Teacher In Service Day - SEL, CRT and More 3/18/22

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1		3/18/22	RSU22 - SPRPCE March 18th Professional Development Day
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3		Time	Session	Level of Presentation	Presenter	Session Sign Up	Max Size	Session Description	What is it really?

8	Session 1	8-9	The Journey of Equity: Creating Healthy Schools-Social and Emotional Learning (SEL)	Introductory	KEYNOTE: Dr. Greta Peay, Infinity - CEO Diversity Matters, & Dr. Joann Cason, CEO Do More Living, Now	Session Full - Districts will assign teachers	AOS 47 - 150, Bangor - 95, Glenburn - 41	Social and emotional learning (SEL) provides a foundation for healthy development. It is the process children, youth, and adults go through to develop the skills to engage with others, manage their emotions, show empathy, handle stress, resolve stress, set goals, and make responsible decisions to succeed in work and life.	SEL = CRT. Why are teachers teaching these kids anything about skills to manage emotions? That's your job as a parent. Responsible decisions come from me, the parent, not teachers.
15	Session 1	8-9	Adaptive Leadership Practices During the Covid-19 Pandemic	Introductory	Ryan Crane, Ed Leadership Doctoral Candidate, University of Maine	https://forms.gle/UnXVZzZbuMUcQXAy9	300	The Covid-19 pandemic presented unique and unprecedented challenges for school leaders in Maine, New England, and throughout the United States, resulting in dramatic shifts in how teachers and administrators thought about and provided education to their communities. This session summarizes research conducted on the use of adaptive leadership by high school principals in Maine as a practice for responding to the unique circumstances presented by the Covid-19 pandemic. Participants will be introduced to adaptive leadership as a practice for creating continuously responsive cultures, as well as to Cognitive Development Theory as a foundational framework for developing the capacity for adaptive leadership. Although administrators and teacher-leaders will find this session particularly valuable; educators throughout their organization will find this session relevant to their profession.	What they did was to take money from Biden, make up science, mask the children for no reason, then when the science didn't work anymore, teachers all over Maine fought it more. It's more about taking away the individual freedoms of students and parents than anything else.
16	Session 1	8-9	Beyond Moral Failing - Supporting and Understanding SUD	Introductory	Denise Smith, Bangor Public Health and Community Services	https://forms.gle/nFjjKr7aCjzXtbk76	100	20 million people have substance use disorders. They are our friends, neighbors, family members--even our students' parents, but stigma and shame often prevent people from seeking help. This presentation will explain the science of substance use disorder, explore risk and protection factors, harm reduction, treatment, and what we can all do RIGHT NOW to help.	Because of the fear porn perveyed by the school systems, anxiety, fear, depression and thoughts of suicide are higher than ever in Maine students. It's due to these teachers pushing this leftist narrative. Predicted drug use, from this mental abuse, will increase dramatically over the next few years.
17	Session 1	8-9	Grading for Equity	Introductory	Stephanie Hendrix, Maine Multicultural Center	https://forms.gle/8VhMKWZYNrHnk6ed9	100	In this session offered by Stephanie Hendrix and informed by the work of Joe Feldman, participants will learn about grading practices that honor students’ knowledge rather than commodifying scores. Participants will be introduced to grading practices that are mathematically accurate, practices that focus on student competency rather than environment or behavior, and practices that support home and a growth mindset.	Now they are just saying the quiet parts out loud! Holy shit! Grading for equity means holding down the smart kids, for the kids who can't keep up, due to whatever reason, most of which is their own. Equity is an impossible goal and a clear indication of Critical Race Theory. We are all equal under God and under the law. This is insanity...creating a weak society.
19	Session 1	8-9	Supporting Student Mental Health	Introductory	Karen Barnes, PhD, LCSW, Maine School Safety Centere	https://forms.gle/wwp4vk8SpxLi6MQ87	500	Join us to understand the role that educators play in supporting and promoting positive mental health for students. You will improve your mental health literacy by understanding how to identify the warning signs for mental health problems and learn what steps you can take to best support your students and families.	As stated above, RSU22 and the MDOE have wrecked a generation of kids with these mandates, now they wonder why mental health issues will skyrocket? Look inward.
21	Session 1	8-9	Genius Projects: Empowering and Inspiring Student Choice	Introductory	Lori Matthews, Science Teacher, RSU 22	https://forms.gle/p9ERTf7UcrwnBJ3RA	100	Genius Projects, Genius Hour, Passion Projects, Friday Free Learning. "A rose by any other name" means student choice in learning. Engagement will be high and learning will have meaning when students are allowed free choice to learn about a subject that they have interest in. In our 8th grade science class, choosing a subject to research in science that they typically don't have the time to cover in the regular classroom or is not in the curriculum is leading to deeper understanding as well as an expanded view of science in their world. Examples of projects will be shared as well as some organizational ideas for keeping the projects moving forward.	My first reaction is that if there is a higher level student, who excels at the basics, have at it. Other than that, 8th graders don't know what classes they need, nor when they need them and again, systems like RSU22 in Hampden, ME are failing at teaching the basics. Lori Jennings Mathews stated that Shawn McBreairty was spreading "lies and misiformation," yet provided no counter to the facts presented. She also called me a "hate group." This teacher is simply a conflict of interest to be teaching anything.
