5 Happiness Hacks I Stole From Heavy Metal
5 Happiness Hacks I Stole from Heavy Metal is a high-energy, research-backed workshop that helps school counselors explore practical strategies for increasing happiness, resilience, connection, and personal well-being, all through the unexpected lens of heavy metal lyrics. While the music may be loud, the message is deeply human: we all need tools to keep growing, stay grounded, and show up with purpose. In this engaging session, participants will explore five positive psychology “happiness hacks” connected to challenges, lifelong growth, zest, positive relationships, and controlling the controllables. Counselors will reflect on how these strategies support their own mental and emotional health while also considering how the ideas can be adapted for students, staff, small groups, classroom lessons, leadership programs, and school-wide wellness efforts. Participants will leave with memorable language, reflective prompts, and practical activities they can bring back to their schools to help students reframe adversity, build healthy relationships, strengthen emotional regulation, and take intentional action toward well-being. This session blends humor, music, research, and real-life application to help counselors leave feeling energized, equipped, and ready to turn up the volume on flourishing in their school communities.
 
Phil Januszewski
Speaker-Teacher-Creator
Positive Growth Lounge LLC
 
 

A Practical Framework for Reality Therapy with Autism Spectrum Disorder
Autism Spectrum Disorders (ASD), a lifelong neurodevelopmental disorder, have a significant impact on individuals' social-emotional development and interactions with others (APA, 2022). Researchers state that individuals with autism struggles with some challenges during their life, including depression, suicidal thoughts and behaviors (STB) and non-suicidal self-injury (NSSI) (Brown et al., 2024; Gupta et al., 2023; Newell et al., 2023; Schwartzman et al., 2023; Schwartzman et al., 2025). Reality Therapy, developed by Dr. William Glasser in 1965 (Can & Robey, 2021), is a counseling approach grounded in Choice Theory. This model emphasizes purposeful, goal-directed behavior and encourages clients to take an active role in their own well-being (Barker, 2021). According to Glasser (1998), human motivation is driven by five fundamental needs: survival, love and belonging, fun, freedom, and power. Autism Spectrum Disorders (ASD) are lifelong neurodevelopmental conditions with an increasing rate of diagnosis (APA, 2022). Research shows that individuals with ASD often face challenges such as depression, suicidal thoughts and behaviors (STB), and non-suicidal self-injury (NSSI) (Schwartzman et al., 2023; Schwartzman et al., 2025). Reality Therapy, developed by William Glasser in 1965 and rooted in Choice Theory, emphasizes goal-directed behavior and personal responsibility in promoting well-being (Can & Robey, 2021; Barker, 2021). Despite its promise, limited research explores how Reality Therapy may address STBs and NSSI among individuals with ASD. This presentation examines its potential applications.
 
Ahmet Can
Ph.D., LCPC, NCC, ACS
Governors State University
 
Neslihan Karakan Can
Professional Counselor
Beyond Healing Counseling and Wellness Center
 

A School Counselor’s Guide to Staying Connected in the Age of Technology and AI: Screens and Their Real-Time Effects on Children's Development
Today’s society benefits from a variety of highly developed tools in the realm of technology, such as staying connected through social media or the new contender, generative AI. Children these days are growing up alongside technology, unlike generations of the past. While technology and the internet have many benefits, they are also affecting childhood development. Children are becoming increasingly exposed to and dependent upon technology. Increased screentime elevates the risk of exposure to cyberbullying, online harassment, or developmentally inappropriate content. It can also affect youth by resulting in lowered self-esteem, increased social anxiety, struggles within interpersonal relationships, a lack of coping skills, difficulty with communication skills, decreased attention span, poor sleeping patterns, and general unhappiness or depression. Social media affects the brain's dopamine pathways, leading to increased engagement and potential addictive behaviors. Therefore, school counselors have an ethical duty to be aware of technology’s effects, but also play a role in increasing awareness on the topic and in educating students on how to use technology wisely. However, what role does a school counselor play in connecting with others genuinely in the face of a technological world, not only themselves, but also teaching how to do so to students? Different strategies and tools will be defined, explored, and discussed, as well as a space for questions, collaboration, and further dialogue.
 
Alexis Qualls
Graduate Student
Western Illinois University
 
Matthew Beck
Associate Professor, Counselor Education Program Coordinator, and School Counseling Clinical Coordinator
Western Illinois University
 

A Tiered Approach to Achievement
Academic achievement is the foundation of a school experience that promotes life long success. Attendees will learn why a tiered approach of implementing academic interventions at all three tiers will support student growth. This session will support the work of school counselors across grade levels from elementary to high school. Learn about a framework that places executive functioning skills at the core of every intervention. The framework will include a scope and sequence for classroom lessons and small group activities. Strategies to collaborate effectively with teachers, administrators and families will be discussed. Learn how to disaggregate data to identify students for tier two and tier three supports, and how to monitor student progress. This session will be interactive, and attendees will be encouraged to share questions, challenges and successes, as we all work to increase student academic outcomes. Walk away with resources and strategies to ensure your school creates an environment conducive to academic success.
 
Nicole Simon
School Counselor
Chicago Public Schools, North-Grand High School
 
Lisa Delgadillo
School Counselor
Chicago Public Schools, Hibbard Elementary School

 

A Transfer Student Toolkit for High School Counselors
Transfer pathways are becoming an increasingly important part of the college-going experience for students across Illinois. In fact, 64% of students attending Illinois public institutions are enrolled at community colleges, and many intend to transfer to a four-year university at some point during their academic journey. Despite this growing trend, many high school counselors report feeling under-equipped to guide students through transfer planning and conversations early in the college search process. Without proactive planning, students may experience credit loss, increased costs, and delays in degree completion. This session will provide high school counselors with a practical and approachable Transfer Toolkit designed to support students exploring a variety of postsecondary pathways. Presenters representing a university, a community college, and statewide transfer resources will share key transfer trends, common myths and misconceptions, advising terminology, and strategies for incorporating transfer conversations into existing counseling practices. Participants will also learn how to utilize statewide tools and resources, including Transferology, to help students make informed decisions and better understand transfer opportunities available to them. Attendees will leave with ready-to-use resources, conversation guides, and practical tools to support students throughout their transfer journey.
 
