SEL Full Schedule

All times Central Daylight Time (CDT) 

Registration & Welcome, 7:30 - 8:40 a.m.
Lang Hall Auditorium

7:30 - 8:30 a.m.

Registration

8:30-8:40 a.m.

Welcome

Dean Colleen Mulholland, College of Education 

Keynote Sessions 8:40 - 11 a.m., Lang Hall Auditorium

8:45 - 10:00 a.m. 

Learning in the Age of AI: How the Social Emotional Dimensions of Learning Will Drive Education in 2030 and Beyond*

David Adams, MEd, CEO, The Urban Assembly, and on the board of directors of the Collaborative for Academic, Social and Emotional Learning (CASEL) 

10:00 - 10:15 a.m. BREAK

10:15 - 11:00 a.m.

A Writer's Journey*

Marc Colagiovanni, children's book author

*Also offered as part of virtual ticket

Break/Walk 11 - 11:20 a.m.

Conference relocates to Schindler Education Center (SEC) for remainder of the day. 

Breakout Sessions 11:20 a.m. - 12:15 p.m. (SEC)

Survive, Thrive & Shake It Off: Navigating Growth & Joy (Room 216)

Becky Lins & Courtney Cook, Iowa School Counselor Association members
In today’s ever-evolving landscape, where school counselors and educational leaders often face constant change that may seem like “Bad Blood”, finding joy can be challenging yet essential. Join seasoned leaders Becky and Courtney as they share how to "Shake It Off" and thrive by "Dancing with Our Hands Tied." Through heartfelt personal stories of hardship and grief, they will illustrate their journey of learning to navigate tough times by leaning on mentors, embracing both strengths and "Delicate" vulnerabilities, and redefining resilience without falling into the trap of toxic positivity. During this afternoon delight of a session, discover innovative ways to ensure you not only survive but thrive, making every moment a chance to "Begin Again" in your school counseling "Era".

• Navigate Challenges with Resilience: Develop strategies to embrace both strengths and vulnerabilities, learning how to redefine resilience without falling into the trap of toxic positivity.
• Seek and Leverage Mentorship: Understand the importance of mentorship and accountability partnerships in navigating professional and personal challenges, and how to effectively lean on these relationships for support.  
• Cultivate Joy Amidst Adversity: Learn practical techniques to identify and cultivate moments of joy, even during challenging times, ensuring that every moment is a chance to thrive and "Begin Again" in your school counseling journey.

Leadership Strategies to Support Implementing Mental Health Policies (Room 217)

Brad Neibling, Scanlan Center, University of Iowa & Lisa Remy, School Administrators of Iowa
Are you a leader in your school district? Whether or not you are an administrator, teacher leader, or hold another role, leadership is critical in our schools for the well-being of our students. One of the biggest responsibilities for school leaders is to ensure that federal and state policies are implemented in a way that both meets the letter of the law and supports positive development and outcomes for all students. Never has this been more true than now, when a wide range of school mental health policies have been passed in recent legislative sessions. The purpose of this session is to provide school leaders with strategies to help them implement school mental health policies to promote student well-being.

• Know recent, key school mental health policies.
• Understand the role of school leaders in supporting these policies through the lens of the Iowa Standards for School Leaders.
• Learn strategies for supporting policy implementation to improve student well-being.

Continuation of Keynote Address (Room 218)

David Adams, Urban Assembly

• Build upon the keynote with practical applications and integrations for various educational settings.

Fueling the Mind: Using Social Emotional Learning to Amplify Executive Function Skills (Room 220)

Marissa Schweinfurth & Mason Kuhn, University of Northern Iowa
This presentation explores how Social Emotional Learning (SEL) can enhance executive function (EF) skills—such as focus, self-control, and problem-solving—in elementary students, especially those facing adversity. We’ll dive into effective, classroom-friendly SEL strategies that support EF development, helping students manage emotions, stay on task, and handle challenges more confidently. Filled with practical insights, this session will empower teachers to create inclusive, supportive environments where every student can strengthen essential EF skills and thrive.

• Learn strategies to improve executive functions skills(EFS) through SEL.
• In the session we will show self-regulation strategies that have been used in a classroom to improve EFS.
• Gain knowledge about what EFS are and how to assess where students are when coming into the classroom.

Fireside Chat (Room 222)

Marc Colagiovanni, featured author and keynote

• Exploratory writing discussion, round table group setting.