23	Session 1	8-9	Social-Emotional Learning and Responsive Classroom	Introductory	Alecia Talbot, Second Grade Teacher, RSU 68	https://forms.gle/qNwoo8cHq3QjR3Gj7	100	In this session we will be talking about the Responsive Classroom approach to education and its role in social-emotional learning in the classroom. We will discuss teacher language, logical consequences, and building intrinsic motivation.	Remember, SEL = CRT
24	Session 1	8-9	Identifying Drug Endangered Children & Discussing Substance Use Disorder with Youth	Introductory	Clifford "Mike" Gray, Penquis	https://forms.gle/wewXDPYjwCssR9ZL8	100	Substance use in the home and community places children at increased physical and developmental risks with both short-term and long-term consequences. This presentation will help attendees identify indicators that a child is at increased risk as well as provide strategies and resources to assist you in talking with students about substances and addiction.	Here we go again...drug use will be on the rise, due to these school systems pushing Covid fear porn for two years. Masking, mandates, lack of social interaction, etc.
29	Session 1	8-9	Taking on Civil Rights in your Classroom and School Community	Introductory	Dana Carver-Bialer, Bangor School Department	https://forms.gle/Ec4Ms2roFSUzLrg6A	100	Join Bangor School Department Title IX and Affirmative Action Coordinator Dana Carver-Bialer for a 50 minute session to feel comfortable, empowered and excited to create a culture of inclusion within your classroom. This workshop-style training is structured to provide guidance on commonly requested topics (pronouns, inclusive teaching, conflict mitigation, addressing tough topics, Title IX and Affirmative Action compliance), practical tools you can introduce easily and immediately, and a space for informal conversation and troubleshooting amongst our intellectual community.	It's pick your pronouns time folks! Just like teachers in 7th grade, Reeds Brook Middle School in RSU22, Hampden, ME made students stand up and say if they were a he, a she, a they, a whatever. Failing math scores, but at least they know their pronouns. "Culture of inclusion" = CRT. "Pronouns" = hyper-sexualization of minors.
30	Session 1	8-9	Trauma Informed Schools	Introductory	Beth Mitchell, LCSW, and Deb Taplin, LCPC, Northern Light Acadia Hospital	https://forms.gle/Y82eviL2de5VPUbM8	300	This presentation discusses what trauma is and what we are seeing our school-aged youth experiencing, common causes for caregiver maltreatment, impact of Covid 19 on trauma experiences, exploration of ACES data, discussion of how trauma impacts the brain and how trauma triggers may present in the school setting. We discuss tips and strategies to have more trauma-informed responses to students, resilience building tips, accessing additional support for high risk students and the importance of self-care as educators are our first responders for our trauma impacted youth.	Let's try to solve for the problem that the school created, by taking money for masking from Biden. It's that simple.
31	Session 1	8-9	Using Outdoor Spaces to Connect Students to Environmental, Climate, and Phenomena-based Exploration	Introductory	Helena Ives, Maine TREE Foundation	https://forms.gle/Aac8uiZiCTHBATyZ9	300	Maine TREE Foundation, an umbrella organization that hosts a number of forestry related research and environmental education programs, created a field-based, exploratory program that connects students with forests and contributes annual data to forestry and climate science. As the sponsor organization for Project Learning Tree, we help formal and non-formal educators in Maine to use outdoor, environmental, and foresty based education as a teaching tool and window into discussions on climate. Additionally, we created the Forest Ecology Research Network (FERN) which guides students, teachers, and non-formal educators through creating a 1/10 of an acre plot and infusing the data collection and study of the plot with cross-cutting concepts, current events, and the exploration of natural phenomena.	The Maine teachers Union (MEA) was seeking $3M for "eco" teaching grants, so they can brainwash students of Maine into thinking there is a climate crisis. This is all BS and items kids should not be involved in during school. Focus on the basics.
32	Session 1	8-9	Making Thinking Visible with Hexagonal Thinking	Introductory	Kate Meyer, MLTI Ambassador, Maine DOE	https://forms.gle/XH9EKDTF9bpLUWv99	100	Hexagonal thinking is a strategy that engages students in all content areas to think critically and participate in deep conversations while visually connecting ideas. Using paper or digital hexagons, students discuss and debate how ideas connect while they work collaboratively to make their thinking visible. In this session, I will show you how to implement hexagonal thinking into any unit of study and provide you with resources to bring back to your classroom.	This just sounds odd. I've heard of teachers placing sexual undertones into lesson plans just like this. What's your favorite pizza? Ok, if pizza is sex...what is the pepperoni. Seriously, this is what's going on. Critical thinking is lacking, so if this class is above board, bravo. But, it seems odd.