Morgan Bowen
Transfer Coordinator
Illinois State University
 
Holly Pflum
Associate Director, Transfer Outreach and Initiatives
University of Illinois System
 
Sean Warren-Crouch
Director of College Transitions
Harper College


Advocacy at the State level and ISCA Advocacy Updates
Join ISCA Advocacy Co-Chairs Dr. Jessica Vargas and Patrick Wildman for an engaging and informative session focused on school counseling advocacy at the state level. This updated 2026 presentation will provide participants with an overview of the Illinois legislative process, the role advocacy plays in advancing student outcomes, and the current legislative priorities impacting school counselors, students, and schools across Illinois. Attendees will receive updates on bills introduced, supported, monitored, and opposed by the Illinois School Counselor Association (ISCA), as well as learn how ISCA collaborates with legislators, lobbyists, and statewide educational partners to advocate for the profession. The session will also highlight ongoing efforts related to strengthening the school counselor pipeline, internship support initiatives, and student mental health advocacy. Participants will leave with practical advocacy tools, resources, and strategies to effectively engage with lawmakers, utilize witness slips and calls to action, and strengthen their own role as advocates for students and the school counseling profession.
 
Jessica Vargas
School Counselor
Chicago Public Schools
 
Patrick Wildman
School Counselor
Beardstown Middle/High School
 

Advocating our Value: Counselors at the Bargaining Table
This session equips school counselors with practical, real-world strategies to confidently advocate for their role within union contracts. Participants will examine key contract language that directly impacts school counseling practice, including caseloads, duties, and appropriate use of time. The session will also highlight common gaps and misconceptions in existing agreements that can limit counselors’ effectiveness or lead to role confusion. Through guided discussion and examples, attendees will learn how to clearly articulate the value of a comprehensive school counseling program and align their work with district goals and student outcomes. Emphasis will be placed on building collaborative relationships with union representatives and administrators while maintaining a strong professional identity. By the end of the session, counselors will leave with actionable tools, talking points, and increased confidence to advocate for contract language that supports their role and ultimately enhances services for students while maintaining leadership in schools and provide for advocacy in their roles.
 
Patrick Wildman
Director of Student Services
Virginia CUSD 64
 
 

Another Drill? Training Staff for Action around Suicidal Ideation
While schools routinely and meticulously drill for low-probability emergencies like fires and active shooters, they frequently neglect to prepare for their most common and pressing crisis: student suicidal ideation. Teen suicide is a leading cause of death, yet many schools lack a practiced, whole-school protocol for when a student discloses their mental health struggles to a teacher, paraprofessional, or coach. When non-clinical staff improperly or inconsistently handle a suicidal or homicidal ideation disclosure, it significantly compromises student safety, creates critical gaps in the support system, and delays urgent interventions. This interactive session is designed to equip school counselors with the comprehensive tools necessary to implement a full-school suicidal ideation protocol drill specifically tailored for non-counseling staff. Participants will learn how to transition their colleagues from hesitant bystanders to confident responders by creating an actionable, step-by-step suicidal ideation response plan unique to their school's physical environment and staffing structure. The presentation will guide counselors on how to effectively train various academic departments, focusing on practical logistics such as who staff should immediately contact, what to do if they cannot leave their classroom to escort a student, where the student should be brought, and how to properly document the incident. By establishing these essential safety protocols and practicing them annually, this training shifts the overarching school culture to prioritize mental health readiness on par with physical safety. Ultimately, attendees will leave this session empowered to articulate clear, definitive reporting expectations to all educators, ensuring swift, secure, and compassionate student handoffs during severe mental health crises.
 
Hannah Letchinger
Lead School Counselor
Lake View High School CPS
 
 

Before the Crisis: What We Get Wrong About Safety, Trauma, and Healing
We have become very good at preparing for emergencies. Schools have drills, threat assessment teams, crisis response plans, and detailed protocols for what to do when something goes wrong. Yet crisis response begins long before the crisis. This session challenges school counselors to look upstream and consider a different question: What are the conditions that help students and staff feel safe, connected, and ready to learn before a crisis occurs? Drawing on trauma-informed practices, the neuroscience of regulation and belonging, and experiences supporting students impacted by community violence in Chicago and the Highland Park shooting, participants will explore what schools often get wrong about safety and what a prevention-centered, relationship-first approach looks like in practice. Together, we will examine the difference between hardening schools and heartening them, while recognizing the importance of both. Participants will learn how connection, co-regulation, trusted relationships, and school belonging serve as powerful protective factors that support mental health, resilience, and violence prevention. Attendees will leave with practical strategies to strengthen school climate, support educator and student well-being, and build environments where healing, resilience, and learning can flourish. Because while we cannot prevent every crisis, we can create conditions that make people feel seen, supported, and connected long before one occurs.
 
Josh Novick
School Counselor & Founder
Trust and Grow
 
 

Behind the Behavior: Understanding, Connecting, and Regulating Together
When counselors and teachers use shared, practical strategies to support student emotional and behavioral regulation, interventions are more likely to stick. Too often, student support happens in silos, with counselors working in one setting and teachers in another, leaving students without the consistency they need to grow in the classroom environment. This session aims to equip middle and high school counselors to bridge that gap through connected practices grounded in Adlerian theory and Dialectical Behavior Therapy (DBT) skills. Participants will learn to decode the underlying messages and needs behind student behavior through an Adlerian lens, teach evidence-based DBT emotional regulation skills that help students thrive, and build meaningful collaboration with teachers to deepen partnerships that promote student success. Attendees will leave with practical tools and shared frameworks they can use immediately to strengthen interventions, support teachers as partners, and create sustainable systems of support that extend into everyday classroom practice.
 
Lindsay Fredrick
Director, School Couneling Program/Assistant Professor
Lewis University, Romeoville
 
Heather Thielmann
Graduate Student, School Counseling MA/Mental Health Professional
Lewis University/Trinity Services
 

Beyond “What Happened to You”: Racial Trauma, Culturally Informed ACEs and the School Counselor’s Role
For decades, school counselors have been trained to ask, "What happened to you?" But for BIPOC students, that question, while important, only tells half the story. The other half is rooted in historical trauma, systemic racism, and race-based biological stress that standard Adverse Childhood Experiences (ACEs) frameworks were never designed to capture. This 60-minute breakout session introduces school counselors to a Culturally Informed ACEs (C-ACEs) framework, a research-backed approach that expands the traditional ACEs lens to account for the cumulative, intergenerational and community-level trauma experienced by African-American and other BIPOC youth. Attendees will leave with a clearer understanding of how racial trauma manifests in K–12 settings, practical tools for responding to it without pathologizing students and a framework for auditing their own counseling practices and school policies for unintentional racial harm. Rooted in the principles of decolonized mental health care and drawing directly from Living in Empathy Therapy's own training curriculum, "The Black Body" and "Decolonizing Mental Health," this session is as honest as it is practical. It challenges counselors to move beyond deficit perspectives and toward healing-centered engagement that honors the full humanity of every student they serve.
 