School Counseling Through the MTSS Framework (Room 303)

Bryana Caviness, Cedar Falls Schools
This presentation will outline social-emotional learning (SEL) competencies and the Multi-Tiered System of Support (MTSS) framework. We’ll explore how to integrate SEL into each tier, emphasizing the importance of a unified approach. Participants will engage in cooperative games that illustrate hands-on learning, promoting skills like teamwork and communication. The session will conclude with a recap and an opportunity for questions and discussion on implementing these strategies in classrooms.

• Identify social emotional learning competencies and the importance of data collection tools to drive our decision making.
• Learn what supports are currently available for students at my school in Tier 1, Tier 2 and Tier 3 and the multi-tiered system of support structure.
• Embed and apply the social emotional competencies throughout the multi-tiered system of support structure.

Integrating Social Emotional Learning and Standards-Based Grading: Principles and Future Directions (Room 304)

Nicki Skaar & Matt Townsley, University of Northern Iowa
Classroom grading reform and students’ whole child development are two important and timely topics in today’s schools. In this presentation, we draw parallels between CASEL’s five core competencies of social and emotional learning and the guiding principles of standards-based grading (SBG). This presentation will help educators understand SEL competencies and SBG principles. The authors outline how explicitly developing students’ social-emotional learning skills and implementing SBG are complementary. 

• Describe how implementing standards based grading supports social and emotional learning skills.
• Discuss examples of how standards based grading supports social and emotional learning skills.
• Discuss initiative fatigue and how understanding the connection between standards-based grading and social and emotional learning supports school staff implement these systemic reforms.

What Is -- and What Isn't -- Inclusion and Why (Room 309)

Paul Greene, Inclusion Connection
In a world that is not always Inclusive and is often confused about exactly what Inclusion means, and doesn't mean, this session will clarify misconceptions so common today.

• Gain a better understanding of Inclusion through honest discussion and real world examples.

Lunch, Vendor Exhibits & Book Signing 12:15 - 1:30 p.m. (SEC)

• Lunch in SEC atrium lobby, 2nd floor
• Children's book author Marc Colagiovanni signs books in Room 220
• Vendor exhibits & UNI degree information, 2nd floor

Breakout Sessions 1:30 - 2:25 p.m. (SEC) 

Seamless SEL Integration: Elevating Student Well-Being and Learning Through Practical Strategies (Room 216)

Katie Simpson, University of Northern Iowa and Kristen Schrock, Dike-New Hartford Elementary School
Join us for an engaging presentation focused on the vital role of Social and Emotional Learning (SEL) in fostering student well-being and academic success. Through engaging activities, attendees will explore a variety of practical techniques for seamless implementation, empowering them to create a supportive and nurturing learning environment for all students.

• Clearly articulate the importance of integrating SEL strategies throughout the school day to enhance student well-being and learning, specifically CASEL's 3 Signature Practices.
• Explore and practice a range of SEL strategies designed for seamless integration throughout the school day.

Learning to Write Creatively: A Seriously Fun Arts Integration Approach to Writing Instruction (Room 217)

Reuben Sack, Children's book author and teaching artist
This interactive, activity-driven workshop uses arts integration to engage students of all literacy levels in the writing process. Participants will explore storytelling, mindfulness-based visualization, physical improv, and art as tools to foster both SEL and academic skills. Bring a notebook—and your imagination!

Utilizing Relationships to Transform Behavior (Room 218)

Jessica Sass, Cedar Falls Schools
The presentation will share ideas and provide activities for teachers to be able to structure their classroom and provide students with the tools they need in order to solve social-problems, build self-esteem, and take ownership of the choices they make when students are dis-regulated. We will also look at some regulation strategies that can work for all students and what can be embedded throughout the day to transform the behavior of challenging students.

• Learn how structure in the classroom and tools lend themselves to positive behaviors.
• Share strategies that help students be able to solve their own problems and build their problem-solving abilities
• Feel confident in building better relationships with students.

Taking a Trauma Informed Approach When Addressing the Mental Health Needs and Challenging Behavior of Children in our SEBH practices (Room 220)

Sarah Bergthold, Mississippi Bend AEA
An alarming number of children are impacted by some type of adverse childhood event and/or trauma. As a result, many will experience a wide variety of symptoms that are communicated through behavior. How we respond matters. Applied Behavior Analysis (ABA) provides evidence that humans learn to use behavior that provides a desired outcome. This presentation will address how to effectively respond to challenging behavior without reinforcing it while also taking a trauma informed approach to helping the child get what they need.

