foster Youth
Craig Pierini, MS, Education Programs Assistant, Foster Youth Services Program, CA

Research from Dr. Bruce Perry and others strongly suggests that the brains of children, ages 0–3, who are chronically exposed to violence are organized differently. Basic neuroscience will be explored, along with how these children process information and the types of interventions that are consistent with the science.

Strand: NEW!, Safety and Violence Prevention; Foster Youth
Grade Level: K–12