School Climate Transformation Grant (SCTG) Highlights

Your SCTG grant provides an exciting opportunity to not only suppo
rt and transform the climate of your school(s) but to align and blend related initiatives to strengthen your multi-tiered systems for support for all students! As your teams review session offerings to strategically decide how to access the best information to support your state, district, or school’s implementation progress, consider the Integration of  Mental Health & Trauma-informed Care within the PBIS Framework and the Family & Student Voice strands. The Equity in School Discipline strand as well as sessions regarding strengthening your framework during and after a crisis may also offer support of your goals.

Breakout sessions with SCTG site participation:
Wednesday, October 21st

A2: Returning after COVID: Differentiating School/District Supports
Jennifer Freeman, University of Connecticut; Steve Goodman, Michigan's MTSS Technical Assistance Center [2018 SCTG SEA]

Recent COVID-19 related disruptions may have weakened PBIS implementation efforts. This session will discuss strategies to revisit PBIS commitment, increase focus for leadership teams, promote capacity development for staff who may be in new roles, and use data to inform action with the purpose of ensuring effective and efficient Social Emotional and Behavioral Supports are available for all students and staff.

A7: PBIS in Early Childhood: A District & State Example
Anna Winneker, University of South Florida; Krista Dickens, Ohio State Support Team - Region 4 [2018 SCTG SEA]; Margie Spino, Ohio Department of Education's Office of Early Learning & School Readiness; Katie Jezek & Julie Cook, Community Consolidated School District 93 (IL)
Developmentally appropriate School-wide PBIS practices can change the social, emotional, and behavioral trajectory of young children. This session will discuss what PBIS implementation and state-wide scale-up looks like in PreK/K settings. Tier 2 and 3 examples will be shared.
B1: Fortifying Your Framework: PBIS During & After a Global Pandemic
Steve Goodman, Michigan’s MTSS Technical Assistance Center [2018 SCTG SEA]; Brandi Simonsen, University of Connecticut
This session will briefly discuss the challenges and opportunities presented by our current context, highlight critical practices to support all students, and describe how to enhance systems to support contextualized implementation. Resources to support implementation at the school, district, and state levels will be shared.
B7: Preventing Seclusion & Restraint
Brian Meyer, Midwest PBIS Network (IL); Laura Kern, University of South Florida; Rachel Njenga, Kentucky Department of Education [2018 SCTG SEA]
This session will examine the ineffectiveness and overuse of restraint and seclusion. State, district, and school leaders will consider how multi-tiered organizational policy and procedural supports, like PBIS, will enable educators to be more effective in preventing and responding to problem behaviors. Data, state policy examples, and considerations for supporting staff and students through data, systems, and practices will be shared.

Topic-specific Strands with SCTG site participation:

Thursday, October 22nd

Strand C: District/State Leadership

   C1: Establishing District Systems & DSFI

Kelsey Morris, University of Missouri; Bonita Jamison, Ferguson-Florissant School District (MO) [Recommended session for SCTG LEAs]

Scaling up PBIS implementation across a district requires a renewed focus on sustainability. Learn how district leadership teams can design systems to support staff and increase opportunities for students.

  C2: Variables to Consider for Strategic PBIS Planning

Heather Peshak George & Karen Elfner, University of South Florida; Jason Byars, Georgia Department of Education [2018 SCTG SEA]

Effective leadership starts with a vision guiding a team of stakeholders toward strategic action planning. Achievement of goals and objectives requires assessing the capacity to implement PBIS, identifying resources available, and prioritizing what elements of the system that need further development. This session explores strategies used by states in strategic planning for the implementation of PBIS, including the application of the critical elements of the model using the State Systems Fidelity Inventory (SSFI).

Strand 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) [2019 SCTG LEA]

Although there are now interventions that have been shown to increase racial and ethnic equity in school discipline, establishing commitment to implement remains challenging. Just like in all other areas of PBIS, district support is critical. This session will provide strategies for increasing district and school commitment to implementing equity interventions within a PBIS framework.

   D2: Centering Equity in School Discipline

Ruthie Payno-Simmons & Beth Hill, Michigan’s MTSS Technical Assistance Center [2018 SCTG SEA]

This session will share Michigan’s MTSS Technical Assistance Center Equity Pilot that utilizes the Center on PBIS’ five-point approach to prevent and reduce school disproportionality. Technical and adaptive strategies used by the equity specialists to support a school leadership team in increasing equitable discipline practices and intentional interventions will be shared.

Strand 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 [2018 SCTG SEA]

It is important that investments in training school personnel about trauma can be linked to student outcomes. This session will describe how district and school leaders can incorporate trauma-informed practices within a PBIS framework to ensure efficiency and effectiveness with multi-tiered practices to support students impacted by trauma. Recommendations for how to adjust the PBIS framework to support trauma-informed practices are included.

   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) [2014 SCTG LEA]; Hayley Newman, Salinas Union High School District (CA)

Shifts in funding and resource allocation are needed to integrate community mental health and school systems to meet the social-emotional-behavioral needs of all students. A county-level mental health system will share their experiences with this change, including the changing role of community and school clinicians. A high school will illustrate the application of MTSS features to mental health interventions.


   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 Tillett, Kentucky Department of Education [2018 SCTG SEA]

This session will describe how exemplars are installing and implementing an Interconnected Systems Framework (ISF) at the state, district, and school level. Selected tools and strategies to guide technical assistance will be used to illustrate how coaches can support the ISF process. 

Friday, October 23rd

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

  G3: Systems of Support for Classroom Practices at the State, District & 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 [2018 SCTG SEA]
In this session, a panel representing state, district, and school perspectives will share strategies for designing systems of support for the implementation of classroom practices. State level efforts to align academic and social-emotional-behavioral practices as part of a comprehensive professional learning system will be described. Approaches to build coaching capacity at the district and school levels will also be discussed. 

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

   I3: PBIS Data in Alternative Settings: Connecting Data, Systems, and Practices

Kim Wood, Placer County Office of Education (CA); Ashley Greenwald & Shari Daisy, University of Nevada-Reno [2018 SCTG SEA]
This session will describe strategies for collecting and using data for PBIS in alternative settings Techniques for efficient data collection and analyses, including use of online data programs to monitor impact and implementation, will be shared. A real-time data system for youth receiving Tier 2 supports in a residential program will be described