• Gain an understanding of how the core commitments of Trauma Informed Care can be applied to SEBH practices, specifically for individuals with challenging behavior.
• Learn strategies for applying Trauma Informed Practices into their current SEBH practices when intervening for students with mental health and/or behavioral needs while accounting for basic principles of Applied Behavior Analysis (ABA).

Hero Huddle: Using Creative Drama to Teach Social Awareness in the Elementary Classroom (Room 222)

Kendra Kahl, University of Northern Iowa 
Utilizing creative drama to teach SEL allows participants to zoom out on the big picture and collaboratively solve problems. This session will walk through in-role strategies, including a model lesson of a hero-based lesson plan where students are challenged to answer a crisis call, as well as out-of-role activities that can be incorporated into day-to-day interactions to build trust, relationships, and problem solving skills.

• Explore how drama activities can be used to build and reinforce a positive and inclusive classroom culture.
• Develop strategies to engage students in SEL through interactive and participatory drama activities.

Purposed Mindsets: A Teacher and Student Communication Pathway Through Academic Approach and Human Emotion (Room 304)

Cory Nikkel, Des Moines Christian School and Jen Webster, OneBody3
Purposed Mindsets is a communication and personal awareness tool used at Des Moines Christian High School for nearly ten years. This program enhances system-wide communication and personal awareness, helping teachers and students navigate daily layers of information and emotion. Discover how this powerful tool can transform your school’s culture and improve emotional awareness for everyone involved.

• Awaken to the six Purposed Mindsets.
• Understand how communication pathways can empower a school's culture of learning.
• Enhance self-awareness and problem-solving abilities to use in your school.

Nurturing Young Minds: Strategies for Early Childhood Guidance (Room 309)

Allison Barness & Allison Pattee, University of Northern Iowa
We will share ideas to support the social-emotional development of young children. Through a blend of theory and real-world examples, this presentation will provide ideas needed to build strong relationships with children, manage challenging behaviors effectively, and foster a sense of belonging and emotional well-being. Presenters will share documentation ideas, lessons and books to use with young children and give time to share what works in your classrooms!

• Reflect upon current classroom environment behavioral challenges and effective solutions.
• Identify and apply practical strategies for creating nurturing environments that support positive behavior and self-regulation in young children.

Principal Panel: Open Discussion about SEL in Schools Across Iowa (Room 409)

Tara Tolly, Cedar Rapids Prairie Elementary/ Spencer Lueders, Central DeWitt Intermediate/  Henry Shepherd, Waterloo Schools

Join three Iowa principals in a panel type discussion with open Q&A.  Learn their backgrounds and experiences with SEL topics across their various districts and roles.  Their enthusiasm working with students and supporting teachers goes beyond the walls of their schools, they hope to foster positive and enriching education across the state.

Break 2:25 - 2:35 p.m. (SEC)

Breakout Sessions 2:35 - 3:30 p.m. (SEC)

Communicating Emotions Through Art and Conversations (Room 216)

Samantha Doyle, Paige Kayvan, Payton Cannon & Traci Jolley, Waterloo, Jesup & Iowa City Schools
This session provides strategies and equips educators with tools meant to help students cope with and communicate their emotions. Participants will hear personal testimonies from four local teachers that integrated art and conversations, through their action research project, in order to acknowledge students' social and emotional needs in a safe and trusting space.

• Consider strategies that help students communicate their emotions and experiences.
• Get ideas on how to create a safe and trusting space where students feel connected to their teacher.
• Become mindful of the effects of communicating emotions through art and conversations.
• Recognize the power in giving students the space to openly share.

Pecha Kucha Session -3 short presentations with discussion built in (Room 217)

1. Student Mentors as SEL Ambassadors

Alysa Mozak, University of Northern Iowa
Iowa high school students using the Mentors in Violence Prevention program make space for their peers to have difficult but much needed conversations about gender-based violence and discrimination and how they can prevent it in their schools and community. Showcasing their stories and work, this short presentation will highlight the themes of social-emotional learning that occurs through MVP.

2. Implementing Anti-Racist Teaching and Curriculum in Higher Education Classrooms

Nicholas Payton, Simpson College
This presentation explores strategies for creating safe and inclusive spaces for students attending four-year institutions through utilizing anti-racist curriculum. This presentation will highlight inclusive teaching methods and diverse learning styles. The presenter aims to enhance student engagement and prepare the audience to serve all communities effectively.

