2025 Utah Rural Schools Conference

💻 Format Alert: This is an extended, 2-hour hands-on session—please bring your own laptop or tablet to fully participate!

In this session, we will explore what self-care truly means—and what it does not. Together, we will reflect on the role of self-talk and how our internal dialogue shapes our perception of ourselves and our overall well-being. Participants will have the opportunity to assess their current self-care routines, identify areas for growth, and consider practical ways to strengthen their daily habits.

We will also introduce foundational concepts across key domains of wellness, including physical, emotional, mental, financial, spiritual, and social health. This session is designed to be both reflective and practical, offering simple, meaningful strategies that can be applied immediately.

Join us for an engaging and supportive experience focused on building awareness, fostering balance, and enhancing overall well-being.

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: Not Applicable

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: Mac Laptop, Windows Laptop, Android Tablet / Smartphone, iPad / iPhone, Windows Tablet / Smartphone, Chromebook

🖼️ Format Alert: This is a relaxed, 2-hour "drop-in" poster session where you can browse at your leisure and chat informally with presenters.

School nurses provide important training, administrative support, advocacy, and direct carein a school setting. Professional organizations and state governments create recommendations on school nurse staffing that adequately support student health, safety, and learning. During the 2022 Utah General Legislative Session, House Bill 114 was passed which encourages having 1 school nurse for every 2,000 students in Utah schools.This poster presentation provides a map overview of the school nurse to student ratio and full-time equivalent hours needed to meet the Utah legislative ration recommendation as outlined in the 2025 School Health Workload Report. In the 2024-2025 school year, fewer than 3 out of 10 schools met the state's nurse to student ratio. This includes more than 523,900 students at 772 schools with a ratio higher than the 1:2,000 recommendation and 90 charter schools and 46,712 students with no school nurse-based health care coverage. Duchesne, Emery, and Cache counties have the highest student to school nurse ratios at 2 to 3 times recommendation. Many rural counties need to add less than 1 full time equivalent school nurse to meet the ratio recommendation.A high student to school nurse ratio can have many consequences in schools, such as decreased student attendance, decreased student academic performance, and increased time spent by principals, teachers, and office staff addressing student health concerns. About 82 FTE positions are needed for schools to meet the legislative recommendation across the state, with about 24 FTE positions needed for schools with no nurse.

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: None

🛝 Format Alert: This is a fluid, 2-hour "drop-in" playground where you can stop by anytime to explore small-group activities at your own pace.

This hands-on session gives educators practical ways to support students with challenging behavior by teaching communication (including AAC) as a replacement skill. You’ll learn to think about the “why” behind behavior and use that information to choose and teach simple, functional communication responses that fit your setting.We will use a Behavior Skills Training format (teach, model, practice, feedback) so you can try out strategies during the session and get feedback. You’ll leave with ready-to-use tools, including behavior observation sheets, function-based communication planning guides, AAC-friendly examples, and simple data sheets designed with rural schools in mind.This session is designed for general and special education teachers, paraprofessionals, counselors, and administrators. No behavior analysis background is needed—everything will be explained in plain, classroom-focused language with real examples.

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: Mac Laptop; Windows Laptop; iPad / iPhone; Android Tablet / Smartphone; Windows Tablet / Smartphone; Chromebook

🕒 Format Alert: This is a fast-paced, 20-minute showcase that is grouped together with two other quick sessions in this time block.

Information on services we provide and how individuals and providers can refer people for those services. We are a community provider specializing in psychotic episodes in individuals aged 15-25. Our services are available at no cost, as we are grant funded. We have done a lot of outreach in Cedar City and Iron County, and would love the chance to increase our circle of support as well as inform about similar programs state wide. 

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: Windows Laptop

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: Windows Laptop

In today’s classrooms, challenging behavior can quickly disrupt learning, but it doesn’t have to. This session focuses on how to frontload the calm through proactive, practical strategies that prevent escalation before it starts, while also equipping educators to confidently teach through tough moments when they arise.Participants will learn how to design supportive environments, use antecedent strategies, and embed clear expectations and reinforcement systems that reduce problem behavior. We’ll also explore in-the-moment response strategies that maintain safety, preserve relationships, and turn challenging situations into meaningful teaching opportunities.

