Session Information: Tues, 7/22 and Wed, 7/23

RCSC 2008 will include four ninety-minute breakout sessions.

Choosing Your Level

Although you'll likely find interesting information in any of the sessions, the most immediately useful will be those that match the point you’ve reached as you move toward using Responsive Classroom schoolwide. For convenience, in the session descriptions we’ve described that journey in terms of levels, from 1 to 3. For definitions of the three levels, click here.

Pre-conference Offerings: Monday, July 21

RCSC participants may choose to register for an additional full-day pre-conference session on Monday, July 21. This year we are offering a choice among three pre-conference sessions, described below. On your registration form, indicate which one of these sessions you wish to attend. The cost for attending an RCSC pre-conference session is $100.

Breakout Sessions by Title

Tuesday, July 22:  Session 1

Responsive Classroom Schools framework: What does it mean to be a Responsive Classroom School? (Code: RCF)

Structured for success: Redesigning structures to support schoolwide Responsive Classroom implementation (Code: SBR)

Responsive Classroom district-wide: Maintaining momentum (Code: RCD)

Nurturing your school’s adult community: A panel discussion (Code: PAD)

Integrating learning outcomes and the Responsive Classroom approach (Code: OAS1)

Using Responsive Classroom principles to evaluate teachers (Code: RCP)

Many faces, one heart: Building school community with family nights (Code: FAM)

Starting the school year as a Responsive Classroom community: How do you put it all together? (Code: FSW)

Remind, reinforce, redirect: Revisiting the 3R’s of teacher language (Code: RRR)

School leadership team: A model for shared, collaborative leadership in a Responsive Classroom school (Code: SLT)

Tuesday, July 22:  Session 2

Making the connections: The Responsive Classroom approach and other academic initiatives (Code: RCA)

The Responsive Classroom approach: Building block for a comprehensive social-emotional learning program in an urban school (Code: SAT)

Building a new school with a Responsive Classroom foundation (Code: MCS)

Allocating resources to support schoolwide implementation: A panel discussion (Code: PAR)

Dealing with bullying (Code: BUL1)

Thinking about schoolwide discipline: Pathways to self-control (Code: SWD1)

Morning Medleys: A new way of offering staff development (Code: ACS)

Support staff: Informing and supporting their work (Code: SST1)

Strengthening Responsive Classroom implementation through teacher collaboration (Code: TCL)

Building a warm, inclusive all-school community (Code: SWI)

Wednesday, July 23: Session 1

Current research: Does the Responsive Classroom approach work? (Code: RES1)

From initiative to central belief: One school’s Responsive Classroom journey (Code: SHK)

Growing a comprehensive, system-wide program of service learning (Code: SWP)

In our school: Building community in elementary schools: A panel discussion (Code: IOS)

Integrating learning outcomes and the Responsive Classroom approach (Code: OAS2)

Thinking about schoolwide discipline: Pathways to self-control (Code: SWD2)

Aligning family communication with Responsive Classroom language (Code: COM)

Practicing what we teach: Using Responsive Classroom practices with the adult community (Code: ADC)

First steps: A principal’s journey in beginning schoolwide Responsive Classroom implementation (Code: FIR)

Communicating with a common language (Code: CCL)

Aligning Responsive Classroom principles and practices with other demands (Code: PPP)

Wednesday, July 23: Session 2

Current research: Does the Responsive Classroom approach work? (Code: RES2)

Rituals and practices that create and sustain a Responsive Classroom culture schoolwide (Code: USN)

Revitalizing our commitment to the Responsive Classroom approach (Code: REV)

Developing and implementing a schoolwide discipline plan: A panel discussion (Code: PSD)

Dealing with bullying (Code: BUL2)

Snapshots of a Responsive Classroom principal at work: Supervision and evaluation (Code: SNP)

Teacher language: The art of listening (Code: ART)

Home-school communication: Focusing on the CARES skills (Code: CAR)

The Responsive Classroom approach during the last six weeks of school (Code: LSW)

Building a positive school climate (Code: PSC)

^^Back to Top^^

Full Session Descriptions

Tuesday, July 22: Session 1

Responsive Classroom Schools framework: What does it mean to be a Responsive Classroom School? Karen Casto, NEFC consulting administrator, retired principal
Code: RCF
In a Responsive Classroom school, children and adults work together in ways that are congruent with the Responsive Classroom approach. In this session, I’ll introduce you to a framework that details the specific elements of a Responsive Classroom School and talk about tools that can guide you on your own journey toward schoolwide implementation.  Levels 1-3