Erin Matthews
Founder
Living in Empathy Therapy
 
Crystal McDonald
Therapist
Living in Empathy Therapy
 

Beyond Check-Ins: Transforming School Counselor Supervision
School counselors support students through trauma and crisis while also helping teachers with overwhelming workloads, staff navigating difficult situations, and administrators with countless non-counseling responsibilities. In a profession centered on supporting others, counselors themselves often lack the consistent support needed to sustain ethical, effective, and reflective practice. Effective supervision is a critical — yet frequently inconsistent — component of school counseling that directly impacts counselor development, program effectiveness, and student outcomes.
Designed for both new and experienced school counselors, this session explores research-based best practices in supervision and translates them into practical, school-based applications. Participants will examine common barriers to meaningful supervision, including role ambiguity, limited administrative structures, and inconsistent support systems, while gaining actionable strategies to strengthen reflective practice, advocate for effective supervision, and build supervisory relationships that foster professional growth and student impact.
Target audience:School Counselors, School counselor educators, grad students, elementary, middle, high school, rural, suburban, urban, private/parochial
 
Julie Churchill
High school counselor
Rock Island-Milan School District #41
 
Matthew Beck
Professor of School Counseling
Western Illinois University
 
Amy Zero
Elementary school counselor
Rock Island-Milan School District #41


Beyond Electives: The Academic Power of AFNR & CTE Programs
Agricultural Education and other Career and Technical Education (CTE) programs are often viewed as primarily hands-on or elective-based; however, they also provide significant and often underrecognized academic value for students. This session is designed specifically for middle and high school counselors to explore how Agriculture, Food, and Natural Resources (AFNR) pathways can support academic achievement while expanding students’ postsecondary opportunities. Participants will develop a deeper understanding of how CTE courses can fulfill core academic requirements, including science and mathematics credit, while also contributing to important milestones such as NCAA initial-eligibility approval, pathway endorsements, and dual credit opportunities. In addition, the session will highlight how these elements align with graduation requirements, college admissions expectations, and broader college and career readiness goals. Through real-world examples and practical connections, attendees will leave with actionable strategies and tools to more effectively advise students and families. Counselors will be better equipped to communicate how CTE programs can strengthen academic plans, enhance student transcripts, and create meaningful pathways to both college and career success. Ads do not influence the answers you get from ChatGPT. Your chats stay private. Learn about ads and personalization
 
John Heiser
FCAE District 1 Program Advisor
ROE9/ ISBE
 
Jenny Wold
District 2 FCAE Program Advisor
ROE 9/ ISBE
 
Lisa Miller
High School Counselor
Cambridge Jr./ Sr. High School


Building an Effective Data-Driven School Counseling Program
The goal of implementing an effective school counseling program is not unobtainable when all of the components of a comprehensive school counseling program are in place. However, this can seem like a daunting task, especially for school counselors just starting out, or even for experienced school counselors who want to refine their program. This session will provide a framework for implementing an effective school counseling program that can lead towards obtaining RAMP status. Attendees will learn how the ASCA National Model 5th edition provides a foundational structure to build an equitable and effective program and how to use data to drive the interventions and activities of your program. Best practices for ways to grow your program, how to overcome challenges and barriers, and how to work with various educational partners will be shared. This session will include ideas for activities and interventions across all three school counseling domains, and all three tiers of support. Attendees will also learn strategies for evaluating program effectiveness.
 
Mark Clayton II
Assistant Professor
Roosevelt University
 
Nicole Simon
School Counselor
Chicago Public Schools
 

Building stronger collaboration between schools and DCFS to support students and families
A. Why schools matter in child welfare: School counselors often see the early signs of trauma, family stress, neglect, abuse, absenteeism, housing instability, caregiver disruption and behavioral health needs. B. What DCFS is trying to become: DCFS is now emphasizing safety, family-centered practice, prevention, equity, transparency, and connecting families with resources — not just investigation. C. What school counselors need to know about the DCFS process: A plain-language overview of what happens after a report, what DCFS can and cannot share, what timelines generally look like, and what school staff should expect. D. How schools and DCFS can communicate better: Practical guidance on: who to call, what information helps, how to document concerns, how to support a student after a hotline call, and how to avoid assumptions or role confusion. E. How to support students in DCFS care or family crisis: Working with DCFS to provide: educational stability, trauma-informed support, confidentiality, transitions, caregiver changes and coordination with school teams. F. What partnership can look like going forward: Our collaborative call to action: schools and DCFS share responsibility for child safety, student well-being, and family stability.
 
Heidi Mueller
Director
Illinois Department of Children and Family Services
 
 

Building Sustainable SEL Programs in Schools
Social-emotional learning (SEL) is strongly linked to improved academic achievement, student well-being, school climate and long-term school success. Yet many schools struggle to implement SEL in ways that are both effective and sustainable. Competing priorities, limited resources, staff burnout, and inconsistent messaging often result in fragmented initiatives rather than meaningful, systemwide change. In this interactive session, participants will explore five foundational practices that support the development of a school culture where SEL and well-being are embedded into everyday systems, structures, and decision-making processes. Drawing from lived leadership experiences in diverse school settings, presenters will share practical lessons learned, challenges encountered, and strategies that have led to sustainable implementation. Through reflection, discussion, and collaborative activities, attendees will examine how to move beyond isolated programs and integrate SEL into existing practices. Participants will leave with implementation strategies and communication approaches that strengthen collaboration among administrators, school counselors, and school teams while creating lasting impact.
 
Kirsten Perry
School Counselor
Hong Kong International School
 
Jasmine Thurmond
Director of LSC Principal Supports
Chicago Public Schools
 
Laverne Coke
Continuous Improvement Coordinator
West 40 Intermediate Service Center


Connecting and Transforming Counseling Support to the Classrooms
While the school counselor’s office is a vital sanctuary for students, mental health support cannot end at its doorway. Students spend the vast majority of their day in the classroom, yet a significant "support gap" often exists between social-emotional support and academic instruction (Pratheesh & Francis, 2024). Research from ASCA (2023) and CASEL (2025) underscores the importance of integrating social-emotional development into daily instruction to support student success. This session addresses the critical need for a unified approach, transforming classrooms from places of potential stress into landscapes that promote emotional regulation and student well-being. The fundamental truth is that teachers are not counselors, but no student should be left without support. Participants will explore practical, high-impact strategies that educators can implement without requiring clinical training. In tandem, school counselors will gain advanced collaboration techniques to effectively engage teachers and staff, fostering a school culture of shared responsibility for student mental health. By reframing common student behaviors —from "defiance" to "distress"—participants will develop a deeper understanding of student needs and leave equipped with actionable tools to create a more responsive, supportive learning environment. This session emphasizes a collective commitment to ensure that no student navigates their internal struggles in isolation.
 