33	Session 1	8-9	Student Created Podcast in the Classroom	Introductory	Holly Graffam, MLTI Ambassador, Maine Department of Education	https://forms.gle/9oVZDVk2BPPqvRz16	100	Podcasting can empower students to express themselves or an opportunity to engage with their peers and community. Through podcasting students can create authentic and meaningful experiences with connections to classroom curriculums. Podcasts are a portable format that are easy to make and share. This session will go through the steps of creating a podcast and the various ways they can be shared.	Students wanting to get involved in this area, should do so, but no child should be looking to create "engagement" with their community this way. Kids are socially awkward now because of RSU22 Covid lockdowns. Sitting behind a mic without human interaction teaches them nothing. This should be a senior level high school deal.
36	Sessions 1 & 2	8-10	Civil Discourse in the Classroom (Workshop Part 1)	Introductory	Joe Schmidt, Interdisciplinary Instruction Specialists - Maine Department of Education	https://forms.gle/MVdUbH6JyPp6TRPw6	500	Part one of this workshop focus will be given to research based best practices and strategies that support student conversation as well as what is needed so that students develop the skills they need to participate in these conversations. Time will also be set aside for Joe to answer the questions that are on your mind.	Maybe Heath Miller, RSU22 SB Chair should teach this one?
37	Sessions 1 & 2	8-10	Leaders for Just Schools	Introductory	Mallory Cook, English Department Chair, Hermon School Department	https://forms.gle/5MYUSjHpBmKQNdGE6	500	Leaders for Just Schools Session I: Equity and Bias Developed by the NEA, the Leaders for Just Schools training allows participants to dive into understanding equity, to investigate their own biases and how they impact conditions of teaching and learning, and to explore ways in which they can improve school culture so that every student has the opportunity to succeed. The curriculum is grounded in real life experiences, so the content is real, relatable, and actionable. In session one, participants will reflect on their first exposure to people different than themselves, noting their genuine feelings and how those have evolved over time. They will also take an implicit association assessment to identify their own biases, and have time to unpack those biases independently and with others in the group. Leaders for Just Schools Session II: Privilege, Isms, and Microaggressions After completion of the Leaders for Just Schools Session I: Equity and Bias, participants will continue their work into becoming Leaders for Just Schools by reflecting on their own privilege and considering productive ways to have conversations about race and racism. Participants will work together to create a toolkit for responding to microaggressions they may hear in schools. Preparing for these challenging conversations will encourage stronger relationships and more equitable institutions.	First, Mallory Cook is one of the "leaders" of the hyper-sexualization movement at Hermon High School. She also took part in an anti-Trump video (38 minute mark), with Bernie Sanders last fall, from the taxpayer funded school room! The moderator of this leftist, progressive Democrat video states, “Maine is a battle ground state that Joe Biden must win.” Furthermore, it states, “…we need to generate a historic turnout to defeat Trump and defeat him badly. Hermon High School English teacher, Mallory Cook, appears to be heading up the school Civil Rights Team (video to come on this entire situation, you’ll be shocked) and the Hermon High School Gay Straight Alliance, or Gender and Sexuality Alliance, as I’ve seen it both ways. There is no written information, allegedly, on this group. Not a sign up sheet, not an agenda for the meetings, not meeting notes. It’s like a shadow organization. Why? Mallory Cook and other teachers across Maine, appear to want to be elusive to parents as they are leading these sexual identity activities, without communicating them to you!
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41	Session 2	9-10	Mitigating the Intensity: Social/Emotional Needs of Gifted/Talented/Creative/2e K-12 Learners	Introductory	Dorothy Dawson, Teaching Director of Gifted and Talented Education, RSU 22	https://forms.gle/9WRQfgytKutCzte59	100	Life is challenging for gifted students because their thoughts are often considerably more intense and persistent than their age-mates’ (Hebert, 2011). This presentation offers effective ways to mitigate the intensity of the gifted/talented/creative/2e K-12 learners in your life.	This screams to me, to "squelch" the high performing students, silence them, so they don't outpace the other middlers?
44	Session 2	9-10	Responding When Something Goes Wrong	Introductory	Stephanie Hendrix, Maine Multicultural Center	https://forms.gle/4Wbopg8oQRoG4szE6	100	Humans are fallible creatures, and despite our best intentions, all of us make mistakes. The question is always how to repair that harm after a mis-step by considering the effect rather than the intent. This session, offered by Stephanie Hendrix of the Maine Multicultural Center, will provide participants with actionable classroom strategies for use when this happens, particularly when the mistake centers around issues of implicit bias and/or microaggressions. Participants will learn about the importance of humility, what it means to call someone in (vs.calling them out), and about restorative practices for making effective apologies.	Microaggressions is a code word for CRT. Same with implicit bias.
