Bridges Conference - Program Book April 24 - 26, 2019 - P4CE
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Bridges Conference
April 24 - 26,
2019
Program Book
C a p e M ay C o n v e n t i o n C e n t e r , C a p e M ay, N . J .
BRIDGES 2019 Conference Featured Speakers Dean Shareski Community Manager for Discovery Education Canada Dean is the Community Manager for Discovery Educa7on Canada and worked for 24 years for Prairie South School Division in Moose Jaw, SK, Canada as a classroom teacher and technology consultant. He specializes in the use of technology in the classroom and holds a Masters of Educa7on in Communica7ons and Technology through the University of Saskatchewan. He has designed and taught graduate level courses for Wilkes University and the Discovery Educa7on Higher Educa7on Network. Dean has been a sessional lecturer for the University of Regina. Dean’s presenta7ons have greatly focused on the joy of learning and the role technology can play in fostering a delighNul and meaningful culture of learning. He has engaged with people all over the world regarding the affordances of technology. Craig J. Boykin Author/ Consultant / Speaker Every now and then you come across an individual who lives a humble life. Yet, his very presence strikes a chord within you. Craig’s story is one that moves, touches and inspires audiences. It’s a story about determina7on and personal accountability. It’s a story about a young man who refused to accept his current situa7on. Although Craig has risen to high levels of success as an acclaimed author and professional speaker, it’s his down-to-earth personality that endears him to those that come across his path. Craig's message is simple… Change Is Possible! Recognized na7onally, Craig has traveled extensively to present a variety of speeches and workshops based on his founda7onal work “Helping Educators Overcome Cultural Poverty and Apathe7c Students.” Craig has become an unstoppable train of true passion for the speaking profession. Craig is a one-man rampage of realness & refreshing candor. An expert in overcoming cultural poverty. Craig has literally pulled himself up by the bootstraps, reinven7ng not only his life but hundreds of thousands of educators and other professionals in seminars around the world. Mariah Rackley Principal, Cedar Crest Middle School NASSP Digital Principal of the Year Mariah Rackley was named one of the Na7onal Digital Principals of the Year for 2018 by the Na7onal Associa7on of Secondary School Principals. Mariah is comple7ng her tenth year as the principal at Cedar Crest Middle School. She has spent 18 years at Cedar Crest Middle School as a learning support teacher, assistant principal, and building principal since gradua7ng from Lebanon Valley College in 2001 with a bachelor’s degree in Elementary and Special Educa7on. Mariah earned her Masters of Educa7on in Teaching and Curriculum and Principal Cer7fica7on from Penn State University in 2005 and her Superintendent LeYer of Eligibility from the California University of Pennsylvania in 2014. Currently, a doctoral student in Drexel University’s Educa7onal Management and Leadership program, Mariah loves learning and is very passionate about her work at Cedar Crest Middle School. Mariah’s professional interests include Leadership, Student Agency, Personalized Learning, Innova7on, Crea7vity, and Mo7va7on Theory.
BRIDGES 2019 Conference Wednesday April 24
11:00 -12:30 Registra0on Lobby
12:30- 12:45 Introduc0on to conference and Welcome Hall B
12:50- 1:50 Featured Presenta0on Hall B
Social Media and Community Engagement
Schools must be cognizant and inten7onal in their engagement of their families and communi7es.
The use of social media to brand our schools and publicize the incredible opportuni7es provided for
our students is essen7al to the success of our schools. As school leaders, we cannot depend on
other people to showcase the awesome experiences that our students have in our organiza7ons!
Mariah Rackley, Principal Cedar Crest Middle School, NASSP Digital Principal of the Year
Featured Session Sponsor
2:00 - 2:50 Concurrent Sessions
Developing Genera0ve Conversa0ons in Schools Through Deep Listening Skills
When you listen to parents and policymakers, many really believe that the current systems of educa7on are basically sound but
they’re just not working as well as they should because standards have fallen. The outcome of most reform efforts is focused
on raising standards through more compe77on and accountability. This is the most difficult part of any change process within
schools and the community to move beyond this thinking. The required shif from this thinking needs a deeper level of
conversa7on. The deeper the change the greater the demand for new learning is required by all involved. This leads to greater
resistance and then failure to change our school for a beYer future.
This presenta7on explores what we have learned about how to shif thinking in order to reimagine new designs for schools and
learning. We will show the skills you will need to begin these conversa7ons within your schools and communi7es:
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• Understanding a system as a network of human interac7ons;
• Genera7ve listening as a means for increasing collabora7on and’ trust within
school sekngs;
• Understanding the mechanisms that enhance or block peoples’ capaci7es to
understand change both personally and collec7vely’ within a school;
• How visioning and prototyping are key change leadership tools’;
• How changing our metaphors of school will enhance leadership throughout a
school system.