Elizabeth Walters
Graduate Student
Eastern Illinois University
 
Rebecca Tadlock-Marlo
Professor
Eastern Illinois University
 

Cultivating Belonging Through Service: Developing Student Changemakers Through a Tier 1 Leadership Program
Looking for a meaningful Tier 1 intervention that promotes belonging, leadership, empathy, and school connectedness? Learn how one elementary school counselor transformed a small kindness initiative into a comprehensive, yearlong student leadership and service-learning program aligned with both the ASCA National Model and ASCA Student Standards. Participants will explore the developmental stages of the Kindness Koordinators program, a structured approach that empowers a diverse group of upper-elementary students to drive positive change at the classroom, school, community, and global levels. We will examine specific student-led projects, ranging from campus-wide inclusivity campaigns to local community outreach. Furthermore, this session will demonstrate how to collect and utilize perception and outcome data to prove program effectiveness to administrators and stakeholders. Attendees will leave equipped with a comprehensive yearlong implementation framework, ready-to-use lesson plans, service-learning project templates, robust data collection tools, and practical management strategies for creating impactful student leaders who make kindness actionable in any school culture.
 
Shalina Hampton
School Counselor
Chicago Public Schools
 
 

Cultivating Trust: How Psychological Safety Shapes Undocumented Students’ Willingness to Seek Support
Undocumented students often navigate school environments while carrying fears related to exposure, judgment, family separation, discrimination, and uncertainty about the future. These experiences can create significant barriers to help-seeking, even when counseling support and school-based mental health resources are available. This session presents findings from a phenomenological dissertation study exploring how undocumented students experience psychological safety when seeking or considering support from school counselors regarding immigration-related concerns and personal well-being. Through participant narratives, reflective discussion, and practical application, attendees will examine how school counselors can intentionally build bridges of trust through culturally responsive, trauma-informed, and relationship-centered practices. Findings highlight how counselor authenticity, consistency, confidentiality, awareness of systemic barriers, and relational safety influence whether students perceive counseling spaces as supportive and safe enough to engage openly. The session will also explore how fear, stigma, and previous negative experiences with institutions may shape students’ willingness to access support services. Participants will leave with actionable strategies to reduce barriers to counseling access, strengthen student trust, and cultivate counseling environments grounded in awareness, acceptance, advocacy, and authentic human connection. Attendees will gain practical tools they can implement immediately to foster safer, more inclusive counseling relationships for immigrant and undocumented students.
 
Grace Morfin
School Counselor
Drummond Montessori - Chicago Public Schools
 
 

Empowering Your Entire School: Involving Administration and Staff in Supporting Mental Health and Preventing Suicide (JED Comprehensive Approach)
Creating a truly supportive school environment for student mental health and well-being requires a unified effort. This presentation, grounded in The Jed Foundation's comprehensive approach, provides actionable strategies for effectively engaging your school administration and all staff members in fostering a culture of making mental health a priority and preventing suicide.
Learn how to:

• Articulate the critical role of leadership: Understand how to gain administrative buy-in and secure their active participation in championing mental health initiatives.
• Implement systemic change: Explore strategies for integrating mental health support into existing school policies, procedures, and professional development.
• Equip all staff with essential knowledge: Discover practical methods for training teachers, counselors, coaches, and support staff to recognize warning signs, respond appropriately to students in distress, and promote help-seeking behaviors.
• Foster a shared responsibility: Learn how to cultivate a collaborative environment where every adult in the school community feels empowered and equipped to support student well-being.
• Utilize the JED Comprehensive Approach framework: Gain a deeper understanding of JED's evidence-based model and how its key pillars can guide your school's efforts in creating a safer and more supportive environment.
• Develop clear communication pathways: Establish effective strategies for communicating mental health resources and protocols to students, staff, and families.
• Participants will be able to identify key components of the JED Comprehensive Approach.
• Participants will be able to review ways to engage school administrators in mental health initiatives.
• Participants will be able to examine examples of how to train staff to recognize and respond to students in distress.

 
Brad Reichmuth
Senior Consultant, Mental Health & Suicide Prevention
The Jed Foundation
 
 

Evaluating Policies to Support Absentee Students with Chronic Health Conditions
This presentation explores findings from a research brief on supporting absentee students with chronic health issues. The brief was developed from a 2022 workgroup that updated a school’s medical leave policy. We will examine the growing overlap between students struggling with absenteeism and those with chronic health conditions, then explore literature highlighting best practices. We will unpack practices and policy recommendations to consider what they look like in a school. Finally, we will explore how policies match best practices within independent schools in the Chicago area. Reviewing a crosswalk will provide additional information about the benefits of considering policy changes to support this group of students. We will wrap up the session by discussing what considerations schools can make to adjust practice or policy to support this growing student population. This workshop is intended for school leaders and counselors managing students with attendance issues. We will explore policy recommendations that are considered best practices to support this specific group of at-risk students.
 
Theo Stripling
School Counselor
Univ of Chicago Laboratory School
 
 

Every Age & Every Stage: Trauma-Informed Approaches for PreK–12 Students
This session explores trauma-informed practices across PreK -12th grade educational settings, highlighting how trauma impacts students at different age levels. Participants will examine what trauma-informed care looks like in elementary, middle, and high school settings, with attention to developmental differences. The session will provide practical strategies that school counselors can implement to create safe and responsive learning environments. Topics will include universal trauma-sensitive practices and relationship-centered approaches. Participants will also explore Multi-Tiered Systems of Support (MTSS) supports for students experiencing significant adversity or chronic stress. Additionally, creative and experiential approaches such as movement, art, and play will be incorporated to demonstrate age-appropriate engagement strategies. Attendees will have the opportunity to collaborate and engage in discussions to share practices and analyze brief case studies relevant to the populations they serve. Overall, this session is designed to provide actionable tools and a deeper understanding of how trauma-informed systems can foster resilience and success for all students.
 