46	Session 2	9-10	Supporting Media Balance & Well-Being	Introductory	Jonathan R. Werner, M.S.Ed., Maine DOE, MLTI 2.0	https://forms.gle/jP1FPGLf7tAqpMuJ7	500	Common Sense Education advocates for developing students’ “Media Balance & Well-Being“ by offering them “the space to reflect on their own media use” and encouraging them to “think critically about how digital media affects our communities and society overall.” This session will explore ways to bring this critical concept into our classrooms and will offer specific suggestions and resources to support this work. We’ll look at how activities and classroom discussions might integrate concepts such as the impact of social media use, online gaming, and extensive screen time on students’ lives. We’ll conclude with a focus on how developing student agency and encouraging good choices about quality engagement with technology can have a lasting positive impact on our students’ lives.	Wonder if this will ensure students are brainwashed by MSNBC and never watch Fox News, or OAN? Parents encourage "good choices" and teachers should teach the basics.
47	Session 2	9-10	Home-School Communication and Relationship Building in the High School Setting	Advanced - participants should have basic knowledge	Paul Butler, Ed Leadership Doctoral Candidate, University of Maine	https://forms.gle/twetf5dMzs8tKP7bA	300	A presentation on my doctoral research study on the role of school-home communication and the impact of a short-term communications strategy on feelings of parents trust and commitment in their relationship with the school.	This is at an all time low, as parents across Maine have lost trust and faith in the K-12 goverment run school systems.
48	Session 2	9-10	Creating Inclusive Environments	Introductory	Brianna Bryant, Public Health Educator,Bangor Public Health and Community Services	https://forms.gle/PuNpZkLRX4CsnBHW8	100	20% of Maine youth are part of the LGBTQ+ community. Sadly, LGBTQ+ students report higher rates of feeling unsafe at school, social isolation, and substance use than their non-LGBTQ+ peers. However, we can change this! A new website, www.lgbtqsupportme.org, created by public health practitioners in Maine, aims to provide resources (primarily for educators) to create inclusive environments for the health and academic success of all students. During this session, we’ll explore ways to use the website’s featured resources in classrooms, and how to connect LGBTQ+ youth to broader support networks.	20%, that's complete nonsense. LGBTQ123ABC+ kids are running the show at school, because they are a "protected class" and administrators are scared to make a disciplinary decision. Allowing furries to run around and lick and hiss and meow, wearing cat ears and tails is insanity. This "increase" in numbers is not a human evolution situation it's purely societal based influence, from the hyper-sexualization of minors and sexual grooming within schools like Reeds Brook. The reason 53% of transgender youth try to commit suicide is that their being (at birth) is being torn apart by the effects of society (brain, sexual trauma, etc).
49	Session 2	9-10	Transgender Allyship in Schools	Introductory	Beth Mitchell, LCSW, and Deb Taplin, LCPC, Northern Light Acadia Hospital	https://forms.gle/3DSEW595upDrDTB57	300	This presentation provides information on terms and definitions, use of pronouns, statistics about the elevated risk levels our gender diverse students have for depression, anxiety and suicide, discussion on common issues of managing transgender support plans, bullying, restroom issues and work with caregivers who may or may not support their youth in their gender expression. We also explore some Maine resources for schools and/or individuals in getting more support through education, support groups, etc.	First, there are only two genders. Second, if ever there was a reason to pull your daughters out of school, it's the RSU22 and other, transgender bathroom policy. Did you know, if you simply "identify" as a girl, you can shower as a biological boy with the girls high school cheerleading team? Anyone ever heard of the rapes in Loudoun County, VA? It's all because of this policy. Think it can't happen here?
50	Session 2	9-10	Student empowered social emotional learning: Partnering with students to promote healing	Introductory	Cat Biddle, University of Maine, Lyn Mikel Brown and Mark Tappan, Colby College	https://forms.gle/DRX43WZCr8SKMvZc7	300	Our presentation draws on five years of research in partnership with Maine elementary schools to supercharge your school's approach to addressing students' social and emotional needs and supporting a school wide environment that promotes healing by foregrounding student voices and youth-adult partnerships in the classroom. We will present our framework for student empowered social-emotional learning, as well as classroom-tested strategies for implementing the core principles of SESEL in your schools.	SESEL, CASEL, EASEL, they are all bad. Groups profiting off a solution to a problem that doesn't exist. These groups are "grifting" on Maine taxpayers. Just like BLM, just like the anti-racism partners. Here, they are "supercharging" the SEL to your children, as if they are not already confused.
52	Session 2	9-10	Using Picture Books to Support Teaching Social Emotional Learning (SEL) & Diversity, Equity, and Inclusion (DEI) in Your Classroom	Introductory	Debbie Swett, Literacy Coach, Bangor School Department	https://forms.gle/ZmKsi3CsNFK3RBQ66	100	I will be sharing relevant mentor texts, how to use them in classrooms, and activites that will support teaching SEL and DEI.	SEL, DEI = CRT code words, using picture books to gaslight kids at an early age, when they are the most influenced by teachers.