Ed Bureau, John Gould
Building Partnerships to Promote Effec0ve Course Facilita0on and Transforma0ve Leadership Prac0ces
To promote effec7ve, equitable leadership prac7ces across the Commonwealth, the Pennsylvania Department of Educa7on
offers blended courses for school leaders. Ac7ve leadership prac77oners who share a common goal of posi7vely influencing
leadership and improving K-12 learning facilitate these courses.
Before they may facilitate one of the blended offerings, poten7al course facilitators must successfully complete a rigorous Hall B
training process that models strong andragogical prac7ces. These prac7ces endorsed by a government agency (PDE), created by
a professional partner (PLS 3rd Learning), and facilitated by a seasoned Wilkes University professor. Together, these three
en77es ensure a common experience designed to improve school leadership prac7ces
Paul Reinert, Chris Juhasz.
BRIDGES 2019 Conference Wednesday April 24
2:00 - 2:50 Concurrent Sessions
Improving Post-Secondary Opportuni0es for High School Students
Guided by a belief that all students need to pursue some form of post-secondary educa7on – a bachelors or associates degree,
skills training, cer7fica7ons - a small high school is educa7ng its students in career, diversity, life and sof skills while
incorpora7ng financial aid, scholarship, grant and loan informa7on through a combina7on of rota7on and advisory classes in
grades 9-12, culmina7ng in mul7ple off-site, on-campus College Boot Camp experiences.
The Forest City Regional School District has created a school-wide effort aligned with the state-mandated 339 Plan as well as a
CR
Comprehensive School Improvement Plan to give all students mul7ple opportuni7es to understand the significance of, as well
as the opportunity to pursue, post-secondary educa7on as a means of crea7ng family-sustaining employment while also being
prepared to engage with and succeed in a na7onally and globally-diverse economy.
This presenta7on will focus on the College Boot Camp experience, including pre- and post-survey data and steps that you can
take to begin the process in your district or school.
Chris Wade
3:00 - 3:50 Concurrent Sessions
CALL and TALL: An Innova0ve Partnership to Improve Teacher Leadership
Learning Forward New Jersey collaborated with Rider University and Princeton University to provide professional learning for
two grant opportuni7es that focused on teacher leadership and standards-based instruc7on. This partnership allowed several
districts in New Jersey to par7cipate in professional learning sessions for teachers and administrators and allowed teachers to
work with coaches to improve standards-based instruc7on and teacher leadership.
Professional learning focused on informal lead teachers from par7cipa7ng school districts. Teachers’ informal roles included
leading in-district professional learning in technology, curriculum revisions for new standards, and facilita7ng Professional
Learning Communi7es. Lead teachers were supported by coaches. The focus of the coaching support was implemen7ng shifs
in the standards that affected instruc7on, as well as suppor7ng effec7ve structures for Professional Learning Communi7es.
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As a result of this partnership, teachers also enrolled in graduate level courses at Rider University in math, science, and
engineering to improve their content knowledge and pedagogy skills. School leaders par7cipated in professional learning with
a focus on how to create a culture of coaching in their schools. In addi7on to in-person professional learning sessions, school
leaders used a Canvas site to conduct readings and discussions.
There were many outcomes from this collabora7on. Teachers and school leaders developed leadership exper7se, tools, and
strategies to support and manage complex change. Teachers learned how to apply the Standards for Professional Learning as a
framework for planning and implemen7ng new standards. All par7cipants were able to address local challenges to manage
change at the school level.
Kimberly Tucker, Anne Catena
BRIDGES 2019 Conference Wednesday April 24
3:00 - 3:50 Concurrent Sessions
Mul0ple Pathways to the Same Des0na0on
We, as educators (Pk-20), commonly feel pressure to ensure that all students leave our classrooms with the skills and
knowledge necessary to move on to the next grade or course in the program with success. Educators are also tasked with
mo7va7ng students while making the content relevant and engaging without sacrificing quality. Research has shown that high
levels of self-regulatory behaviors are posi7vely correlated with student mo7va7on (Sun & Rueda, 2012; Wolters & Benzon,
2013) and that higher levels of student mo7va7on (Bolkan, Goodboy, & Kelsey, 2016; Mar7n, Galen7no, & Townsend, 2014),
and self-regulated learning strategies (Stegers-Jager, Cohen-Schotanus, & Themmen, 2012; Wolters & Hussain, 2015)
contribute to academic success. Furthermore, students with the ability to personalize and choose their own learning
opportuni7es have been shown to take more responsibility for their own learning (Irvine, Code, & Richards, 2013).
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What if students were empowered to determine how they are going to meet objec7ves and hold themselves accountable for
the process by comple7ng assessments that demonstrate their new skills and knowledge? How could you shif your focus to
give students the ability to choose their own pathway to knowledge in your own classroom?