Jade Klinger
Graduate Student
Northern Illinois University
 
Yenitza Guzman
Assistant Professor
Northern Illinois University
 
Timothy "T.J." Schoonover
Assistant Professor
Northern Illinois University


Expanding Postsecondary Access: A Data-Driven Systems Approach to Early College Programming
This data-driven session will examine the design, implementation, and measurable outcomes of the TFD215 Early College Program, a comprehensive dual enrollment and dual credit model focused on increasing postsecondary access, persistence, and affordability. Grounded in the ASCA National Model, this program integrates school counseling practices with systemic structures to remove barriers and expand equitable access to college coursework. TFD215 serves a highly diverse student population, with 972 students enrolled in dual credit and 135 students in dual enrollment during SY25–26, of which over 70% identify as Black and approximately 25% as Hispanic, demonstrating a strong commitment to equity and access for historically underrepresented students. The program incorporates structured, high-impact supports, including:

• Beginning-of-semester parent information sessions to increase family engagement and awareness
• Beginning-of-Semester (BOS) student onboarding meetings to train students on college expectations, platforms, and communication systems
• Direct partnerships with postsecondary institutions, bringing college representatives on-site to walk students through registration systems and learning platforms
• Centralized communication via Google Classroom and Remind
• Midterm check-ins for all students, regardless of grade status, to proactively intervene
• Distribution of an “At-a-Glance” collegiate calendar to support time management and accountability
  

Academically, the program prioritizes Illinois Articulation Initiative (IAI) general education courses and has developed structured pathways with partner institutions to ensure transferability and progress toward degree attainment. The session will also address challenges, including enrollment fluctuations due to scheduling conflicts and course availability, and how program adjustments were made to improve access and sustainability. Participants will leave with replicable systems, tools, and data-driven strategies to design, implement, or strengthen early college programming aligned with school counseling frameworks and equity goals.
 
Rosalind Scaife
Early College Coordinator
Thornton Fractional High School District 215
 
Wendy Bivins
CTE Career Development Coordinator &Counselor
Thornton Fractional High School District 215
 

From Doubt to Confidence: Understanding and Overcoming Imposter Syndrome in School Counseling
Imposter syndrome is a common, yet often unspoken, experience among helping professionals, including school counselors. Despite their training, expertise, and impact on students, many counselors find themselves questioning their competence, attributing success to luck, or fearing they will be “found out” as not truly qualified. These internalized doubts can affect confidence, professional decision-making, and overall well-being. From Doubt to Confidence: Understanding and Overcoming Imposter Syndrome in School Counseling will explore what imposter syndrome is, why it commonly appears in helping professions, and how it uniquely impacts school counselors working in complex, and sometimes chaotic, educational environments. Participants will examine common thought patterns, professional pressures, and systemic factors that contribute to feelings of inadequacy—even among highly trained and more-than-capable counselors. Through guided reflection, as well as the teaching and discussion of practical strategies, this session will help participants learn how to recognize imposter syndrome in themselves and others, challenge unhelpful internal narratives, and build professional confidence, all while maintaining ethical and reflective practice. The session will also highlight ways to reframe self-doubt as an opportunity for growth, strengthen professional identity, and establish supportive professional networks. Attendees will leave with actionable tools to support their own professional resilience and to cultivate healthier professional mindsets within their school counselor roles.
 
Lauren Dick
School Counselor
Lena-Winslow School District #202
 
 

From Perfection to Purpose: Chynna’s Journey to Emotional Well-Being (youth speaker)
Mental health advocate and youth speaker Chynna Mitchell invites counselors to hear her mental health journey. Her thoughtful narrative invites attendees to understand what may be happening beneath the surface for youth who appear okay or even successful, yet are struggling. Chynna’s story also illuminates how complicated family dynamics that can create barriers to trust and effective therapeutic engagement. For as long as she can remember, mental health advocate and youth speaker Chynna (she/her) was encouraged to be someone different. At home, she was expected to be the caretaker to her four siblings putting her own needs aside to be a good role model. A school, her blackness needed to be quieter and less expressive. At church, her family was viewed as perfect. Middle school brought bullying and isolation. High school brought sadness, worries, and hopelessness. Instead of addressing these feelings she pushed them aside. What kept her going was one supportive teacher who gave her a safe space to be herself and she was looking forward to the future. The weight of it all eventually caused her struggle to escalate into daily panic attacks, using substance to remain calm, and then a suicide attempt. Her suicide attempt was a wake-up call and she was finally able to choose herself and get the help she deserved and needed. Attendees will gain a deeper, humanized understanding of the complex realities many students silently navigate. Chynna’s story is purposefully focused on healing and hope. About Chynna and Minding Your Mind: Chynna shares her story at schools, community groups, and conference throughout the country. She is a speaker for national nonprofit Minding Your Mind, is a flexible mental health education resource for all communities with a focus on ending the stigma of mental health challenges and conditions serving the Midwest and beyond.
 
Chynna Mitchell
Mental Health Advocate, Youth Speaker
Minding Your Mind
 
 

From Practicum to Professional: Navigating Your First Year as a School Counselor
Transitioning from graduate school into the role of a professional school counselor can feel exciting, overwhelming, and filled with unexpected challenges. This session provides graduate students(interns) and new school counselors with practical, real-world strategies for navigating the first year in the profession. The session will also highlight counseling office setup ideas, essential counselor "must-haves," ways to create a welcoming student-centered environment that promotes emotional safety and connection, maintaining documentation, building relationships with students & staff, and balancing responsibilities. Attendees will leave with actionable tools, resources, and practical tips they can immediately implement within their schools. Through honest reflection, relatable experiences, and interactive discussion, this presentation aims to help new counselors feel more confident, prepared, and supported as they transition from graduate student to practicing professional school counselor. Participants will gain insight into first year challenges, self-care strategies, and ways to establish professional boundaries while avoiding burnout in a demanding but rewarding profession.
 
Briana Hammond
School Counselor
Chicago Public Schools
 
 

Handing Over the Mic: How Student Voice Becomes School Power
Youth leadership is not about delegating tasks; it is about building student capacity—equipping them with the skills, confidence, and authority to drive meaningful change. Empowered student leaders influence their peers more effectively than adults can, creating a sustainable loop of positive peer pressure and shared responsibility.
This workshop will demonstrate how empowered student leaders are uniquely positioned to influence their peers more effectively than adults can, establishing a crucial, self-sustaining loop of positive peer influence and shared responsibility within the school environment.
This practical session provides school counselors and administrators with a comprehensive toolkit and framework for developing a robust leadership program centered on authentic student voice. We will analyze and outline successful, high-impact student-led roles, including: Student-Led Attendance Check-ins (promoting accountability) Student-Facilitated Restorative Practices (building community and repairing harm) Structured Peer Mentoring Programs (fostering connection and academic support).
Participants will walk away with tangible, immediately implementable program outlines and resources adaptable to any school setting, regardless of the current stage of student leadership development. This is a practical roadmap for fostering genuine, student-driven initiative and improving school climate.
 
