Wednesday, October 21st

Keynote Session

PBIS Framework & Just & Equitable Learning Environments
George Sugai, Senior Advisor, Center on PBIS

The challenging current affairs (e.g., COVID-19, racial injustices and inequities) serve as an backdrop in this discussion of essential PBIS framework features which unify the PBIS community.  PBIS, Multi-tiered Systems of Support, “better new normal,” anti-racist cultures and systems, systems decision-making and implementation, and suggestions for moving words-to-action will be highlighted.

Breakout Sessions

A1: PBIS, Black Lives Matter, & Just & Equitable Learning Environments

Tamika La Salle, University of Connecticut; George Sugai, Center on PBIS (CT)


A2: Returning after COVID: Differentiating School/District Supports

Jennifer Freeman, University of Connecticut; Steve Goodman, Michigan's MTSS Technical Assistance


A3: Multi-tiered Systems to Support Adult Wellness

Susan Barrett, Center for Social Behavior Supports at Old Dominion University (VA); Ami Flammini, Midwest PBIS Network (IL)


A4: Getting Started with PBIS

Heather Peshak George & Stephanie Martinez, University of South Florida


A5: Supporting Students with Disabilities in the Classroom

Brandi Simonsen, University of Connecticut; Bob Putnam, May Institute (MA); Kitty Clemens, Cedarhurst School (CT)


A6: Applying the Multi-tiered Framework to Suicide Prevention

Tim Knoster, McDowell Institute (PA); Kelly Perales, Midwest PBIS Network (IL)


A7: PBIS in Early Childhood: A District & State Example

Anna Winneker, University of South Florida; Krista Dickens, Ohio State Support Team - Region 4; Margie Spino, Ohio Department of Education's Office of Early Learning & School Readiness; Katie Jezek & Julie Cook, Community Consolidated School District 93 (IL)


B1: Fortifying Your Framework: PBIS During & After a Global Pandemic

Steve Goodman, Michigan’s MTSS Technical Assistance Center; Brandi Simonsen, University of Connecticut


B2: Enhancing PBIS to Promote Resilience & Relationships During Crisis

Susan Barrett, Center for Social Behavior Supports at Old Dominion University (VA); Cat Raulerson, University of South Florida; Maricel Ocasio Figueroa (Puerto Rico)


B3: Supporting our Coaching Practice: Wellness + Content + Process + Scaling Up

Kimberly Yanek, Center for Social Behavior Supports at Old Dominion University (VA); Nicholas Diggs, Old Dominion University (VA)


B4: Systematic Screening: The Practicalities of Using Screening Data to Inform Instruction

Kathleen Lynne Lane, University of Kansas; Stacey Kramer, Topeka Public Schools (KS); Melissa Blevins, Lawrence Public Schools (KS)


B5: Exploration of Readiness to Implement Substance Abuse Programs within a Multi-tiered System of Support

John Seeley & Sean Austin, University of Oregon


B6: Integrating Restorative Practices into Multi-tiered Systems of Social Emotional Behavioral Support

Jessica Swain-Bradway, Northwest PBIS Network (OR); Lori Lynass, Sounds Supports (WA); Michael Stufflebeam, Renton Academy (WA)


B7: Preventing Seclusion & Restraint

Brian Meyer, Midwest PBIS Network (IL); Laura Kern, University of South Florida; Rachel Njenga, Kentucky Department of Education

    October 22-23rd Topic-specific Strands

    • C1: Establishing District Systems & DSFI
      Kelsey Morris & Lisa Powers, University of Missouri; Bonita Jamison,  Ferguson-Florissant School District (MO)

    • C2: Variables to Consider for Strategic PBIS Planning
      Heather Peshak George & Karen Elfner, University of South Florida; Jason Byars, Georgia Department of Education

    • C3: Using Data & Decision-making Practices to Support Effective PBIS Implementation at the District & State Levels
      Brian Gaunt & Betsy Lazega, University of South Florida; Sheri Weretka & Ashley Pierce, Osceola County Schools (FL)

    D: Equity in School Discipline

    • D1: Establishing Commitment to Equity in School Discipline: Starting with District Systems to Ensure Implementation
      Kent McIntosh, University of Oregon; Tabathia Baldy, Colquitt County Public Schools (GA)

    • D2: Centering Equity in School Discipline
      Ruthie Payno-Simmons & Beth Hill, Michigan’s MTSS Technical Assistance Center

    • D3: Beginning to Embed Culturally Responsive Practices into Your School Universal Practices
      Milaney Leverson & Kent Smith, Wisconsin RtI Network; Jennifer Rose, Loyola University (IL)