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: Mac Laptop

As part of my work with the district, I sit on a multi-disciplinary team that focusses on preventive measures to help students and adults make healthy life-style choices. In that work, we have talked a lot about Adverse Childhood Experiences (ACE's), and the lasting impact that trauma can have on one’s life. We have also spent considerable time looking at Positive Childhood Experiences (PCE's), and have learned that they may have a more lasting impact on health and behavior than do ACE’s. One study concluded that “Regardless of the number of ACE’s, PCE’s were associated with lower odds of having mental, emotional, developmental, and behavioral conditions…” (2025 Study of 2022 National Children’s Health Data; 23,133 children). This leads us to believe that The Positive has a lasting impact on each of us! The work of Positive Childhood Experiences is centered in seven areas of which four are directly tied to schools: “enjoying participation in community events; having at-least two non-parent adults who took genuine interest in you; feeling supported by friends; and feeling a sense of belonging in high school.” From this work, it is evident that the experiences a child has in school can and will have a lasting positive impact in their life, to the point that it can outweigh their adverse experiences. But it doesn’t stop there, research is being conducted that shows that the effect of The Positive continues into adulthood and that positive adult experiences, the ones you and I experience in the seasons of our careers as we interact with students in our spheres of influence, may help us to overcome and persevere through life's challenges.In this session, we will look at experiences and interactions from throughout my career, and those of my colleagues, that demonstrate how public schools truly are a setting where students are able to interact with trusting adults in a way that builds resilience and capacity. We will see that in many instances it is because of people like you, dedicated educators, that students obtain the relational resilience they need to overcome adverse childhood experiences. We will reflect together on experiences in our careers where we have been positive influences in the lives of students and together increase our resolve to persevere in this amazing journey of investing ourselves in the lives of young people.  

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: Any of these

Duchesne County School District (DCSD) and the Healthy Environments Active Living (HEAL) Program at the Utah Department of Health and Human Services partnered to strengthen student and staff health through practical, school-based strategies focused on nutrition, physical activity, mental health, and chronic disease management. In a geographically isolated rural district with limited access to healthcare resources and only one school nurse, this partnership created an opportunity to build sustainable systems of support.A key strategy was the creation of a district-level Wellness Coordinator role to bridge schools, community partners, and public health systems. This role supported the development of school-based wellness teams composed of staff and students, who used the School Health Index (SHI) to identify priorities and guide action planning tailored to each school’s needs.Key implementation strategies included: (1) expanding staffing through the addition of school health aides to support student health needs, (2) implementing the SHI across all schools to assess policies and practices, and (3) establishing wellness councils to lead school-level planning and strengthen a culture of health. Schools also engaged in data collection efforts, including the Healthy Students and Healthy Schools Questionnaire, to inform decision-making and monitor progress.These efforts increased engagement among staff, students, and community partners, strengthened cross-sector collaboration, and built a foundation for sustainable, long-term health improvements. This partnership demonstrates how rural districts can leverage relationships, data, and simple systems to create meaningful and lasting change in school health.

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: Any of these

Talmage works with teachers and staff to tackle screen time head on.Here is what we cover:The digital dangers affecting students and educators todayAdvice from the "digital doctor" on managing your own screen timeWhat is really happening to our students and why it mattersPractical tips to help kids build healthier habits with technologyStaff will walk away with:A better understanding of their own relationship with screensReal insight into what students are struggling with dailySimple, actionable strategies to help kids manage screen time in and out of the classroom

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: Any of these

Students with dyslexia and other learning disabilities are at increased risk for academic frustration, anxiety, and diminished self-esteem, which can significantly impact their connection to school. For many, repeated experiences of difficulty with reading contribute not only to skill gaps, but also to reduced engagement, increased school avoidance, and a heightened likelihood of negative school outcomes.This session will explore the relationship between literacy challenges and mental health, with a specific focus on how reading difficulties influence student engagement and overall school experience. Participants will learn how to identify these patterns and implement practical, evidence-based supports that address both academic and social-emotional needs.Grounded in research and real-world application, this session will highlight structured literacy approaches, progress monitoring, and systems of support that help students build reading proficiency while also restoring confidence and connection to school. Special attention will be given to actionable strategies Utah educators and administrators can use within MTSS frameworks to better support students with learning disabilities.Participants will leave with a renewed understanding of what matters most—ensuring that every student is not only learning to read, but also feeling successful, connected, and motivated to engage in school.

Participants MUST HAVE one of the following platforms/devices in order to participate in this session: None

Participants MAY FIND IT USEFUL to have one or more of the following platforms/devices during this session: None