Please join us as we explore flexible pathways to learning outcomes while maintaining academic rigor and enhancing student
mo7va7on. In this session, you will hear the perspec7ves of both a faculty member and student of the shif from prescrip7ve
control to ac7ve facilita7on and learn about ways to adjust your own teaching style to increase student mo7va7on and
engagement.
Stephanie Wasmanski, Lori Cooper
How the Gateway to College Ini0a0ve Uses Structured Dual Enrollment and AP Classes to Move Students from
Gradua0on to College Sophomore Status
Learn how Wilkes University and several local school districts partnered to give high school students a head start on college at a
frac7on of the cost of tradi7onal full-7me study. The presenter will provide an example of a pathway that combines Advanced
Placement courses with college courses, enabling students to graduate from high school with a year’s worth of college credits CR
and earn a scholarship in the process. High School students can declare and track directly into a wide array of majors including
Pharmacy following a set of benchmark criteria in the Gateway Program. Topics will include how this program can be
replicated in different regions, obstacles faced throughout the implementa7on of the program, and strategies for resolving
them.
Michele Garrison
4:00 - 5:30 Break for Hotel and B&B Check In
5:30 - 6:15 Featured Presenta0on - Town Hall Hall B
Overcoming Cultural Poverty, Disengaged Parents, and Apathe0c Students
Poverty is all too common in America’s schools. Too ofen, students who come from poor families are
subjected to nega7ve stereotypes. What's rare, is an opportunity for educators to engage with and learn from
one of those individuals - a former at-risk student with a learning disability who repea7ng two grades and
ul7mately dropped out of high school. In his home life, he endured a drug abusing mother and an absent
father. In this engaging session, par7cipants will explore and hopefully unlearn perceived fallacies about
students who come from poverty as well as discover a different 4 Rs of educa7on. Educators must be REAL
with students and parents from poverty. Educators must understand that RESPECT is everything to today’s
youth (which is why, when made to feel disrespected, they go from calm to irate really quickly). Educators
should make classroom material RELEVANT to the lives of students. Lastly, educators must form and nurture
meaningful RELATIONSHIPS with each student. Craig’s trademark slogan is “GED to Ph.D.”, which is the basis for
his premise that educators should never give up on any student.
Craig Boykin
6:15 - 7:30 Networking Recep0on & Poster Session Conven0on Center Lobby
Come and join us for a wine & cheese recep7on in the conven7on center lobby immediately following the town hall! It’s a great way to meet
conference par7cipants and speakers and share ideas! This year will feature a research poster session, where you can engage with presenters to
discuss their findings and implica7ons for educa7on.
Thank you to our event sponsor:
The Sister Eustace Taylor Graduate Research Symposium
A Poster Session Sponsored by Mercyhurst University
The Effects of Computer Simula0ons on Learning Outcomes in a Chemistry Lab, Bailey King
Incorpora0ng Free-Write Journal Prompts to Increase Classroom Engagement and Discussion, Tereza Pintur
Prac0cal Applica0ons of Technology in the Classroom, Alex Feasley
Rela0ng Social Media and the First Amendment to Increase Student Engagement, Elijah Whelchel
The Effects of Digital Versus Tradi0onal Note Taking Methods on Math Student Performance, Sydney Warmington
Digital Resources in a ELA Classroom, Jenna Uhlig
VOSE Take 2: Rewri0ng a Quan0ta0ve Instrument for Measuring Student’s Understanding of Nature of Science, Tyler Chrispen
Webquest 2.0: Bringing the Webquest into the 21st Century, Sean Broderick
BRIDGES 2019 Conference Thursday April 25
8:00 Registra0on Desk Opens Lobby
8:45 - 8:55 Welcome Remarks Hall B
9:00 - 9:50 Concurrent Sessions
Building Confidence and Success in English and Math Through High School Accelerated Learning Programs
ALP works for college students, why wouldn't it work for high school students? Hear how Ocean County College (OCC) is
preparing high school students to be college ready and earn college credit for English Composi7on I. The presenta7on will
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showcase OCC's ALP model, implementa7on, program data, successes, and challenges.
Henry Jackson
Survival of the Fibest: Responding to the Ever-changing Landscape of Graduate Educa0on Though the
Development of Customizable Graduate Offering in Educa0on via a Mercyhurst University/PLS 3rd Learning, Inc.