    E: Integration of Mental Health & Trauma-informed Care within the PBIS Framework

    • E1: Integrating a Trauma-informed Approach within a PBIS Framework
      Lucille Eber, Midwest PBIS Network; Susan Barrett, Center for Social Behavior Supports at Old Dominion University (VA); Allison Olivo, Michigan’s MTSS Technical Assistance Center

    • E2: Moving from Co-located Mental Health in Schools to a Single System of Social-Emotional-Behavior Support
      Susan Barrett & Patti Hershfeldt, Center for Social Behavior Supports at Old Dominion University (VA); Kacey Rodenbush, Monterey County Behavioral Health (CA); Hayley Newman, Salinas Union High School District (CA)

    • E3: Installation and Implementation of an Interconnected Systems Framework at the State, District, and School Level
      Kelly Perales & Lucille Eber, Midwest PBIS Network (IL); Erin Scherder, University of South Carolina; Kathryn Tillet, Kentucky Department of Education 

    F: Tier 2 Systems

    • F1: Essential Features of Tier 2: Data, Practices and Systems
      Danielle Starkey, Missouri University Center for School-wide Positive Behavior Support; Heather Hatton, University of Missouri; Chris Hubbuch, Fulton Public Schools (MO); Holly Broadway, Bush Elementary School (MO) 

    • F2: Tier 2 Evidence-based Practices
      Kelsey Morris & Trisha Guffey, University of Missouri; Mimi McGrath Kato & Nadia Sampson, University of Oregon

    • F3: Tier 2 Practice Adaptations
      Lisa Powers, University of Missouri; Steve Kilgus & Katie Eklund, University of Wisconsin-Madison; Howard Wills, University of Kansas; Amanda Boyce, North Kansas City School District (MO)

    G: Classroom Behavior Systems: Systems, Data, & Practices

    • G1: Best Practices to Support a Positive, Safe, and Predictable Classroom
      Terrance Scott, University of Louisville (KY); Ami Flammini, Midwest PBIS Network (IL)

    • G2: Data Informed Decision Making to Support Classroom Practices
      Jennifer Freeman, University of Connecticut; Kimberly Yanek, Center for Social Behavior Supports at Old Dominion University (VA); Christine Tapia, Jaime Torres, & Nicole Gonzales, Santa Clara Unified School District (CA)

    • G3: Systems of Support for Classroom Practices at the State, District and School Level
      Kimberly Yanek, Center for Social Behavior Supports at Old Dominion University (VA); Christine Tapia & Nicole Gonzales, Santa Clara Unified School District (CA); Regina Pierce, Virginia Tiered Systems of Supports

    H: Family & Student Voice

    • H1: Equitable Family-School Collaboration in PBISJennifer Rose, Loyola University Chicago (IL); Therese Sandomierski, University of South Florida

    • H2: Using Family Data to Inform Home-School Communication and Collaboration within PBISAdam Feinberg, University of Connecticut; Sarah Fefer, University of Massachusetts-Amherst; Chris Vatland, University of South Florida

    • H3: Using PBIS During the COVID-19 Outbreak to Facilitate Improved Home-School Support for Integrated Mental Health and Academics Mark Weist, University of South Carolina; Devon Minch, University of North Carolina; S. Andrew Garbacz, University of Wisconsin-Madison; Jen Hoskins, University of Oregon

    I: PBIS in Alternative Juvenile Justice, Mental Health, & Disciplinary Programs

    • I1: PBIS in Residential Mental Health and Juvenile Justice SettingsAndrew Guthrie, Mitchell Gould, & JoDonna Burdoff, West Virginia Office of Diversion & Transition Programs

    • I2: PBIS for Alternative Day School Programs
      Lori Lynass, Sound Supports (WA); Travis Hall, Renton Academy (WA)

    • I3: PBIS Data in Alternative Settings: Connecting Data, Systems, and Practice
      Kim Wood, Placer County Office of Education (CA); Ashley Greenwald & Shari Daisy, University of Nevada-Reno

    J: Tier 3 Supports for Students with Intensive Needs: Basic, Comprehensive, & Systems Approaches

    • J1: Basic FBA to BSP: A Practical Approach to Designing and Implementing Function-based Support
      Kathleen Strickland- Cohen, University of Oregon; Chris Borgmeier, Portland State University (OR)

    • J2: Comprehensive FBA/BIP Practices for Tier 3
      Rose Iovannone, University of South Florida

    • J3: Critical Systems that are Necessary to Support Effective Tier 3 Practices
      Don Kincaid, University of South Florida