Lauren LaMantia
School Counselor
Chicago Public Schools-Sherman Elementary
 
 

How to Create A SEL Family Night
This session provides educators, school counselors, and administrators with a step-by-step roadmap to plan, market, and execute a successful Social-Emotional Learning (SEL) Family Night. Grounded in the mission to implement comprehensive, data-informed, and student-centered practices, this presentation covers everything from establishing "the why" to managing event logistics and post-event evaluations. Attendees will discover strategies to foster strong school-family partnerships, enhance parents' understanding of SEL benefits (academic, social, and mental health), and provide actionable at-home SEL resources. By the end of this session, participants will be able to:Articulate "The Why": Define the multi-tiered benefits of SEL programming (using frameworks like CASEL and Second Step), including improved test scores, enhanced self-regulation, and reduced discipline referrals. Master Event Marketing & Incentives: Implement a strategic 2-month communication timeline (web, email, text, flyers, and robocalls) and leverage creative incentives to maximize family turnout. Design High-Impact Activity Stations: Curate single-topic or multi-topic stations (e.g., mindfulness, coping skills, stress management) that provide tangible "takeaways" like glitter jars or affirmation cards. Maximize Human & Financial Resources: Secure staff buy-in using creative incentives, assign clear event roles, and utilize diverse funding streams such as Donors Choose, community sponsorships, and school funds. Execute Flawless Logistics & Evaluation: Manage event flow, integrate SEL into family dinner times, incorporate community partners, and gather data via post-event surveys to measure success.
 
Gwendolyn McElmurry
School Counselor
Chicago Public Schools
 
Nilufar Rezai
School Counselor
Chicago Public Schools
 

Keeping it Real in Rural School Counseling
Ready to turn rural school counseling challenges into meaningful opportunities? Join two veteran rural school counselors as they keep it real, sharing authentic stories from the field about role ambiguity, professional isolation, community resistance and more. Learn how these common challenges impact program implementation, and how they can be effectively addressed through intentional application of the ASCA National Model®. Participants will explore how to navigate the unique dynamics of rural schools while maintaining a comprehensive, data-informed counseling program. Walk away with practical, field-tested strategies, prevention-focused approaches, and realistic “survival tactics” to help you manage competing demands, advocate for your role, and build stronger relationships with education partners. This session will also highlight ways to expand program reach, increase student access to services, and drive systemic change that removes barriers to student success. You’ll leave ISCA equipped with actionable tools, a clear plan, and renewed confidence to promote life readiness and academic success in your rural school.
 
Franciene Sabens
School Counselor
Herrin High School
 
Leslie Goines
School Counselor
Massac County High School

 
Keeping Students in School: A Restorative Alternative to Suspension
This session will explore the design, implementation, and outcomes of a Tier 3 restorative intervention developed at Joliet Central High School as an alternative to out-of-school suspension. Grounded in restorative practices, this program shifts discipline from exclusion to accountability, skill-building, and reintegration. Participants will learn how the program is structured, including referral processes, daily components, and the role of counseling support in facilitating meaningful behavior change. The presentation will also include data on student outcomes, such as repeat incidents, attendance, and overall engagement, highlighting the program’s impact on both individual students and school climate. Practical tools, sample materials, and implementation strategies will be shared to support replication in other secondary settings. This session is ideal for school counselors, administrators, and support staff seeking effective, evidence-informed alternatives to traditional disciplinary practices. Session Tracks include: Restorative Practices; Social-Emotional Learning; Student Behavior & Discipline; Tier 3 Intervention; Student Support Systems; Conflict Resolution; Decision-Making; Anger Management; Healthy Relationships; Effective Communication/Mediation; Root Cause Analysis; Behavioral Intervention & Modification
 
Katie Brick
Catalyst Program Interventionist/School Counselor
Joliet Township High School
 
Wanda Turner
Catalyst Program Interventionist/School Social Worker
Joliet Township High School
 
Jennifer Lemberg
School Counselor
Joliet Township High School


Lift Every Voice: Building a Culture of Inclusive Belonging in Group Counseling
School counselors need practical, engaging ways to help students feel seen, heard, connected, and empowered within group spaces, often within limited sessions, short time frames, and full caseloads. This interactive session equips counselors with repeatable tools for quickly building inclusive group culture, strengthening student voice, and fostering peer empathy and belonging. Participants will experience connection-building activities, inclusive sharing structures, strengths-affirming practices, and interactive empathy tools that can be used in small groups, classroom lessons, restorative circles, mentoring programs, and student leadership spaces. The session will also introduce the 100 Circle, a structured dialogue process that helps students build trust, reflect honestly, support one another, and take greater ownership of the group experience. Counselors will leave with practical strategies they can immediately adapt to support social-emotional development, belonging, relationship skills, and student leadership, transforming students from passive recipients of support into active, engaged leaders who help create meaningful growth and healing for themselves and one another.
 
TJ Jordan
Founder and Lead Trainer
Authentic Connections
 
 

Narrative Leadership: Helping Students Make Meaning of Their Stories
School counselors hear student stories every day—through anxiety, conflict, perfectionism, withdrawal, behavior, and silence. But what if the most powerful intervention begins not with advice, but with how we listen? This engaging and reflective session explores how trauma-informed listening and narrative-based counseling practices can help students reshape harmful internal narratives while strengthening emotional resilience, identity development, self-awareness, and belonging. Participants will explore how students often communicate emotional distress through behavior, avoidance, overachievement, disengagement, and relational conflict, and how counselors can respond in ways that foster emotional safety and connection rather than shame or escalation. Drawing from school counseling practice, social/emotional learning, reflective leadership, and trauma-informed care, this session will provide immediately applicable tools including restorative questioning techniques, narrative reframing exercises, reflective prompts, small-group strategies, and counselor language shifts that deepen student voice and engagement. Attendees will leave energized with practical strategies to create environments where students feel heard, valued, emotionally supported, and empowered to develop healthier stories about themselves, their relationships, and their futures.
 