Partnership
In the past decade, higher educa7on has seen the focus swing from undergraduate to graduate offerings, from tradi7onal to
online coursework, and from highly prescrip7ve to more flexible and customizable programming. Gone are the days of a one size
fits all educa7on program, which is being ushered out by a trend towards customizable op7ons in the graduate space. However,
customized graduate programming requires a large volume of course offerings with an equally large amount of faculty to teach
the copious courses. By partnering with a known and recognizable en7ty such as PLS 3rd Learning, Inc. Mercyhurst University
has been able to provide a customizable masters op7on for teachers without the burden of extensive course development and Hall B
faculty hires. The symbio7c partnership allows for PLS courses to be counted for graduate credit while allowing Mercyhurst to
increase their enrollment and provide innova7ve programming. This partnership allows for school districts to customize
professional development at the individual, school, or district level that can be then be applied to coursework fulfilling a
graduate degree. The framework also can be used to support addi7onal Pennsylvania Department of Educa7on endorsement
offerings in areas such as Online Learning, Instruc7onal Coaching, STEM, etc. With an undercurrent of evolu7onary themes, this
presenta7on will discuss Mercyhurst’s growth in online, expedited graduate degrees, their partnership with PLS 3rd Learning,
Inc., and opportuni7es for future growth in lieu of the higher educa7on market.
Amy Burniston
A STEM Educa0on Community Team: Bridging Partnerships among PreK-12, Higher Educa0on, and Business
Professionals
With one university’s goal to become a leader in STEM-integrated educa7onal programs and outreach ac7vi7es, an integrated
community team of educators in preK-12 and higher educa7on, along with stakeholders from local businesses, was formed. The
mission of the collabora7ve team is to provide a con7nuum of engagement and uplif STEM-centered opportuni7es promo7ng
21st Century Skills and workforce excellence. This presenta7on will describe why and how the community team was formed, CR
communica7on methods u7lized, challenges encountered, and successful ventures and progress made which link mul7ple levels
of educa7on. The session will share a model that others can follow to organize partnering opportuni7es and engage
stakeholders, ul7mately leading to the benefit of preparing future STEM educators who are leaders, regardless of level or area of
focus, and providing much-needed community outreach opportuni7es in STEM.
Nina Girard
BRIDGES 2019 Conference Thursday April 25
10:00 - 10:50 Concurrent Sessions
SEARCH: A K-12 - PA Partnership: Examine the Blueprint of a Successful, Extensive and Reciprocal, Collabora0ve
Higher Educa0on, K-12, Pennsylvania Partnership.
The West Chester Area School District (WCASD) has formed an extensive partnership with West Chester University (WCU). Join
this session to find out more details about some of the components of this partnership, how to iden7fy who your target
audience, and how you can cul7vate a successful partnership.
WCU and WCASD have successfully navigated new teacher cer7fica7on requirements while implemen7ng classroom
observa7ons for WCU educa7on students. In a collabora7ve effort, placements are iden7fied for student teachers u7lizing a
unique model in this area. Hall A
Several WCU Na7onal Science Founda7on Grants have been co-signed by WCASD and at least one of these brought an afer-
school STEM program to WCASD elementary schools. Learn how to do this!
There has been an extensive collabora7on and a reciprocal agreement in introducing four WCU science courses to WCASD
students. In this innova7ve model WCU professors and WCASD teachers have collaborated to develop college-level courses
taught by high school teachers in WCASD schools. Students receive WCASD and WCU credit at a greatly reduced tui7on rate!
Paul Joyce
Ar0ficial Intelligence and Machine Learning: Lehigh University’s Message for K-12 Leaders.
I teach a grad course, “AI and ML for K-12 Educators,” to demys7fy AI and ML so educators can envision how these technologies
will change their world. Ar7ficial Intelligence and Machine Learning are buzzwords flying into cultural dialog like bumblebees at
a picnic. They sound threatening; are they harmful, or pollinators of good things to come? The buzzwords suggest mysterious
black-box magic that makes powerful things happen.
We’ll pull the curtain aside to reveal how these buzzword systems work and what to expect in the classroom and beyond. We’ll
use conceptual, non-technical descrip7on for a clear understanding of TODAY: Ar7ficial Intelligence (AI) has decided bank loans
for over a decade. Machine Learning (ML) con7nually improves Siri and Alexa skills and Amazon and NeNlix recommenda7ons.
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We’ll learn five kinds of ML systems, how they learn, think, and predict. Algorithms will be explained with simple analogies of
how people think and learn. Teachers can use the analogies to explain AI and ML to their students, but there’s more they can do.
The five algorithms suggest ways children can learn more rapidly in greater depth. For example, one algorithm reflects
computa7onal thinking, one learns by building a network of connected concepts like a concept map. Another learns through
analogies, echoing the wisdom of teaching new ideas through story and analogy. AI has been called “the New Electricity” to
suggest AI and ML will become as common and powerful in 20 years as electricity has become in work and life. Could be a
career-cri7cal session!
