Logos for VDOE and Sponsors of CNC 2016
Monday, July 24, 2017:
10:00 a.m. - 5:15 p.m.; check-in @ 9:00 a.m.
5:30 p.m. - 7:00 p.m.: Recognition Reception

Tuesday, July 25, 2017:
9:00 a.m. - 4:00 p.m.; check-in @ 7:30 a.m.

Greater Richmond Convention Center (GRCC)
403 North Third Street
Richmond, Virginia, 23219

Below you will find the details on all the breakouts. You will also find materials and links that will aid you while attending and evaluating the breakouts. Please refer back to this page often until and especially during the conference.

Biographies on Speakers

Per breakout, you may find biographies for each of our presenters by clocking on the word “bio” in parentheses to the right of each presenter’s name. Click and you will be directed to the location on the biography page containing the information on that presenter.


As the presenters’ materials became available, we will be adding them to the “Handout(s)” column. All of these materials can be downloaded during and after the conference for your convenience.

Monday Break-Outs (this session runs from 2:00 p.m. - 3:30 p.m. AND repeats from 3:45 p.m. - 5:15 p.m.)
Breakout #1 - "Systemic Inequities That Perpetuate Hardships for Students, Parents, and School Systems”
Presenter(s) Handout(s)
Dr. Marshall will discuss the intersection of poverty and race. He will draw from his experiences as the Chief Equity Officer in the Department of Diversity, Equity and Poverty Programs in Jefferson County Public Schools in Kentucky. Dr. Marshall believes that multicultural education has an immediate and direct connection to student learning and staff development that cultivates high expectations for all students, especially students from low-income families and students of color.

John Marshall (bio)

Chief Equity Officer, Jefferson County Public Schools, Louisville, Kentucky


School Climate and Culture Icon
Breakout #2 - "Show Me the Numbers: Realities and Myths about Disadvantaged Students, Parts A and B”
Presenter(s) Handout(s)
"There are more Black males in prison than in college." "Black children have a natural disadvantage because most are from single parent households." "The absence of Black male teachers is to blame for high dropout rates among Black male students." "Many Black students purposefully underachieve because they attribute being smart to 'acting White'." "Black students' participation in school has declined over time, and is worse today than it was 10 years ago." Dr. Toldson, a researcher who has analyzed hundreds of success variables in samples of tens of thousands of students, will present data that dispels common myths and challenges conventional wisdom about educating Black children. Participants will learn to avoid duplicity and create educational programs for Black children that are based on best practices and common sense, not hyperbole and conjecture.

Dr. Ivory Toldson (bio)

President and CEO of the QEM Network, Professor of Counseling Psychology at Howard University and Editor-in-Chief of The Journal of Negro Education

Breaking Barriers: Plotting the Path to Academic Success for School-aged African American Males Icon

Breaking Barriers 2: Plotting the Path Away from Juvenile Detention & Toward Academic Success for School-aged African American Males Icon
Breakout #3 - "How to Reach the (sometimes) Hard-to-Reach"
Presenter(s) Handout(s)
Discover how Henrico County Public Schools (HCPS) transitioned from a traditional (punitive) mindset to an instructional (disciplined) mindset regarding inappropriate student behavior. Dr. Noel will share practices that address inequity and disparity in student discipline. Additionally, participants will learn about the proactive steps HCPS has implemented to make suspensions and expulsions a last resort.

Dr. William Noel (bio)

Director, Student Support & Disciplinary Review Office, Henrico County Public Schools


How to Reach the (sometimes) Hard-to-Reach Icon
Breakout #4 - "Restorative Practices and Discipline Disproportionality - "Restorative Practices in Schools”
Presenter(s) Handout(s)
Bringing Restorative Practices to schools is a systematic, grassroots approach, which includes patience, teacher interest, administrative support, planning, training, mentoring, and the application of skills, methods, and practices. Restorative Practices in schools has been shown to improve relationships, community, behavior, teaching, academic learning, and school climate. Restorative Practices align with the multi-tiered systems framework for sustaining a supportive environment for teaching and learning.
This session will provide an overview of Restorative Practices in Schools and data from schools using restorative practices. Participants will be provided with an overview of how Loudoun County Public Schools has successfully implemented Restorative Practices to address discipline disproportionality for minority students. Outcome data will be shared including days saved from suspension or expulsion, increases in student accountability, improvement in behavior and an increased sense of school safety and connection due to the utilization of Restorative Practices. Tools and techniques will also be shared that have led to the success of Restorative Practices becoming a highly utilized and valued program in Loudoun County Public Schools.

LaTonya Brown

Director of Student Services, Lynchburg City Public Schools

Suzanne Petersen (bio)

Supervisor of Social Workers & Student Assistance Specialists, Loudon County Public Schools

Bob Garrity (bio)

Practitioner/Trainer/Consultant in Restorative Practices, Garrity Mediation & Consulting, Charlottesville, VA

Journey to Restorative Justice Icon
How do you Feel Icon
Listening Icon
Restorative Practices: Promoting school connection and reducing discipline disproportionality  Icon
Restorative Practices Accomplishments Icon
Restorative Practices in Schools Icon
Breakout #5 - "The Positive Impact of Social Emotional Learning on School Culture and Student Achievement”
Presenter(s) Handout(s)
Social Emotional Learning (SEL) is an initiative at Ecoff Elementary School that provides a framework for students to build upon five competencies: self-awareness, self-management, social awareness, responsible decision-making, and positive relationship skills. Components of the initiative include daily class meetings to build classroom community, home activities to engage families, and cross-age buddies to create service learning leadership opportunities for students. Overall, SEL has helped create and sustain a culture of excellence at Ecoff. This initiative supports educating the whole child and enhances classroom learning environments.