Angela Swain
School Counselor
Old St. Mary's Grade School
 
 

Navigating School Medicaid Claiming: Practical Guidance and Compliance for Illinois Counselors
School counselors play a vital role in supporting student mental health, but managing the Medicaid billing process can often feel like an administrative burden. In Illinois, participating in Medicaid claiming and Random Moment Time Studies (RMTS) is essential for securing critical funds that support school-based health services. However, a lack of clear information often leaves counselors feeling overwhelmed by the paperwork. This session clarifies the state's Medicaid requirements and provides straightforward, step-by-step strategies to handle your documentation efficiently. Attendees will learn exactly which counselor services qualify for reimbursement, how to respond to time studies accurately, and how to maintain strict compliance without sacrificing valuable student-facing time. We will discuss how to establish simple daily habits that make tracking manageable and stress-free. By streamlining these administrative tasks, counselors can help protect their district's funding, expand resources for mental health, and ensure audit readiness, all while keeping their primary focus on student success and well-being.
 
Kimberly Silvey
ISBE Principal Consultant
ISBE
 
 

Navigating the Blueprint: Structuring an Efficient, ASCA-Aligned Counseling Program
Developing a comprehensive school counseling program shouldn’t feel overwhelming. If you are looking to align your organizational process with the ASCA model, join us as we break down the ASCA National Model® into manageable, stress-free steps. You will explore how to build a program that maximizes your impact with students while protecting your valuable time and professional role.
Together, we will navigate core ASCA resources and templates, showing you how to naturally connect your daily practices with the ASCA Mindsets & Behaviors for Student Success. We will share practical strategies to help you easily design your annual agreements, calendars, and action plans.
You will leave this interactive session ready to turn big-picture program organization into a functional, time-saving reality. Best of all, you will walk away with clear, organized ways to confidently showcase the incredible value, growth, and heart of your counseling practices that will impact student academic growth with Tier 1 and Tier 2 direct and indirect services.
 
LaNedra Mitchell
School Counselor
Chicago Public Schools
 
 

Ok Counselors, Let's Get in Formation: Using Canva to Engage Families
Family engagement is one of the most powerful factors influencing student success, yet many school counselors face challenges in connecting with families in ways that are meaningful, consistent, and engaging. In this session, participants will explore how Canva can be used as a powerful tool to strengthen school-family partnerships and increase family involvement in student learning and well-being. Learn how to create professional and visually appealing newsletters, brochures, infographics, family resources, workshop materials, and QR code-linked resources that families will actually use. Participants will discover how Canva’s AI tools, apps, templates, and design features can streamline communication, save valuable time, and increase participation in school counseling programs and events. Whether you are looking to improve attendance at family events, increase awareness of counseling services, or enhance communication around academics, social-emotional learning, attendance, and college and career readiness, this session will provide practical ideas and strategies to help families become active partners in supporting student success.
 
Stephanie Adams
School Counselor
Chicago Public Schools
 
 

Plans, Pathways and Peace of Mind
This session explores how intentional student planning systems can improve efficiency, increase student engagement, and strengthen the implementation of Illinois College and Career Pathways. Participants will learn how a schoolwide approach to 4-year planning, goal setting, and postsecondary readiness streamlined course registration, improved communication with students and families, and ensured every student developed a meaningful, future-focused plan. The presenter will share practical systems and technology tools that increased student ownership of academic and career planning while reducing counselor workload during high-demand seasons. Participants will leave with strategies to strengthen workflow, increase student accountability, reduce stress during course registration and high school advisement season, and use student planning data to support equitable access to pathway opportunities, increased Illinois College and Career Pathway endorsements, and postsecondary options. This session is ideal for school counselors and student support teams seeking efficient, sustainable systems that align comprehensive school counseling programming with college and career readiness goals.
 
Franciene Sabens
School Counselor
Herrin High School
 
 

Planting the Seeds Early: Creating Meaningful Postsecondary Experiences in Elementary/Middle School
This engaging and interactive session explores how elementary/middle school counselors can intentionally introduce the 8 components and college and career awareness through postsecondary experiences, career exploration, and a thriving college-going culture at an early age. Moving beyond traditional frameworks, participants will learn developmentally appropriate, high-impact strategies designed to expose students to all types of colleges and universities, diverse trades, entrepreneurship, and comprehensive future planning.
Through systemic school-wide initiatives, data-driven classroom guidance lessons, robust family engagement fyers,workshops, and strategic community partnerships, attendees will discover how to create an inclusive continuum of early exposure. The session will highlight practical, scalable activities that help young learners dynamically connect their personal interests, unique talents, and future dreams directly to emerging economic opportunities. Ultimately, school counselors will leave equipped with actionable tools, templates and resources to close the exposure gap, building foundational student confidence, intrinsic motivation, and a deep sense of academic purpose from the elementary years forward.
 
Venisa Beasley-Green
School Counselor
Chicago Public Schools
 
 

Promoting Emotional Wellness in Students with Autism Spectrum Disorder: Strategies for School Counselors
Autism Spectrum Disorders (ASD), a lifelong neurodevelopmental disorder, have a significant impact on individuals' social-emotional development and interactions with others (APA, 2022). Due to increasing identification and awareness of autism symptoms and the extension of the diagnostic criteria, the prevalence of autism has escalated over the years (Fombonne, 2020; Ritschel et al., 2022). According to the Centers for Disease Control and Prevention's (CDC) 2022 surveillance report, among 8-year-old American children, the estimated prevalence rate is 1 in 36 across the 11 networks in the United States (CDC, 2025).
Emotional regulation is also considered one of the fundamental characteristics of autism that profoundly impacts social communication, involving the understanding, interpretation, and response to emotions. Dysfunction in this area presents significant challenges for students with autism in their social lives, such as relationships with their parents, siblings, and friends. Moreover, The emotional dysregulation affects the life of students with autism by manifesting itself in various degrees of anxiety, depression, aggression, and self-harm (Day et al., 2022; Mazefsky & White, 2014; Mazefsky et al., 2018). School counselors play a vital role in supporting students with autism in educational settings. It is essential to equip these counselors with an understanding of the emotional regulation challenges that autistic students often face. Additionally, enhancing the coping skills of these students is crucial for their overall well-being.
 