ScoY Garrigan
How to Get More with Less: Think Outside the Box with More Course Offerings for Your Students
Dr. Cook was faced with the unfortunate, but common problem of budget cuts in his school. Lakeside Middle School turned an
obstacle into an opportunity by thinking outside the box and focused on the best ways to ensure student success. By partnering
with Edmentum, Lakeside Middle School was able to offer an increased amount of elec7ves and world languages to the students, CR
as well as streamline basic skills. We will talk about how we were able to make that happen through logis7cs, and appeal to the
21st-century student.
Lindsay Foglio, Spike CookBRIDGES 2019 Conference Thursday April 25 11:00 - 11:50 Concurrent Sessions Using Data for Instruc0onal Decisions Schools are accountable for student success. Student achievement and performance on standardized assessments have become the primary measurements of “success” in today’s age of school accountability. School leaders need to be able to make informed instruc7onal decisions understanding the tools and data that are available to them. The purpose of this presenta7on is to inform school leaders of the benefits of using data to focus instruc7onal decision making. Through interac7ve technology, we will differen7ate between diagnos7c tools and benchmark tools. The data drawn from each assessment tool will be shared and discussed. Throughout the presenta7on, we will share how to use the data to impact instruc7onal decision making in the classroom, school, and district level. The benefits of using mul7ple data points from Hall A different sources–both diagnos7c and benchmark assessments–will be presented using ISTE’s 14 Essen7al Condi7ons for the implementa7on of technology. The use of Edmentum’s Exact Path and Test Packs products leverages technology in a way that allows schools to collect the desired data, assess the eligible content on the state assessment, and drive instruc7onal decisions through the use of data. Edmentum’s Exact Path and Test Packs will be used to show the differences between the available data and how to use that data to impact decision making within the organiza7on. Mariah Rackley, Mark Mazak Using EdReady in Implemen0ng the Summer Algebra Curriculum This presenta7on will discuss the partnership forged between EdReady and the summer instruc7onal sites, from incep7on to implementa7on. It will present the curriculum, the sites, the students, the partnership and other per7nent informa7on in using Hall B EdReady as a partner in the curriculum. Frederick Uy Bringing AR & VR to your Classroom! Augmented and virtual reali7es have become the hoYest tools in ed tech to enhance learning experiences for our students. In this presenta7on, you will learn ways to bring AR & VR into your classroom to transform your teaching methodology for the digital age. CR Sandra Pesavento, Taylor Septer, Jordan Delicato 11:50 - 1:30 Lunch on your own
BRIDGES 2019 Conference Thursday April 25
1:30 - 2:30 Featured Presenta0on Hall B
The Digital Transforma0on: What Have We Learned, Where Are We Now and Where Are we
Headed?
Afer a decade plus of implementa7on, many educa7on ins7tu7ons feel that they have embraced a
changing world with digital tools and resources. The big ques7ons remaining are: How well have we
done? How has it impacted pedagogy? What should the future of learning and schools look like? In this
session, we’ll explore these ques7ons and offer some insights and conversa7on starters you can bring
back to your cons7tuents.
Dean Shareski - Community Manager for Discovery Educa7on Canada
2:40 - 3:30 Concurrent Sessions
How Lehigh’s College of Educa0on Connects with K-12 Interna0onal Schools
Increasing numbers of U.S. universi7es provide graduate coursework and professional development training to K-12 interna7onal
schools worldwide. Par7cularly significant is that K-12 interna7onal schools have increased exponen7ally during the past 20 years.
Thus, there is a compelling opportunity for U.S. higher educa7on ins7tu7ons to partner with K-12 schools abroad. Interna7onal
schools ini7ally numbered approximately 1,000, but today, more than 8,000 K-12 ins7tu7ons exist across the globe. These schools
enroll 4.5 million students with 420,000 teachers. According to interna7onal school research experts ISC Research, the number of
K-12 interna7onal schools and students they serve will double during the next 10 years.
Partnering with K-12 interna7onal schools is similar to working with U.S. schools, but different. These ins7tu7ons ofen have more Hall A
flexibility to find innova7ve ways to partner, possess substan7al resources, and can be crea7ve with professional development
programs. This session will highlight examples of how Lehigh University’s College of Educa7on has worked to provide graduate
educa7on to K-12 interna7onal schools for the past 18 years. In addi7on, strategies to develop innova7ve and customized
partnerships with K-12 interna7onal schools will be shared and discussed. Par7cipants will be invited to share recrui7ng and
partnering methods to encourage collabora7on between U.S. colleges and universi7es and K-12 interna7onal schools.
