Concourse E – Breakout Segment B

Concourse E – Breakout Segment B

Presenter 1: Natasha Sparkman

Beaver Achievers: 1:1

As I enter my classroom of twenty-six first graders on the first day, I quickly find out the demands of a younger elementary class. I am a three-year educator with experience only in the third and fourth-grade content. While some may think the content is easier to teach and implement, I will be the first to stand up and say, it takes a lot of energy and dedication to operate a consistent meaningful first-grade classroom. With a diverse level of individual learning needs, I am left to question, how do I adequately instruct students in a meaningful way? With much research, I have found that providing students with a 1: 1 technological device has much proven positive effects for their learning successes.

Presenter 2: Fallsburg Elementary ACT Team

Involving Students in Formative Assessment

Our problem of practice is to increase formative assessments in classrooms to drive instruction. Students will be aware of results by coaching, data notebooks and intentional planning.

Presenter 3: Blake Cochran & Sarah Thompson

 Johnson Central High School Student Senate Plan


Presenter 4: Louisa East Elementary ACT Team

Using Data to Personalize Learning

Louisa East is personalizing learning for teachers and students based on surveys and data. Our goal is to increase student achievement through personalized learning experiences.

Presenter 5: Elizabeth Harmon

Dramatic Play

In the 2017-2018 school year, approximately 78% of the students at Bevins Elementary received free or reduced lunch. Due to the low socioeconomic status of this population of students, it can be anticipated that students may not have the resources to have opportunities to engage in dramatic play that is enhanced through the use of toys designed specifically for pretend play.

Presenter 6: Frankie Puckett

Bring Back the Color to Learning

A major problem in classrooms these days if having enough working technology and programs to assist all students. My goal is to implement an adaptive learning technology using Ipads and Tablets and a variety of online educational programs. This will allow me to instruct and reinforce reading skills with independent students. My students need hands-on learning. They need multiple ways to practice new concepts learned in our classroom. As an educator, my goal is to find various ways to make school a positive experience jam-packed with chances that will help each child feel welcome, accepted, effective and totally included. Many of my students come to me, not reading at all or grade levels behind, and it’s my job to get them to level. Having access to technology while in classroom would be a great opportunity for them to get additional practice with reading, writing, and practicing math skills.

Presenter 7: Amy Hollan

Sounds Walls

Using “Sound proofing Acoustic material” is an excellent solution to help with the anxiety students have of being in the noisy cafeteria. The wall creates an absorbent wall that helps reduce the amount of noise in room. These innovative sound proofing walls will benefit every child in the school. It will help increase students’ attention span by allowing them to increase their participation. It will result in higher classroom participation in discussions and lessons. Students will be able to learn more and be more productive.

Presenter 8: Jessica Kiser

Conscious Discipine

Will the implementation of the program Conscious Discipline have a positive impact on my student’s behavior? Conscious Discipline is a comprehensive classroom management program and a social-emotional curriculum. Conscious Discipline is designed to impact the adults live first by providing them with the seven powers for self-control needed to make a change in the lives of the students. The program is designed to change adult’s perception and relationship with conflict, empowering adults to be proactive instead of reactive. The program beliefs are based around changing the adults attitude and behaviors to change those of the students. The program emphasis that we cannot teach behaviors and attitudes that we don’t possess ourselves.