Structured for success: Redesigning structures to support schoolwide Responsive Classroom implementation School showcase — Bristol Elementary School, Bristol, Vermont: Mary Jane Broughton, Title 1 math teacher and home/school coordinator; Michaela Casey, physical education and health teacher; Jill Mackler, co-principal
Code: SBR
We’ll show how the governance structure and decision-making model in our school supports the work of our Responsive Classroom steering committee, which guides our growth and development as a Responsive Classroom community. The session will include a detailed sharing of the process we used to redesign our lunchroom procedures and practices and the results of that restructuring.  Levels 1 - 3

Responsive Classroom districtwide: Maintaining momentum Cortland Enlarged City School District, Cortland, New York: Jaqueline Hunter, inclusion specialist; Lynn New , building principal; Julie Pace, fifth grade teacher; Kathryn Reynolds, speech and language pathologist; Angela Wanish, building principal
Code: RCD
Since beginning our Responsive Classroom journey in the early 1990s, we’ve committed to maintaining a high level of implementation in all five district elementary schools. We’ll share the tools that have helped us succeed: a Responsive Classroom planning committee consisting of staff from all grade levels at all five schools, contractual consulting services and teacher training from NEFC, and a professional library consisting of NEFC publications. We’ll also share other key steps in keeping the momentum going.  Levels 1 - 3

Nurturing your school’s adult community: A panel discussion Greg Bagley, K-5 principal and K-12 special services administrator, Southern Aroostook Community School, Island Falls, Maine; Marcia Bradley, NEFC consulting teacher, retired K - 12 administrator; Chris Dodge, principal, Fayston Elementary School, Fayston, Vermont; Babs Freeman-Loftis, assistant head of lower school, University School of Nashville
Code: PAD
Administrators and teacher leaders can’t do it alone! Only when all the adults at school work together, with a shared vision and common behaviors and beliefs, can they consistently implement the classroom and schoolwide practices that support optimal learning for all children. Hear panel members discuss how they’ve engaged their school’s adults in the planning and learning essential to building a Responsive Classroom school.  Levels 2 - 3

Integrating learning outcomes and the Responsive Classroom approach Tina Valentine, NEFC senior consulting teacher, former teacher
Code: OAS1
How do you convince school leaders that the Responsive Classroom approach will support time-on-learning requirements and other state and district academic standards? Responsive Classroom trainers in Springfield, Massachusetts, found a way. Come learn how we did it.  Levels 1 - 2

Using Responsive Classroom principles to evaluate teachers Sarasota Suncoast Academy, Sarasota, Florida: Daphne Bontrager, second grade teacher; Steve Crump, principal; Michelle Lynch, third grade teacher; Suzanne Wright, kindergarten teacher
Code: RCP
 “How the adults at school work together is as important as their individual competence: Lasting change begins with the adult community.” With this guiding Responsive Classroom principle in mind, we looked for ways to build adult community by applying Responsive Classroom principles to teacher evaluation. Gather ideas for pacing your staff’s Responsive Classroom learning, promoting teacher collaboration and mentoring, and supporting staff who are new to teaching or new to the approach.  Levels 2 - 3

Many faces, one heart: Building school community with family nights Hayshire Elementary School, York, Pennsylvania: Matt Miller, assistant principal; Barb Snare, principal
Code: FAM
Monthly family nights have helped us weave the many faces of Hayshire families into a caring community with the school as its heart. Through these gatherings, our school has become the center of the neighborhood, a place to which families feel attached, no matter what their ethnic background or socioeconomic status. Come hear how our Back to School Ice Cream Social, Marvelous Math Nights, and Cultural Heritage Spirit Dinner help families engage with their children and with other families. Levels 2 - 3

Starting the school year as a Responsive Classroom community: How do you put it all together? Four Corners Elementary School, Greenfield, Massachusetts: Gail Healy, principal; Sarah Overstreet, fourth grade teacher; Lori Rinaldi, third grade teacher; Vicki Sittig, kindergarten teacher
Code: FSW
How might a school implementing the Responsive Classroom approach begin the school year as a community? Take a walk through the first few weeks of school, starting from the day before the students arrive. We’ll highlight the routines that help everyone feel like part of the school community. Then, through group discussion, we’ll explore key practical elements, such as how to:

• Establish a “common area” culture (hallways, library, cafeteria, playground)
• Share a school culture with new families, faculty, and visitors
• Enhance the chances for success by planning and scheduling ahead

Levels 1 - 2

Remind, reinforce, redirect: Revisiting the 3R’s of teacher language Paula Denton, director of program development and delivery, NEFC
Code: RRR

“I’ve been to the week-long Responsive Classroom training, read The Power of Our Words, and practiced in my classroom, but I still find the 3R’s confusing.”

Sound familiar? Join us for a session devoted to increasing your comfort and confidence in using these powerful teacher language tools. We’ll do a quick refresher on how these types of language differ from one another, talk about the difference between praise and reinforcing language, and have plenty of time for you to pose questions from your daily practice.  Levels 2 - 3

School leadership team: A model for shared, collaborative leadership in a Responsive Classroom school Dame School, Concord, New Hampshire: Ed Barnwell, principal; Margaret Barry, Reading Recovery teacher; Laura Hoglund, kindergarten teacher; Sue Joyal, teaching assistant; Erin Moore, second grade teacher; Nancy Siff, reading specialist; Sarah Williams, kindergarten teacher
Code: SLT
Drawing on our own ongoing experiences with a leadership team model representing all segments of our school’s adult community, we’ll share insights about the purposes of and possibilities for developing a strong leadership team. Presenters will also guide you in considering whether a leadership team model might be appropriate for your school. We’ll consider benefits, challenges, risks, and opportunities presented by this model.  Levels 2 - 3

^^Back to Top^^

Tuesday, July 22: Session 2

Making the connections: The Responsive Classroom approach and other academic initiatives Susan Titterton, guidance counselor, Waterville Elementary School, Waterville, Vermont, and NEFC consulting teacher
Code: RCA
The Responsive Classroom approach offers practices for efficiently and effectively building community, managing behavior, and delivering instruction. This “three-legged stool” can serve as a firm foundation for any other academic and social skill-building your school decides to do. Learn some ways you can sustain your school’s ongoing Responsive Classroom work while also giving attention to other school initiatives.  Levels 1 - 3

The Responsive Classroom approach: Building block for a comprehensive social-emotional learning program in an urban school School showcase — The Arts & Technology Academy, Washington, D.C.: Lewanna Bazemore, kindergarten teacher; Vanessa Camilleri, SEL specialist; Kristina Smith, first grade teacher; Margaret Thomas, sixth grade teacher
Code: SAT
We’ll describe in detail how we use the Responsive Classroom approach as one of the building blocks of our urban school’s comprehensive social-emotional learning initiative. Through a circular process of assessment, action planning, and implementation, we’re intentionally and systematically integrating Responsive Classroom principles and practices into our classrooms and school. As evidenced by improving student attendance, a reduction in suspensions, and improving staff morale, the approach is slowly but surely having an impact on our school community. You’ll learn about practical ways you can purposefully and successfully implementing the Responsive Classroom approach in your own school.  Levels 1-3

Building a new school with a Responsive Classroom foundation Mettawee Community School, West Pawlet, Vermont: Judy Bremer, kindergarten teacher; Heather Lund, special education teacher; Nancy Mark, principal
Code: MCS
Ten years ago, the Vermont towns of Pawlet and Rupert closed their small rural schools and joined together to build one new school for children from prekindergarten through grade six. From our first year together, the Responsive Classroom approach has helped us build the kind of warm and caring school community that the children enjoyed in their smaller schools. One key element has been cross-grade friendships. We’ll talk about how we’ve nurtured those friendships through Buddy Classes and Breakfast Advisory Groups.  Levels 2 - 3

Allocating resources to support schoolwide implementation: A panel discussion Dennis Copeland, principal, Ironia Elementary School, Randolph Township, New Jersey; Steve Crump, principal, Sarasota Suncoast Academy, Sarasota, Florida; Richard Spindler-Virgin, NEFC consulting administrator, retired principal; Rick Treuting, principal on special assignment for the St. Charles Parish Public Schools, Luling, Louisiana
Code: PAR
Now that you’re committed to seeing the Responsive Classroom approach succeed throughout your school, what resources can you deploy to help you ensure that success? We’ll look at allocating time, space, personnel, money, schedules, activities, training, and data. Plus, we’ll offer ideas about an organizational structure that will enhance your chances of implementing and sustaining the Responsive Classroom approach in your school.  Levels 1 - 3