Audree Chase-Mayoral
Changing Math Aitudes: One Family at a Time
Math aktudes are contagious. Unfortunately, our parents ofen become frustrated with how Math is presented today. The
nega7vism which surrounds Math homework is like a virus, infec7ng the aktudes of our youth. This session describes how Messiah
College educa7on students are addressing parent Math aktudes in an urban school. This project was previously presented as a
success story in a rural sekng and is now implemented in an urban K-5 school. For this project, pre-service teachers meet with Hall B
parents to explain the math content their child will explore in school in the coming weeks. With this knowledge, parents are beYer
able to help their child with math homework. The session will explore the successes and limita7ons of the study design.
Carol Buckley, Katelyn Spieker, Mariah Kauffman
Connec0ng Educa0on & Industry: A Coopera0ve Partnership Venture to Ensure Sustainable Opera0ons
Educa7onal leaders are looking for beYer economics in the investments and opera7ons that will sustain their ins7tu7ons.
Accommoda7ng changes in technology, energy costs, and human behavior present a valuable opportunity to safeguard long term
energy and cost saving opera7ng prac7ces. With 7ghter budgets and capital cutbacks, discover the partnership framework that
ins7tu7ons are using to ensure beYer financial savings, risk transfer, lower construc7on costs, expedited 7melines and capitaliza7on
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on technology to redevelop infrastructure. By crea7ng a commonality of purpose, ins7tu7ons can focus on their core educa7onal
mission and rely on a partnership that guarantees environmental, social and fiscal deliverables.
Jennifer Ponce de Leon, ScoY FinlinsonBRIDGES 2019 Conference Thursday April 25
3:40 - 4:30 Concurrent Sessions
Improving Instruc0on and Student Achievement Through Forma0ve Assessment Prac0ces
The K – 12 educa7onal landscape today is surreal. We live in an era of high-stakes standardized tes7ng, rigorous academic
standards, and stringent school accountability measures. We are also in the midst of a digital informa7on revolu7on and an opioid
epidemic. Educators have to worry about test scores while also preparing for and aYemp7ng to prevent mass school shoo7ngs.
Although some of these dynamics are beyond the control of educa7onal leaders, we can control how we assess students on a daily
basis. If we truly believe that assessment should drive instruc7on, then teachers can use forma7ve and authen7c assessments to
ensure that learning has meaning for students. Through meaningful assessment prac7ces, teachers and students can create
classrooms where human connec7ons, reflec7on, and deep learning are possible. Subtle shifs can deeply impact the quality of our
Hall A
programs and our learning environments. This presenta7on will provide a historical overview of the school accountability
movement and a cri7cal perspec7ve on how standardized tes7ng and tradi7onal assessment methods have impacted public
educa7on and students in par7cular. Par7cipants will then explore how the use of sound forma7ve assessment prac7ces can protect
and promote what is most valuable about educa7on, students’ well-being, and learning. Even though the odds are against us,
educators can provide students with learning environments and opportuni7es that nurture them and encourage them to grow
socially, intellectually, and emo7onally as whole persons.
Eduardo Antonek
Men of Color and their Percep0ons of Self-Iden0ty Related to STEM Career Possibili0es
The purpose of this presenta7on is to focus on the role of Advanced Placement (AP) courses in high school and how they can create
a conduit for STEM possibili7es. Par7cipa7on in such AP courses are related to the cul7va7on and percep7on of STEM self-efficacy
and science iden7ty. More specifically, in our research we qualita7vely examined the experience of Black and Hispanic males who
par7cipated in biology and calculus AP courses as juniors and seniors in high school. Findings from the resul7ng data analysis
revealed three themes: Hall B
• Establishing the Possibili7es of a STEM Iden7ty;
• Self-Efficacy: Conflic7ng Self-Iden7ty Forma7on;
• Environmental Influence: Community/Support Integral to Posi7ve Self-Iden7ty.
Alonzo Flowers
Collabora0ng on a Meaningful Project: Redesigning our University Curriculum Lab
How can a teacher educa7on professor and a University librarian collaborate to meet shared needs? What are the benefits of this
kind of partnership? What does it take to make it happen? In this session, we will share our work collabora7ng on the redesign of
our University Library Curriculum Lab, a space designed to provide teaching materials and resources to support the School of
Educa7on pre-service and in-service teachers. Prior to our project, the Curriculum Lab was an outdated, underused space that did
not meet student or faculty needs. To address this issue, the educa7on liaison librarian and an educa7on professor partnered to
make the redesign of the Curriculum Lab the primary work of an undergraduate teacher educa7on course. Over the course of a
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semester, students applied project-based learning and learning environment theories to re-imagine the space, write a mission
statement, and formally propose changes. The students presented their work to two Deans and received monies to support their
ideas. The Curriculum Lab work con7nues now with a Curriculum Lab Advisory Board. While the work is ongoing, we are thrilled
that student leaders are now taking ownership of the work, we have a more invi7ng, robust and useful space, and we are seeing
increased material circula7on.