53	Session 2	9-10	DEI Training -- How to Support Adult Learning in Equity Work	Introductory	Susan Thibedeau, Doctoral Candidate,University of Maine	https://forms.gle/JDuvoouQ19Lw4zT57	300	How to develop content, structure, and format of DEI training to support adult learning	DEI = CRT, Principal Thibedeau is the center of the hyper-sexualization movement at Reeds Brook Middle School, in RSU22, Hampden, ME. A noted BLM supporter and has personal LGBTQABC123+ experience, is why she allows posters all over the school preaching to gender and that students need not pick a gender.
57	Session 2	9-10	Virtual Reality: Embrace the Future	Introductory	Chris Beckwith, Technology Integration Specialist, RSU 22	https://forms.gle/AtpiLn6EFXVUEjyM7	100	Now more than ever, with the limitations on what we can do and where we can go, there has never been a better time to introduce students to virtual reality. Beyond entertainment, from health and fitness, to travel (on earth and in space), to science simulations and meetings... virtual reality is our future. This presentation will describe different options for experiencing VR, and explore how this incredible technology can be leveraged across content areas.	"Virtual reality is our future?" Really? Social awkward kids is our future. They need more face to face interactions, not virtual. The only good thing about virtual learning was exposing the hypocrisy in the educational system.
60	Session 2	9-10	Embracing our Emotions as White Educators to Connect with Students of Color	Introductory	Gabriel Baldwin, Mindful Teacher, Mindfulness With Gabriel	https://forms.gle/HbXyF457SEDv4w6BA	100	How do we teach students that are different from ourselves as competently as those who look or act similarly to us? In this workshop we will explore how we can use our emotions to understand the barriers to connecting with others, move into a feeling place in how we are relating to others, and explore communicating with compassion. You will leave this workshop with tools that can create more satisfying and effective teaching relationships. Gabriel Baldwin is bringing back to Maine his decades worth of teaching as a white person in very diverse schools in the Boston area. http://mindfulnesswithgabriel.com/	"As white educators to connect to students of color!?" Maine is a 94% white state. That's not something we who live here can change. Diversity is great, if diversity settles in Maine legally. This is simply CRT again, pushing skin color over content of character. It's mindblowing that this is a class being taught to teachers. Everyone should know, regardless of your skin color, we are all Equal under God and the Law. This should not be a subject, racism is continued by discussions about color of skin.
62	Session 2	9-10	Mentor Texts for SEL	Introductory	Ashley Enright, RSU 63	https://forms.gle/NYgT3XLzfbSMjdwEA	300	Attendees will learn about specific mentor texts that they can use across elementary and middle grades to address SEL skills and guide important SEL conversations.	Again, saying the quiet part out loud. SEL = CRT and they want to push this BS on elementary kids! Middle School!
64	Sessions 2 & 3	9-11	De-Escalation: Cool It Down, When It's Heating Up	Advanced - participants should have basic knowledge	D. Edmond Towle, LCPC, Human Services Faculty, EMCC	https://forms.gle/Spfj8YiMf3asqVWc7	300	Sometimes, people just blow their tops. We’ve all seen it. If we’re honest, we’ve all experienced it. Professionally, we refer to this as emotional dysregulation, but whatever we call it, things can become stressful and even unsafe when a person is agitated, escalated, and out of control. During this presentation, we will look inside and examine how we feel when we are triggered, become agitated, and begin to escalate in order to better understand how others feel when they are beginning to escalate. We will also: • Identify some of the reasons why people become angry or aggressive, with particular attention given to students, parents, and even co-workers. • Recognize the early warning signals of impending aggressive or challenging behavior • Practice how to remain in control in the face of aggressive behavior • Explore the skills of listening, questioning, and empathy as a means of calming and engaging an angry person • State how controlling body language, voice and the use of space can exert a positive influence on people • Identify the use of assertive techniques in being able to challenge inappropriate behavior and gain compliance with your requests • Describe a range of skills used to defuse aggression or high states of anxiety in others	Parents are more frustrated than ever with Maine's government run K-12 schools. How about solving for the problem which is 1) Lack of Parental Choice, 2) Elimination of morals and family values, 3) MDOE Assessments are horrid. Did you know that 62% of Hampden Academy doesn't know math, as they are BELOW, or WELL BELOW the State guidelines? Lincoln, ME is 85% failing in math. Almost everyone in Lincoln High School doesn't know math. How is that? Because of these woke programs, vs. focusing on the basics.