Dealing with bullying Andy Dousis, senior NEFC consulting teacher, former teacher
Code: BUL1
Through a brief lecture, group discussion, and small group work, we’ll take an empathetic look at bullying in schools and learn how Responsive Classroom strategies can help a school community address this serious issue.  Levels 2 - 3

Thinking about schoolwide discipline: Pathways to self-control Ruth Sidney Charney, NEFC co-founder, author, retired teacher
Code: SWD1

“Schools are not the source of children’s anti-social behavior, and they cannot completely eliminate it. But schools do have substantial power to prevent it in some children and greatly reduce it in others.”
       —From Hill, Ramsey, and Gresham, “Heading off
       disruptive behavior,” American Educator (Winter 2003)

A set of consistent and well-enforced schoolwide discipline policies strongly supports effective intervention with all children. We’ll look at the proactive and reactive “steps to self-control” in the Responsive Classroom approach to schoolwide discipline, and we’ll talk about some of the key strategies that affect classrooms as well as hallways, bathrooms, cafeterias, and playgrounds. Schoolwide support for children with “challenging behaviors” may also be a topic.  Levels 2 - 3

Morning Medleys: A new way of offering staff development Garfield Elementary School, Springfield, Virginia: Holly Blum, resource teacher; Kirsten Howard, first grade teacher; Maureen Marshall, principal
Code: ACS
This year, Garfield Elementary School eliminated staff meeting in lieu of Friday Morning Medleys — professional development sessions with topics determined by the “Hopes and Goals” of teams and individuals. We’ll share our vision for providing staff development at a school implementing the Responsive Classroom approach while offering choice and differentiation for adult learners.  Level 3

Support staff: Informing and supporting their work Sue DeMeglio, consulting teacher, NEFC, and instructional support teacher, Pennsbury School District, Pennsylvania; Lynn Majewski, NEFC consulting teacher, retired teacher
Code: SST1
Whether serving as schoolwide leaders or working directly with students, support staff are essential in promoting a caring learning environment. Learn how Responsive Classroom practices can inform and support their work. Through active learning, we’ll identify the goals of counselors, instructional support specialists, and recess teachers. We’ll also explore how the Responsive Classroom approach can help these staff members achieve their goals and contribute to an orderly and caring school community.  Levels 1 - 2

Strengthening Responsive Classroom implementation through teacher collaboration Scott School, Harrisburg, Pennsylvania: Stacy Cope and J. Stacey Ely, first grade teachers
Code: TCL
At our urban school, located in an area where many children live in poverty and speak English as a second language, we’ve seen consistent use of Responsive Classroom practices boost the children’s academic and social growth. Achievement data support what we’re seeing in our classrooms. We’ll talk about how we collaboratively plan and reflect on implementation of Responsive Classroom practices and share a video showing two Morning Meetings. We’ll also show clips of teachers using encouraging language and interacting positively and productively with students.  Levels 1-2

Building a warm, inclusive all-school community Wissahickon Charter School: Rebecca Kay, third grade teacher; Leslie Schwartz Leff, fifth grade teacher
Code: SWI
Would you like to extend that intimate community feeling you have in your classrooms to your entire school? Do you want parents to feel more at ease and included in your school? Learn some concrete ways to achieve those goals through whole-school celebrations, evening events, and all-school projects and trips. We’ll share photos of our own monthly events, ranging from all-school hiking field trips to an evening literacy celebration to a community-wide Earth Day celebration.  Levels 2 - 3

^^Back to Top^^

Wednesday, July 23: Session 1

Current research: Does the Responsive Classroom approach work? Dr. Sara Rimm-Kaufman, associate professor, University of Virginia
Code: RES1
Hear about recently completed independent research on the Responsive Classroom approach. I’ll summarize the results from a study my colleagues and I completed in 2004: the three-year “Social and Academic Learning Study” (SALS) comparing teachers and children at six schools (three of which were implementing the Responsive Classroom approach). Learn about three major findings pointing to the efficacy of the approach:

• Teachers at Responsive Classroom schools felt more effective with respect to discipline and held more positive attitudes toward teaching.
• Classroom observations showed that teachers at Responsive Classroom schools delivered instruction of higher quality than teachers at comparison schools.
• Children at schools implementing the Responsive Classroom approach showed greater gains in social skills and academic test scores than children at comparison schools.