Joshua P. Cole, Ph.D. (bio)

Principal: Ecoff Elementary School, Chesterfield County Public Schools; Founder: A NEW Angle/Author: The Character Club

Positive Impact of Social Emotional Learning Icon
Tuesday Break-Outs (this session does NOT repeat , but runs from 1:30 p.m. - 3:00 p.m.)
Breakout #1 - "Fairfax County Alternative Accountability Program (AAP): A multi-agency restorative justice approach to interrupting the school to juvenile justice pipeline.”
Presenter(s) Handout(s)
Program partner representatives from Fairfax County agencies, including the Juvenile Court, Police, School District and Community Services, along with NVMS, the nonprofit organization who coordinates and provides services for the Program, will describe the program’s goals, partnership strategies, monitoring, outcomes, and more. They will also discuss how the partnership developed and expanded since its inception, successfully fostering communication among County agencies with different missions and roles. Furthermore, presenters also share the framework for this multi-agency, public-private partnership.
The court, police and school representatives will discuss the roles and interests of their agencies in addressing issues related to access to justice, school pathways to the justice system, and racial and ethnic disparity.
The AAP program won the national Georgetown University Capstone Project Award of the Year 2016.

Vickie Shoap

Restorative Justice Specialist, Fairfax County Public Schools

Bill Casey

Restorative Justice Coordinator, Northern Virginia Mediation Service (NVMS)

Megan Johnston

Executive Director, Northern Virginia Mediation Service (NVMS)

Elizabeth Jones

Assistant Director, Fairfax County Juvenile and Domestic Relations District Court

Captain Matt Owens

Fairfax County Police Department

Diversion Beyond the Courthouse Icon Police Information Cards Icon
Breakout #2 - "Addressing Student Mental Wellness within Tiered Systems of Supports”
Mental wellness plays a critical role in the ability of students to successfully participate and achieve in school. Through Project AWARE, an initiative funded through a grant from the Substance Abuse and Mental Health Services Administration (SAMHSA), the Virginia Department of Education is supporting the integration of mental wellness supports and social-emotional learning in three school divisions. The school divisions will discuss their journeys, including challenges and successes, to build strong supports for nurturing student mental wellness and providing interventions for students with specific needs.

Susan Clare (bio)

Coordinator for the Virginia Tiered Systems of Supports and Project AWARE, Fairfax County Public Schools

Jennifer Baldwin (bio)

Coordinator for the Virginia Tiered Systems of Supports and Project AWARE , Montgomery County Public Schools

Jennifer Polanco (bio)

Coordinator for the Virginia Tiered Systems of Supports and Project AWARE , Pulaski County Public Schools

Dede Bailer, Ph.D. (bio)

Coordinator of School Psychology Services, Fairfax County Public Schools

Mental Wellness Presentation Icon
Breakout #3 - "Making the Connection: Suspension – Attendance – Spring 2018 School Climate Survey”
Presenter(s) Handout(s)
Research shows that rates of suspension, chronic absenteeism and poor school climate are inter-related and create a complex backdrop for student success. In this session, we will discuss the state education agency’s recent efforts on these topics, to include new attendance regulations, incorporating chronic absenteeism into state and federal accountability, and a new research partnership with the University of Virginia on school climate.

Jennifer Piver-Renna (bio)

Senior Executive Director for Research, Virginia Department of Education

Dr. Luke Miller (bio)

Research Assistant Professor, University of Virginia

Jo Ann Burkholder (bio)

Director of the Office of Student Services, Virginia Department of Education

Joseph Wharff (bio)

School Counseling Specialist, Virginia Department of Education

Making the Connection: Suspension, Attendance & School Climate Icon
Breakout #4 - "Realigning School-wide Expectations”
Presenter(s) Handout(s)
Research has shown the effects of school climate on students’ behavioral and academic success. Creating a positive school climate is crucial in achieving desired improvement outcomes. Using the Virginia Tiered Systems of Support (VTSS) framework as a guide, participants will develop an understanding of the components needed to effectively realign school-wide behavioral expectations their respective school/division that are explicit and consistent.

Sherol Southerland (bio)

Director of School Safety, Disciplinary Hearing Review Officer, Hanover County Public Schools

Realigning School-wide Expectations Icon
Breakout #5 - "The Alternative Suspension Center (Districts of Distinction Winner, July, 2015): The Alternative to Out of School Suspensions”
Presenter(s) Handout(s)
The Alternative Suspension Center has eliminated out of school suspensions for nearly all school discipline infractions that do not involve weapons or drugs at two middle and two high schools. Students sent to the ASC complete their school work (sent via e-mail), remain supervised while removed from their home school for one to five days (normally), and receive an hour each day of either 1:1 or small group counseling/education from a licensed counselor (private provider) who implements Aggression Replacement Training (ART). ART is a research-based behavioral health program that includes:
  • Social Skills Training: Teaches participants what to do, helping them replace antisocial behaviors with positive alternatives.
  • Anger Control: Teaches participants what not to do, helping them to respond to anger in a non-aggressive manner and rethink anger-provoking situations.
  • Moral Reasoning: Helps raise participants’ level of fairness, justice, and concern for the needs and rights of others.
In addition to eliminating almost all out of school suspensions, the ASC program has caused a very significant decline in more moderate school discipline incidents at our middle and high schools that would normally have resulted in in-school suspensions. Administrators now have time to implement school climate improvement activities, restorative justice practices, and engage in other instruction related initiatives and tasks.

John Van Wyck (bio)

Director of Student Services and Federal Programs, Page County Public Schools

Kathryn Walkley, MA (bio)

Resident in Marriage and Family Therapy, Crossroads Counseling Center

Alternative Suspension Center Presentation Icon Alternative Suspension Center Crossroads Report Icon