Jodi Bornstein, Melissa CorrellBRIDGES 2019 Conference Friday April 26
8:30 Registra0on Desk Opens Lobby
8:45 - 8:55 Welcome Remarks Hall B
9:00 - 9:50 Concurrent Sessions
Engineering, Thinking, and Doing! Engaging Ac0vi0es That Work!
The purpose of this workshop is to help teachers design lessons that will encourage the use of the Engineering Design Process to
promote and incorporate higher order thinking skills using models. This process will give the par7cipants and their students an idea
of the “what” and the “how” to work together to accomplish a goal and have fun while learning skills that they will be able to use in
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the future. During the workshop, the par7cipants will be able to make their own model to use in their classrooms. Par7cipants will
also be able to conclude the workshop with how the use of concept mapping idea skills will help their students understand more of
the “what” and the “how” found throughout the different science disciplines which incorporate STEM/STEAM ac7vi7es.
Judith Lucas-Odom
Design Thinking: What Makes the Thinker-Space Transforma0onal?
“The world is not just rapidly changing, it is being drama7cally reshaped – it star7ng to operate differently, and this reshaping is
happening faster than we have yet been able to reshape ourselves, our leadership, our ins7tu7ons, our socie7es, and our ethical
choices.” (Dov Seidman)
This presenta7on explores how design thinking, integrated with systems thinking and Theory U, is essen7al in understanding how
“makerspaces” can transform our present schools to reimagine curriculum and assessment. Helping educators and those interested
in the educa7onal process to learn how genera7ve design thinking and leadership leads to designing new learning environs for
sustainable living in the 21st century and beyond. First, you will explore the ra7onale for why design thinking is needed today.
Second, you will explore the underlying concepts found in systems thinking, Theory U, and design thinking and how they can
enhance your understanding how the maker-space can lead to new curricular op7ons for teachers and students. You will see how
these concepts are used in Drexel’s educa7on leadership development program focused on crea7ng new learning environments for
the future. Finally, you will interact with the lessons learned from our Ed.D. students as they integrate these concepts into their daily Hall B
rou7nes.
The ques7ons posed in this presenta7on are:
1. What resources do you use to expand your understanding of future trends at
the global, regional, and local levels?
2. How do these trends impact your thinking about the design of the structures
(curriculum, physical space, policies, contracts, work, etc.) within your school?
3. As an educator, how would you start the design thinking process within both
the school and community based on your thinking about the above ques7ons?
4. How would you engage the students within your school to par7cipate in this
process?
John Gould
Bring Students Closer with Simula0on and Games
In the past, we ofen used the term simula7on as a synonym for a workaround to the real thing. In 2019, simula7on can ofen
provide more opportunity than the real thing can. While we try to give our students as much "real" experience as we can,
circumstances can prevent that from occurring. But with simula7on, we can get them preYy close to, if not even closer, than that
real experience.
CR
Simula7on can not only help bridge a gap to experience but can also further engage students into course material as an alterna7ve
to sta7c content. It can even present scenarios that may be difficult to produce in real life. In this presenta7on, we will look at ways
to introduce simula7on into the curriculum, some simple examples of simula7on that can be built using Excel (without having to
write macros), and maybe even trick students into having fun learning from games (AKA simula7ons).
Jason WagnerBRIDGES 2019 Conference Friday April 26 10:00 - 10:50 Concurrent Sessions Level Up - One Year In Level Up is a program offered through Lackawanna College that allows high school students to earn college credit toward a cer7ficate or Associate's degree in a specific major or career interest before gradua7on. The goals of this program are to develop skills necessary to successfully transi7on to college, allow for major/career explora7on before college enrollment, and relieve some of the financial burden of higher educa7on by offering discounted tui7on rates and scholarships. This program is designed to increase college-readiness, college enrollment, and college persistence by integra7ng an important advising component that is ofen missing from tradi7onal dual enrollment programs; by crea7ng pathways to degrees through careful course planning and goal sekng with students; and by developing cri7cal math and reading skills that will hopefully reduce the need for remedia7on courses upon Hall A enrollment. This presenta7on will review the first year of Level Up implementa7on and development, the goals and mission of the program, challenges, successes, and our strategic plan for the future of Level Up. Our goal as a college is to create a model that can be replicated at other ins7tu7ons by offering our experiences and data to this point. Abbey Judge Developmental Educa0on Meets Dual Enrollment: ALP for High School Students Nine NJ community colleges successfully implemented an innova7ve approach to college readiness at their local high schools. By launching