65	Break	10-10:10
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68	Session 3	10:10-11:10	Diversity, Equity & Inclusion at the Elementary Level	Introductory	Kim Raymond, Maine School Counselor of the Year, RSU 22	https://forms.gle/GpUc7tGGJy6jkUVB7	100	You may be wondering what the best way is to address challenging topics such as diversity, equity and inclusion at the elementary level. In this presentation I'll demonstrate a variety of ways to engage young students in conversations about the topics of race and skin color, religion, disabilities, gender and more. Learn some simple ways to create a more welcoming school community and address complicated topics in a developmentally appropriate way! I'll share some reasourses as well as real life examples and specific language to use in various situations. I'll also provide some information you could use with your civil rights team or information about starting a civil rights team at your school if you don't already have one in place.	DEI = CRT...no parent should be wondering how to address equity and gender in elementary school. Elementary school, really? "Race and skin color" is CRT.
74	Session 3	10:10-11:10	Current Issues Facing Middle School Counselors and Social Workers	Advanced - participants should have basic knowledge	Nancy Snowdeal, Middle School Counselor, Brewer School Department	https://forms.gle/pYgufXk1ArvC7AdT6	100	Middle School students are at a very challenging stage of development, and the world they live in has significantly changed with the pandemic, the increase in social media use and its influences on their mental health, behaviors and attitudes. This round-table discussion is for middle school counselors or social workers who are looking for peer support around these and other issues we help our students navigate. Potential topics for discussion could include (but are not limited to) pandemic-related anxiety, increasing motivation & engagement, managing screen time/social media, self-harm/suicidal ideation, SEL, supporting transgender students. This will be a conversation where we share our collective experience/expertise/resources - I will attempt to contact participants ahead of time to determine the hot button issues and create an agenda which will also be shared ahead of time.	"Pandemic-related anxiety," provided for you by your local school teacher's union.
76	Session 3	10:10-11:10	Current Political Climate in the US	Introductory	Mark Brewer and Rich Powell, Director, William S. Cohen Institute for Leadership, University of Maine	https://forms.gle/Nba1nnkt8gmNgwuL6	300	Discussion regarding the current political climate in the US and the impact on Maine schools	Oh, this one should be a dozy. Didn't they say that "politics" doesn't play a part in the school system? There should not be a class taught to teadhers about the leftist, State run media.
78	Session 3	10:10-11:10	Unconscious Bias and Microaggressions	Introductory	Marwa Hassanien, Northern Light Health Director of Diversity, Equity, and Inclusion	https://forms.gle/xWFpv9qzijdddL5k9	300	The impact of bias and how it often leads to microaggressions	Microaggressions are for example, a small child telling a black woman they like her hair weave, because it looks like a bees nest (mind of a child) and that woman freaking out and calling the kid racist. So, teachers train kids not to compliment anything, except of course, gender and sexuality. It is CRT.
82	Session 3	10:10 -11:10	WaYS to be Inclusive (Wabanaki Youth in Science)	Introductory	Tish Carr, PhD., Executive Director, Wabanaki Youth in Science (WaYS)	https://forms.gle/zbVAywxCx3pwSGmLA	300	The presentation would share the research over the past few years that acknowledges the benefit weaving Indigenous Knowledge within the western academic paradigm has for both Native and non-Native students. Research has focused within the realm of the science fields but it is not specifically focused on just the sciences as the benefit of including Indigenous Knowledge reaches all subject areas. Part of the discussion will be on developing Best Practices for inclusion.	Someone will have to explain this one to me?
83	Session 3	10:10-11:10	Introducing Emerging K-12 Roles to Address Underrepresented Student Needs	Introductory	Justine Cone, Dana Carver-Bialer, Julie Kimball, Ray Phinney, Bangor School Department	https://forms.gle/rXe96ypkJB5eFrKG9	100	Join Julie Kimball, Mentor Coordinator, Justine Cone, Graduation Coach, Ray Phinney, School Safety and Communications Director, and Dana Carver-Bialer, Diversity, Equity and Inclusion Coordinator as they share information about their new roles in the Bangor School Department. The discussion will focus on how their new positions support underrepresented student populations.	"Underrepresented student needs" sounds suspicious. Students don't know what they need, that's why there is curriculum?
85	Session 3	10:10-11:10	Envision Math	Introductory	Diane Stephen, Ashlee Johnson, Cecilia Dube, Wendy Hutchins, 3rd Grade Teachers, RSU 68	https://forms.gle/KqvrJevpeKqtXzpM9	100	In this session the third grade team will present some of the key features of the envision math program. We will take you through a lesson, give examples from different grade levels, provide some time to explore the online resources, 3- act math and show the benefits of students using multiple strategies instead of just standard algorithms.	Given that 62% of Hampden Academy students are BELOW, or WELL BELOW the State guidelines in math, they should simply concentrate on this subject all damn day long!
88	Session 3	10:10-11:10	Memes and Quarantinis - Alcohol Use Changes During COVID 19	Introductory	Robin Carr, Bangor Public Health and Community Services	https://forms.gle/YRTG2CEyoajHM1GLA	100	70% of adults in the US drink alcohol. That means the majority of us have some kind of relationship with alcohol in our lives. Not surprisingly, alcohol consumption increased among adults during the pandemic, as we looked for ways to cope, relieve boredom and even connect with friends (hello, Zoom happy hour). Also not suprisingly, women have been disproportionately affected. In this lighthearted and zero shame session we’ll explore the factors influencing these increases, the lesser known (and awesome) benefits of drinking less, and ways to collectively re-negotiate our relationship with alcohol.	Uhh...what does this have to do with kids?
