This presentation talks about the Mental Health Supports in Schools and a new Community of Practice, initiative by the The Alaska Mental Health Trust Authority and the State of Alaska Department of Education and Early Development. It aims to bring together teams of education leadership, mental and behavioral health professionals, community leaders, and other relevant stakeholders to learn together to strengthen mental health supports in their school districts and communities. The presenters will be talking about the community of practice, its purpose, goals, composition, and plans for the upcoming year.
Jordan Christian LeVan is a disability and mental health advocate residing in Greensboro, NC. Jordan graduated from Guilford College with a bachelor's degree in psychology, emphasizing mental health studies. Living with childhood apraxia of speech (CAS) and multiple disabilities... Read More →
Tuesday February 4, 2025 12:45pm - 1:30pm AKST
TBA
Scientists are beginning to find evidence that being in nature has a profound impact on our brains and our behavior, helping us to reduce anxiety and stress, while increasing our attention capacity, creativity, and our ability to connect with other people. In this session, you will learn how to conduct successful lessons and learning outside, while also exploring the positive impact it will have on the overall, well-being of your students.
Understanding FBA’s and BIP’s is a look into Functional Behavior Assessments and Behavior Intervention Plans- so that you understand them better. Can explain to others what they are and how they are properly used. We will also look at how to include secondary students in the process of both FBA’s and BIP’s. Hopefully there will be time to share experiences that attendees have had and collaborate solutions to try.
Differentiated instruction is teaching with student variance in mind. It means starting where the kids are rather than adopting a standardized approach to teaching that seems to presume that all learners of a given age or grade are essentially alike. Thus, differentiated instruction is “responsive” teaching rather than “one-size-fits-all” teaching.
Born at 20.5 weeks, my son was not expected to make it home from the hospital. More than 28 years later, I want to share his story, and what it took to get him where he is now. This is a celebration of my son, our family, and the best teams in the world, working like spokes in a wheel, for forward progress in his life, in rural Alaska.
This presentation explores the critical role of collaboration in delivering high-quality special education services. Participants will learn strategies to foster effective teamwork between general and special education teachers, specialists, administrators, paraprofessionals, and families. Emphasizing shared responsibility and open communication, the session will highlight best practices for co-teaching, individualized support, and inclusive environments. Attendees will leave with practical tools to enhance collaboration.
Executive function skills—such as planning, organization, and self-regulation—are crucial for student success, both academically and in life. This session explores how using a universal design approach to teach these skills can benefit all learners, while also meeting the specific needs of neurodiverse students such as those with a history of traumatic brain injury. Participants will learn practical strategies to create inclusive classrooms that nurture independence, resilience, and long-term success.
Youth Brain Injury Program Coordinator, SERRC, Alaska's Educational Resource Center: Youth Brain Injury Program
I have a passion for improving community collaboration and developing training and practices that support students and families impacted by brain injuries. SERRC's Youth Brain Injury Program is a statewide system of support for Alaska students with brain injury which includes addressing... Read More →