ALP, an effec7ve college-level co-requisite model, not-yet college-ready high school students took transferable English and math courses. In this presenta7on, par7cipants will be introduced to the college readiness efforts taking place in New Jersey. With financial assistance offered by NJ’s Office of the Secretary of Higher Educa7on, NJ’s 19 community colleges are working to eliminate development educa7on needs of students while they are s7ll enrolled in high school. The goal is for students to graduate high Hall B school ready to take 100 level math and English courses in college. By introducing the ALP model, nine NJ community colleges provided college-level courses so that students could earn at least 3 transferable college credits while also elimina7ng their developmental needs. Hence, developmental educa7on meets dual enrollment. Join us to hear about their ALP models, success rates and promising data. Donna Rogalski, Eric Taylor 7 Minutes Seven minutes is the average length of 7me that a school shoo7ng lasts in the U.S. This presenta7on will dive into lessons learned and what you could do to survive in these 7 Minutes. Co-presen7ng will be na7onal school safety expert Mason Wooldridge who is the CEO of Our Kids Deserve and author of the book Sof Targets. Joining him will be Joe DeLucca who is the Director of Federal & State for the LIU 18 and the President of the Luzerne County Safe Schools CommiYee. Joe has over 20 years' experience in CR educa7on as a teacher, counselor, administrator, and coach. This presenta7on will also highlight the partnership between the LIU 18 and OKDI and the findings of their Life Threat Assessments conducted in over 20 school buildings this past year. Joe DeLucca
11:00 - 11:50 Concurrent Sessions
Promo0ng Equity Among Leaders, Teachers, Students, and Stakeholders
Discover and promote engaging equitable prac7ces in your educa7onal sekng. Explore the landscape, poli7cs, communica7on,
prac7ces, and courage that support equity among teachers, leaders, parents, students, and other stakeholders who may offer a
different lens or perspec7ve about equity. Whether you are interested in becoming a social jus7ce warrior, a champion for equity
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and excellence, or simply wish to understand what equity means in today’s environment, this session will offer new ideas for
enhancing your professional prac7ce.
Chris Juhasz
Bridging K-12: Building a Middle School with a Focus on Post High School Success
Do your "middle school years" define you as a student and a future adult? The middle school years can be the most difficult years
for students to navigate successfully. These middle school years are vitally important for students as they begin to build upon their
own self-efficiency, self-esteem and worth, and expand upon their ability to think abstractly. There is a direct connec7on between
success in middle school and gradua7ng from high school. This session will directly assist classroom teachers, school counselors, and
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all school administrators on priori7zing on the importance of school climate, school culture, and delivering instruc7onal prac7ces in
an environment that will benefit all middle school students. School professionals will leave this session with prac7cal strategies that
can be implemented immediately to improve your classroom, team, and school and help students successful propel into high school
with a sense of purpose and with a direc7on for their future beyond high school.
Mike Elia
Speakers and Affiliations — 2019 Bridges Conference
Eduardo Antonek, Mid Valley School District Paul Joyce, West Chester Area School District
Jodi Bornstein, Arcadia University Abbey Judge, Lackawanna College
Craig Boykin , Craig J. Boykin LLC Chris Juhasz, Performance Learning Systems
Sean Broderick, Mercyhurst University Mariah Kauffman, Messiah College
Carol Buckley, Messiah College Bailey King, Mercyhurst University
Ed Bureau, Drexel University Judith Lucas-Odom, Chester Upland School District
Amy Burniston, Mercyhurst University Mark Mazak, Edmentum
Anne Catena, Princeton UNiversity Sandra Pesavento, University of Scranton
Audree Chase-Mayoral, Lehigh University, College of Tereza Pintur, Mercyhurst University
Educa7on Jennifer Ponce de Leon,NORESCO
Tyler Chrispen, Mercyhurst University Mariah Rackley, Cedar Crest Middle School
Spike Cook, Millville Public Schools Paul Reinert, Wilkes University
Lori Cooper, Wilkes University Donna Rogalski, Camden County College
Melissa Correll, Arcadia University Taylor Septer, University of Scranton
Jordan Delicato, University of Scranton Dean Shareski, Discovery Educa7on
Joe DeLucca, Luzerne Intermediate Unit 18 Katelyn Spieker, Messiah College
Michael Elia, Mountain View School District Eric Taylor, NJ Office of the Secretary of Higher Educa7on
Alex Feasley, Mercyhurst University Kimberly Tucker, Learning Forward New Jersey
Alonzo Flowers, Drexel University Jenna Uhlig, Mercyhurst University
Lindsay Foglio, Edmentum Frederick Uy, California State University, Office of the
ScoY Garrigan, Lehigh University College of Educa7on Chancellor
Michele Garrison, Wilkes University Christopher Wade, Forest City Regional High School
Nina Girard, University of PiYsburgh Jason Wagner, Wilkes University
John Gould, Drexel University Stephanie Wasmanski, Wilkes University
Henry Jackson, Ocean County College Sydney Warmington, Mercyhurst University
Elijah Whelchel, Mercyhurst UniversityYou can also read