These findings were evident in schools with a high percentage of children who would be considered “at risk” for school failure given their family background. I’ll convey the findings in a highly accessible format and in the context of the national push for evidence-based practice in schools.
I’ll also describe progress on my current research, which is funded by the U.S. Department of Education. For this research, my colleagues and I will conduct a randomized, controlled trial of the Responsive Classroom approach in a group of twenty-three schools, with a special emphasis on math teaching and learning.  Levels 1 - 3

From initiative to central belief: One school’s Responsive Classroom journey  School showcase — Hawken School, Lyndhurst, Ohio: Pat Fekete, Responsive Classroom coordinator and fifth grade teacher; Mary Beth Hilborn, assistant director of the lower school
Code: SHK
Come hear how our school community took the Responsive Classroom approachfrom tentative initiative to central belief. We’ll revisit our journey and describe how we connected the approach to our already-existing theoretical beliefs. As we talk about the coordinator’s role, the physical environment, and parent education, we’ll share important practices that continue to foster the approach at Hawken.  Levels 1-2

Growing a comprehensive, system-wide program of service learning Shelley Berman, superintendent of schools, Jefferson County, Kentucky
Code: SWP
In many schools and districts, just a few teachers pursue service learning as part of their curriculum. Even these few efforts, however, are often at risk because of changes in responsibilities, leadership, or funding. This session will cover the values, visioning, strategic planning, and balancing of top-down policies with bottom-up initiatives that support the system-wide growth of service learning as a core part of the academic program.  Levels 2 - 3

In our school: Building community in elementary schools: — A panel discussion Karen Casto, NEFC consulting administrator, retired principal; Gail Healy, principal, Four Corners Elementary School, Greenfield, Massachusetts; Lynn Majewski, NEFC consulting teacher, retired teacher; Maureen Marshall, principal, Garfield Elementary School, Springfield, Virginia
Code: IOS
Meet with staff from some of the schools featured in NEFC’s latest book, In Our School: Building Community in Elementary Schools. You’ll learn how these school leaders purposefully use the Responsive Classroom approach to create child-friendly learning communities that encompass the whole school and the whole school day.  Levels 1 - 3

Integrating learning outcomes and the Responsive Classroom approach Tina Valentine, NEFC consulting teacher, former teacher
Code: OAS2
How do you convince school leaders that the Responsive Classroom approach will support time-on-learning requirements and other state and district academic standards? Responsive Classroom trainers in Springfield, Massachusetts, found a way. Come learn how we did it.  Levels 1 - 2

Thinking about schoolwide discipline: Pathways to self-control Ruth Sidney Charney, NEFC co-founder, author, retired teacher
Code: SWD2

“Schools are not the source of children’s anti-social behavior, and they cannot completely eliminate it. But schools do have substantial power to prevent it in some children and greatly reduce it in others.”
      —From Hill, Ramsey, and Gresham, “Heading off
      disruptive behavior,” American Educator (Winter 2003)

A set of consistent and well-enforced schoolwide discipline policies strongly supports effective intervention with all children. We’ll look at the proactive and reactive “steps to self-control” in the Responsive Classroom approach to schoolwide discipline, and we’ll talk about some of the key strategies that affect classrooms as well as hallways, bathrooms, cafeterias, and playgrounds. Schoolwide support for children with “challenging behaviors” may also be a topic.  Levels 2 - 3

Aligning family communication with Responsive Classroom language  Fayston Elementary School, Fayston, Vermont: Beth Abbott-Koch, PreK/K teacher; Justina Boyden, first and second grade teacher; Chris Dodge, principal
Code: COM
Report card comments, parent letters — these and other routine communications to children’s homes convey essential information, but they’re also ideal opportunities to model the Responsive Classroom language and philosophy that teachers use in their classrooms. Come hear about ways you can adapt your routine communications language so that it educates while it informs. We’ll also talk about using public relations tactics to educate the greater community on Responsive Classroom philosophy and language.  Levels 1 - 3