3. Voice and Choice

Kim Klycek, Wild Rose Elementary School
This presentation will include successful ways to incorporate voice and choice into the elementary classroom to promote a positive and mutually respectful classroom environment. The presentation will include tried and tested strategies to implement into the classroom to improve student agency and accountability. Participants can expect to walk away with actionable steps to take in their own classroom spaces.

Taking a Trauma-Informed Approach When Addressing the Mental Health Needs and Challenging Behavior of Children in our SEBH practices (Room 218)

Sarah Bergthold, Mississippi Bend AEA
An alarming number of children are impacted by some type of adverse childhood event and/or trauma. As a result, many will experience a wide variety of symptoms that are communicated through behavior. How we respond matters. Applied Behavior Analysis (ABA) provides evidence that humans learn to use behavior that provides a desired outcome. This presentation will address how to effectively respond to challenging behavior without reinforcing it while also taking a trauma informed approach to helping the child get what they need.

• Gain an understanding of how the core commitments of Trauma Informed Care can be applied to SEBH practices, specifically for individuals with challenging behavior.
• Learn strategies for applying Trauma Informed Practices into their current SEBH practices when intervening for students with mental health and/or behavioral needs while accounting for basic principles of Applied Behavior Analysis (ABA).

Utilizing Relationships to Transform Behavior (Room 220)

Jessica Sass, Cedar Falls Schools
The presentation will share ideas and provide activities for teachers to be able to structure their classroom and provide students with the tools they need in order to solve social-problems, build self-esteem, and take ownership of the choices they make when students are dis-regulated. We will also look at some regulation strategies that can work for all students and what can be embedded throughout the day to transform the behavior of challengings students.

• Learn how structure in the classroom and tools lend themselves to positive behaviors.
• Share strategies that help students be able to solve their own problems and build their problem-solving abilities
• Feel confident in building better relationships with students.

Hero Huddle: Using Creative Drama to Teach Social Awareness in the Elementary Classroom (Room 222)

Kendra Kahl, University of Northern Iowa
Utilizing creative drama to teach SEL allows participants to zoom out on the big picture and collaboratively solve problems. This session will walk through in-role strategies, including a model lesson of a hero-based lesson plan where students are challenged to answer a crisis call, as well as out-of-role activities that can be incorporated into day-to-day interactions to build trust, relationships, and problem solving skills.

• Explore how drama activities can be used to build and reinforce a positive and inclusive classroom culture.
• Develop strategies to engage students in SEL through interactive and participatory drama activities.

School Counseling Through the MTSS Framework (Room 303)

Bryana Caviness, Cedar Falls Schools
This presentation will outline social-emotional learning (SEL) competencies and the Multi-Tiered System of Support (MTSS) framework. We’ll explore how to integrate SEL into each tier, emphasizing the importance of a unified approach. Participants will engage in cooperative games that illustrate hands-on learning, promoting skills like teamwork and communication. The session will conclude with a recap and an opportunity for questions and discussion on implementing these strategies in classrooms.

• Identify social emotional learning competencies and the importance of data collection tools to drive our decision making.
• Learn what supports are currently available for students at my school in Tier 1, Tier 2 and Tier 3 and the multi-tiered system of support structure.
• Embed and apply the social emotional competencies throughout the multi-tiered system of support structure.

Building Community with Restorative Circles (Room 309)

Jill Hayes White, Cedar Falls Schools 
In this quick-paced, interactive session, we will learn about restorative circles and the many ways that circles can be used in classrooms and school communities. Restorative circles can be used as a way to build trusting relationships, student agency, interdependence, and collaboration. They can be used to celebrate a classwide achievement, process through traumatic events, or debrief after an incident. 

• Learn basic tenets of circles, optional variations.
• Practice steps to facilitate a successful circle.
• Demonstrate a large group restorative circle for all to participate in. 

NAMI: Ending the Silence (Room 409)

Diego Arevalo Molina & Lisa King, NAMI Iowa 
NAMI Ending the silence is a 50-minute evidence-based presentation that helps students, families, and staff members to learn about the warning signs of mental health conditions as well as what steps they should take to find and provide support for their child, friend or loved one.

• Changing the misconception of Living with a Mental Health Condition.
• Learn and identify warning signs.
• End the Stigma.