Ahmet Can
Ph.D., LCPC, NCC, ACS
Governors State University
 
Neslihan Karakan Can
Beyond Healing Counseling and Wellness Center
Professional Counselor
 

Shining a Light on Mental Health: Evidence-Informed Tier 1 Strategies for K-12 Schools
In an era of skyrocketing caseloads, we cannot simply intervene our way out of a mental health crisis. We must educate our way out.
This session explores how to establish robust, evidence-informed Tier 1 supports that not only improve student mental health but also create additional staff capacity by prioritizing prevention. By providing universal mental health and depression education, schools can promote early identification and significantly reduce the stigma that often prevents students from seeking help.
However, classroom education is only one piece of the puzzle; true impact requires deep school connectedness. Participants will learn how to leverage comprehensive resources to build a wider "community of care." We will discuss actionable strategies for educating families, training staff to become "trusted adults" who can recognize early warning signs, and establishing student-led clubs that empower youth to be mental health leaders.
Takeaway: Participants will leave not just with a list of resources, but with a strategy to transform their school culture—moving beyond awareness to authentic action that saves lives through early identification and peer-led advocacy.
 
Tiffany Ruffin
School Counselor
Chicago Public Schools
 
 

The Supervision Toolkit: Supporting Interns Through the School Year
This practical session is designed specifically for school counseling supervisors who support school counseling interns throughout the academic year. “The Supervision Toolkit” will explore effective supervision practices that promote professional identity development, ethical decision-making, and counselor wellness in school settings. Participants will examine the evolving developmental needs of school counseling interns from orientation and relationship-building to increasing independence and transition into the school counseling profession. This session will explore strategies for providing meaningful feedback, conducting reflective supervision conversations, and helping interns connect theory to practice in real-world school environments. Creative supervision approaches such as case consultation, role-play, collaborative problem-solving, and reflection activities will also be incorporated to enhance intern growth and engagement. Interactive discussion opportunities and case study analysis will also allow participants to share supervision experiences and collaborate with other school counseling professionals. Overall, this session aims to strengthen school counseling supervision practices and cultivate resilient future school counselors.
 
Yenitza Guzman
Assistant Professor
Northern Illinois University
 
Timothy "T.J." Schoonover
Assistant Professor
Northern Illinois University

 
Triage, Tiers, and Trust: Building a Sustainable, System-Wide Behavioral Health Team
In today’s school settings, school counselors are frequently inundated with crisis management, administrative demands, and an overwhelming influx of student referrals. When every student issue is treated as an emergency, systemic intervention suffers. This session presents a data-driven success story from a near west side Chicago middle school (Grades 6–8, 500+ students, 95% Latino) where two school counselors successfully overhauled their Behavioral Health Team (BHT). By implementing clear triage protocols and optimizing internal systems, the presenters reduced total BHT referrals from 109 in SY 24/25 to 73 in SY 25/26—a 33.03% decrease in referrals. Participants will get an under-the-hood look at the reproducible tools that made this shift possible, including customized referral forms, structured meeting agendas, and a matrix for organizing students efficiently into tiers. The presenters will candidly discuss the realities of supporting teachers who utilize the BHT for Tier 1 classroom management issues, shifting the staff culture toward robust universal practices. Additionally, the session will detail how to successfully secure administrative buy-in, assign distinct BHT members to tiered responses, and run Tier 2 evidence-based small groups (including Executive Functioning, Grief, and S.T.R.O.N.G.). Attendees will learn how school counselors successfully integrated three community mental health partners directly into the BHT fabric, securing individual therapy for 65 high-need students while embedding external clinicians as active, collaborative stakeholders in the weekly BHT process. Attendees will leave with a practical blueprint to transform their BHT from a reactive crisis team into a proactive, data-fueled machine.
 
Allison Manasse
School Counselor
Chicago Public Schools, Northwest Middle School
 
Elizabeth Martin
School Counselor
Chicago Public Schools, Northwest Middle School


 
Welcome to My Hype House: A Framework for Teaching Healthy Adolescent Relationships
The “Hype House” is a creative, interactive framework designed to help professionals teach adolescents about emotional safety, healthy relationships, and meaningful connection through the metaphor of a house. Using engaging discussion and experiential activities, the model supports young people in exploring trust, communication, accountability, boundaries, and authentic connection in a way that is accessible and developmentally appropriate. Participants are encouraged to reflect on who they allow into their “house,” how relationships influence emotional well-being, and why healthy connection requires both openness and boundaries.
In this breakout session, attendees will experience the Hype House framework from the learner perspective while also exploring strategies for implementation within schools, counseling groups, private practice, and other youth-centered settings. The session will provide practical tools, activities, and facilitation techniques that professionals can immediately adapt to strengthen social-emotional learning, foster community connection, and support adolescents in building safer and more emotionally attuned relationships. Participants will also examine how adolescents can use this framework to critically evaluate the qualities, patterns, and dynamics present in their interpersonal relationships. Emphasis will be placed on developing reflective decision-making skills that help adolescents identify healthy connection, recognize unsafe or imbalanced relationship patterns, and apply these insights to real-world social interactions.
 
Kristy Hinz
Counselor
Woodstock North High School
 
 
Working with Special Student Populations in Financial Aid
Certain groups of students require special consideration and care to best address their needs and concerns. This session will focus on guiding such special student populations through the financial aid process in addition to the transition into life after high school. In this session, attendees will learn about the various types of aid available in the State of Illinois for these students, as well as how to effectively support and work with special student populations, such as students who are in the care of the Department of Children and Family Services (DCFS), students who are unaccompanied and experiencing homelessness, and students who are undocumented. By the end of the session, attendees will understand the various challenges commonly faced by each of these student populations, how these challenges may affect their postsecondary transition, and best practices for providing guidance and support through the financial aid process in particular as college access professionals.
 
Nicole Boyd
Training and Development Specialist
Illinois Student Assistance Commission
 
 
You Just Can't Make This Stuff Up... And Don't Forget The Academics
Do you ever have one of those days where people wouldn't believe what crossed your path? Between the radio calls for crisis, tripping over your last groups' post-tests, looking for your read-aloud classroom lesson book that was supposed to start 2 minutes ago... Have you felt the pull of balancing your students' high needs with limited resources and high-stakes academic emphasis? When you're feeling that imposter syndrome, we got you! Learn how two high-need, high-poverty schools balance limited resources with the best practices highlighted in ASCA's National Model 5th edition. Presenters will outline specific changes in the shift from ANM 4th edition to 5th edition. As a group we will discuss the legal, ethical, and moral dilemmas that challenge our everyday work. You'll walk away with a ready-to-use tool you can begin on Monday. This tool will guide your realistic practice in a incredibly demanding school system. You got this!
 
Amy Zero
School Counselor
Rock Island Milan School District
 
Lindsay Owens
School Counselor
Moline Coal Valley Community School District