89	Session 3	10:10-11:10	Curriculum Audits for Equity	Introductory	Stephanie Hendrix, Maine Multicultural Center	https://forms.gle/inq8gSqcgT4XcDSn8	100	This session, offered by Stephanie Hendrix of the Maine Multicultural Center, will walk participants through the process of undertaking a curriculum audit for equity. Participants will learn what a curriculum audit for equity is, why they are important, the questions to ask, and the steps to take in order to create classroom experiences that honor diversity, embrace equity, and provide students with opportunities to see themselves and others in the texts and lessons they explore.	CRT, CRT, CRT...
94	Session 3 & 4	10:10-12:10	Using SEL and the ZPD to Help Learners Go with the Flow	Introductory	Dr. Leigh Alley, Assistant Professor of Education, University of Maine at Augusta	https://forms.gle/a8MVWr2opFCisMKi7	300	How often are our learners working in a flow state––in that zone where they are fully immersed, energized, focused, and enjoying a demanding-but-doable task? If we're honest, despite our good efforts, probably less often than we would like. Attendees of this introductory session will explore ways to leverage social-emotional learning and the just-right challenge to help learners "go with the flow."	No idea what the ZPD is, but SEL = CRT
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98	Session 4	11:10-12:10	Embodied Movements for Resourcing, Resilience, and Transformation	Introductory	Sarah Hentges, Associate Professor of American Studies, RYT-200,University of Maine Augusta and Bangor YMCA	https://forms.gle/Ay5YcLV1PdPohaARA	100	How do we navigate the turbulent times we live in? When is it time to act and when is it time to be still? How can we tap into our body’s natural resources and learn to respond rather than react? How can we create more love and more justice for ourselves and for others? What do we want to transform? Based on her work in the nascent field of Embodied Social Justice, Dr. Sarah Hentges, will present this activity-based session that provides a variety of tools and techniques for centering, grounding, and responding rather than reacting. Drawing inspiration from yoga, Black feminist texts, and the Embody Lab’s Embodied Social Justice program, we will practice a variety of activities that incorporate mindfulness, breathing, centering, grounding, and mindful movement. During the session, participants will learn more about trauma responses, the nervous system, and the power of embodiment toward individual and structural transformation and personal and collective healing. The activities that we will be doing are accessible tools that you can take with you to practice in your way, in your time, in your life, in your body.	Uhh...what? This is CRT yoga? Oh, my brain. Black feminist texts? Really?
103	Session 4	11:10-12:10	Reenvisioning Supervision to Address Inequitable Instruction	Advanced - participants must have basic knowledge	Dr. Ian Mette, University of Maine	https://forms.gle/EvPYStYq56PmsTBr9	300	Supervision has always been conceptually strong in how it helps empower educators to develop reflective stances about instruction practices. However, it is the need to incorporate more conversation about how culturally relevant practices are developed overtime that is missing from current supervision paradigms. Being vigilant and self-aware about what teaching signals is the foundation of reflective practice, but it is also the dialogue between peers, the learning that occurs in small groups, and the ability to gather feedback from the community itself that will lead to more equitable and just instruction. The biggest mistake educators can make is to continue to think they do not play a valuable role in helping improve our democratic society. The opposite is true – educators play the most crucial of roles in the US to ensure our schools are equitable, able to transform societal outcomes, and make certain educational equity for all students is achieved. In order to help schools be more democratic and in order to help support a vibrant, equitable, and liberated country in the 21st century, educational supervision will need to evolve and update to take on the leadership challenges in a changing world.	They are now saying the quiet part out loud! This is nuts! Just insane.
106	Session 4	11:10-12:10	Student Engagement through Citizen Science	Introductory	Erik Wade, MLTI Ambassador, Maine Department of Education	https://forms.gle/JiUsDCDnG7Z1nxbs7	100	Using Citizen Science in your classroom is a fantastic way to engage students and create authentic learning experiences. Even though Citizen Science seems like it would only pertain to science teachers, it is actually a unique way to work across the curriculum. There are math, writing, reading, history, and geography connections through any Citizen Science program. In this workshop, I will introduce you to what Citizen Science is, how it can engage students, ideas on integrating content areas other than science, and give a brief overview of existing Citizen Science programs.	Also sounds fishy.
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119	Session 4	11:10-12:10	Action Steps for Equity	Introductory	Stephanie Hendrix, Maine Multicultural Center	https://forms.gle/saadd39vSKnT9mT4A	100	In this interdisciplinary session offered by Stephanie Hendrix of the Maine Multicultural Center, participants will discuss and come away with a series of actionable steps that can work in any classroom or content area to help create equitable experiences that can benefit all learners.