Practicing what we teach: Using Responsive Classroom practices with the adult community Marcia Bradley, NEFC consulting teacher, retired K-12 administrator
Code: ADC
Faculty meetings, reading or discussion groups, professional development sessions—all offer excellent opportunities for educators to experience firsthand the Responsive Classroom practices they’re using with students. Your staff will deepen their understanding of the Responsive Classroom approach, and they’ll find their time together more productive and enjoyable. This session will give you some ideas you can use right away to transform your school’s adult gatherings.  Levels 1- 3

First steps: A principal’s journey in beginning schoolwide Responsive Classroom implementation Dennis Copeland, principal, Ironia Elementary School, Randolph Township, New Jersey
Code: FIR     
Explore the practical, nuts-and-bolts details that will help get your implementation off to a smooth start. We’ll talk about fitting Morning Meeting and monthly whole-school meetings into your master schedule, getting parent and central office support, and identifying potential problems.  Level 1-2

Communicating with a common language Hayshire Elementary School, York, Pennsylvania: Carla Gabert, kindergarten teacher; Matt Miller, assistant principal; Barb Snare, principal; Lori Wiltshire, counselor
Code: CCL
Using common language everywhere in school establishes consistent behavioral expectations and builds community. We’ll describe how we worked with our students to create school rules and taught the children language that helps them understand and work with those rules. We’ll also share other steps we’ve taken, such as using the language with support staff, studying The Power of Our Words, including a Responsive Classroom segment in every faculty meeting, and basing our school improvement committee on the Responsive Classroom philosophy.  Levels 1 - 3

Aligning Responsive Classroom principles and practicies with other demands Richard Spindler-Virgin, NEFC consulting administrator, retired principal
Code: PPP
How do you align the Responsive Classroom principles with school practices, policies, and procedures; parental expectations; district and state mandates; local political pressures; school traditions; and other aspects of daily life at school? Learn some ways to adjust the day-to-day realities so that your Responsive Classroom focus stays strong.  Levels 2 - 3

^^Back to Top^^

Wednesday, July 23: Session 2

Current research: Does the Responsive Classroom approach work? Dr. Sara Rimm-Kaufman, associate professor, University of Virginia
Code: RES2
Hear about recently completed independent research on the Responsive Classroom approach. I’ll summarize the results from a study my colleagues and I completed in 2004: the three-year “Social and Academic Learning Study” (SALS) comparing teachers and children at six schools (three of which were implementing the Responsive Classroom approach). Learn about three major findings pointing to the efficacy of the approach:

• Teachers at Responsive Classroom schools felt more effective with respect to discipline and held more positive attitudes toward teaching.
• Classroom observations showed that teachers at Responsive Classroom schools delivered instruction of higher quality than teachers at comparison schools.
• Children at schools implementing the Responsive Classroom approach showed greater gains in social skills and academic test scores than children at comparison schools.

These findings were evident in schools with a high percentage of children who would be considered “at risk” for school failure given their family background. I’ll convey the findings in a highly accessible format and in the context of the national push for evidence-based practice in schools. I’ll also describe progress on my current research, which is funded by the U.S. Department of Education. For this research, my colleagues and I will conduct a randomized, controlled trial of the Responsive Classroom approach in a group of twenty-three schools, with a special emphasis on math teaching and learning.  Levels 1 - 3

Rituals and practices that create and sustain a Responsive Classroom culture schoolwide. School showcase — University School of Nashville: Babs Freeman-Loftis, assistant head of lower school; Laura Webb, third grade teacher
Code: USN
Learn how we used schoolwide rituals and practices to better align our school’s culture with Responsive Classroom principles. We’ll describe how children, parents, and staff live the guiding principles through welcoming rituals, monthly schoolwide Morning Meetings, end-of-school-year rituals, and adult community-building practices. We’ll also invite you to share rituals and practices that are helping you build an active, engaged Responsive Classroom learning community.  Levels 2 - 3