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141	Session 5	1-2	Migrant Education Program 101	Introductory	Matt Flaherty, Maine Department of Education	https://forms.gle/jAHFG32zrPtzbrCa6	500	The Maine Migrant Education Program (MEP) works with migrant agricultural and fishing workers and their families to minimize the potential impact of family mobility on school success. The Maine MEP works statewide to enroll migrant children (ages birth through age 20) for educational and support service programs. Migrant children may receive supplementary basic skills instruction, supportive health services, social service referrals and more through the Maine MEP. Participants will learn who qualifies for the MEP, what kinds of services the MEP provides, and how they can collaborate with the MEP for student success.	Illegal migrant children, or legal migrant children?
143	Session 5	1-2	Understanding and Responding to CSA*	Introductory	Colleen Walker, Rape Response Services	https://forms.gle/MPFg7C9QywXRqxL98	300	Child Sexual Abuse Awareness Training for School Personnel (*Certificate for participants, in accordance with Maine DOE Model Policy for Child Sexual Abuse Prevention and Response)	With teachers like Kelsey Stoyanova, the "prevention" part is pretty well defined. Stop providing books lists with hardcore porn to all the students of RSU22, as there were no age restrictions, nor parental understanding.
149	Session 5 & 6	1-3	Civil Discourse in the Classroom (Workshop Part 2)	Introductory	Joe Schmidt, Interdisciplinary Instruction Specialists - Maine Department of Education	https://forms.gle/W8Z23RnMRjRuXGTm8	500	Joe will be discussing how to support conversations about contentious topics in your classroom in order to enhance student voice as part of building community. Part two of the workshop will have participants digging deeper into some of the strategies in order to explore what topics from your curriculum need additional support so that you leave with a plan about how you can engage students in exploring these contentious topics. Time will also be set aside for Joe to answer the questions that are on your mind.	Contentious topics like...goverment? Joe Biden? An open border? The drug crisis?
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152	Session 6	2-3	Microaggressions and Restorative Response	Advanced - participants must have approval from their district - see your administrator	KEYNOTE: Dr. Greta Peay, Infinity - CEO Diversity Matters, & Dr. Joann Cason, CEO Do More Living, Now	https://forms.gle/hTNdfXRYGqiY2e4x5	300	Permission by district required: The advanced session will focus on the definition and the identification of the various types of microaggressions that impact the school climate, advancement of equity, and relationships. Participants will have an opportunity to identify effective restorative response to microaggressions.	Microaggressions = CRT, it's just a warmer, fuzzier sounding word than teaching straight up racism to young kids in grade school.
169	Session 6	2-3	Sexual Violence Prevention Education	Introductory	Colleen Walker, Rape Response Services	https://forms.gle/rC3dZTRC8NGy5BSC9	300	Introduction to Rape Response Services, Intervention Services, Prevention education topics & summaries.	Based on Kelsey Stoyanova's hyper-sexualized book list, they may want to look at grooming happening right inside thier own school systems? There is prevention, it's called no more sexual grooming of minors.
170	Session 6	2-3	Courageous Classroom Conversations	Introductory	Stephanie Hendrix, Maine Multicultural Center	https://forms.gle/14NBDF4xhZDqwvUF7	100	This session, offered by Stephanie Hendrix of the Maine Multicultural Center, focuses on creating safe and supportive classroom spaces in which to discuss complex issues relating to equity and diversity. This session will feature classroom-tested strategies, resources, and scenarios designed to help educators create equitable classroom communities that are equipped to consider complex issues with intelligence and empathy.	Two code words for Critical Race Theory are "equity," which is impossible, as we are all equal under God and under the law and "diversity" which naturally occuring is a good thing. Force diversity = CRT. It's actually against the Civil Rights Act of 1964.
171	Session 6	2-3	LGBTQ+ 101: Navigating the alphabet of gender and sexual identities as it applies to our school communities	Introductory	Dana Carver-Bialer, Diversity, Equity, and Inclusion Coordinator, Bangor School Department	https://forms.gle/DbkkVaZ8tAiZPp286	100	Nationally, students are identifying at higher rates and younger ages as LGBTQ+. With this rapidly evolving demographic growth comes an ever-evolving terrain of language, cultural norms, and legal obligations. Join Bangor School Department Title IX and Affirmative Action Coordinator Dana Carver-Bialer for an introductory session to provide fundamental language and best practice around supporting students of diverse gender identities and sexual orientations. This session will include four objectives: Establishing foundational language/knowledge, best practice in classroom and school culture support, state and federal laws and how to practically apply them, and an open conversation among participants	Anyone wonder why LGBTQ123ABC+ is growing at a higher rate? It's called "gender dysphoria" and it's being pushed by teachers like Kelsey Stoyanova, inside the government run, K-12 schools. They are confusing kids before it is even age appropriate (9th grade) to talk about sexuality. They are just now saying the quiet part out loud.
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