Revitalizing our commitment to the Responsive Classroom approach Rick Treuting, principal on special assignment for the St. Charles Parish Public Schools, Luling, Louisiana
Code: REV
St. Charles Parish Public Schools, located about twenty-five miles southwest of New Orleans, began implementing the Responsive Classroom approach in 1995. Excellent training from NEFC and strong central-office support got us going very quickly. But several factors slowed our momentum: the logistics of traveling to New England for training, time and energy needed for other worthy educational initiatives, changes in leadership, and staff turnover. Come hear how we’ve rebuilt and improved our Responsive Classroom culture of caring, responsibility, and academic engagement. You’ll gain an understanding of how to make your school’s or district’s commitment to the Responsive Classroom approach a work in progress.  Levels 1 - 3

Developing and implementing a schoolwide discipline plan: A panel discussion Ed Barnwell, principal, Dame School, Concord, New Hampshire; Gail Healy, principal, Four Corners Elementary School; Barb Snare, principal, Hayshire Elementary School, York, Pennsylvania; Susan Titterton, guidance counselor, Waterville Elementary School, Waterville, Vermont, and NEFC consulting teacher
Code: PSD
Panelists and participants will discuss experiences developing and implementing schoolwide discipline plans and policies consistent with Responsive Classroom principles. We’ll examine specific school plans that outline positive, proactive strategies; logical consequences; and “steps to self-control.” Panelists will offer suggestions for overcoming barriers, getting everyone on board, and sustaining the plan over time.  Levels 2 - 3

Dealing with bullying Andy Dousis, senior NEFC consulting teacher, former teacher
Code: BUL2
Through a brief lecture, group discussion, and small group work, we’ll take an empathetic look at bullying in schools and learn how Responsive Classroom strategies can help a school community address this serious issue.  Levels 2 - 3

Snapshots of a Responsive Classroom principal at work: Supervision and evaluation Greg Bagley, K-5 principal and K-12 special services administrator, Southern Aroostook Community School, Island Falls, Maine
Code: SNP
In this session, we’ll look at three examples of a Responsive Classroom principal at work in the areas of supervision and evaluation. Participants will discuss setting expectations, consider ways to start tough conversations, and review corrective action plans while looking through the Responsive Classroom lens. Levels 1 - 3

Teacher language: The art of listening Paula Denton, director of program development and delivery, NEFC
Code: ART
Listening is a powerful and often overlooked strategy for maximizing student engagement and learning. We’ll consider the value of well-timed silence, look at using open-ended questions to help students develop their thoughts, and compare paraphrasing with voiceovers. Then we’ll form small groups and practice listening to one another.  Levels 1 - 3

Home-school communication: Focusing on the CARES skills Steve Crump, principal, Sarasota Suncoast Academy, Sarasota, Florida
Code: CAR
At our school, we use the CARES skills (cooperation, assertion, responsibility, empathy, self-control) when communicating to families why we use CARES as part of the Responsive Classroom approach. The result: enriched home - school communications and a greater willingness to reinforce the skills at home. We’ll offer tips for how you can use the skills with your students’ families and share ideas for how families can practice the skills with their children.  Levels 1 - 2

The Responsive Classroom approach during the last six weeks of school Scott School, Harrisburg, Pennsylvania: Stacy Cope and J. Stacey Ely, first grade teachers
Code: LSW
How can you keep your school community energetically focused on learning when everyone’s tired and focusing on summer? We’ll talk about ways that Responsive Classroom principles and practices can help your school make the most of those last weeks of learning time. Get ideas for helping students celebrate the year’s learning, say goodbye to their current learning community, and look forward to the community they’ll build the following fall. We’ll also talk about planning for summer learning and helping families support their child’s transition to the next school year.  Levels 1 - 2

Building a positive school climate Cortland Enlarged City School District, Cortland, New York: Jaqueline Hunter, inclusion specialist; Lynn New, building principal; Julie Pace, fifth grade teacher; Kathryn Reynolds, speech and language pathologist; Angela Wanish, building principal
Code: PSC
All five elementary schools in our district follow a similar disciplinary model based on the Responsive Classroom approach. Although the schools may interpret the model somewhat differently, depending on their students’ needs, all share several elements: emphasizing helping children develop self-control, guiding children in creating schoolwide rules, training all staff members in using encouraging language when interacting with children throughout the school, and publishing a parent handbook that includes a description of the disciplinary process. Come hear some of the distinctive ways the five schools have implemented our disciplinary model.  Levels 1 - 3

^^Back to Top^^