Thursday, October 27th
Welcome & Organizer
Lucille Eber, Midwest PBIS Network (IL)
Taking the Road Less Traveled: Celebrating 25 Years of PBIS
Tim Lewis, Center on PBIS
Focusing on current and past research as well as local, national, and international implementation examples, critical considerations for sustainability and the ability to adapt to changing educational contexts and challenges will be shared.
3-Part Topic-specific Strands
10:15am to 3:45pm CT
Strand A - Promoting Positive & Effective Classroom Environments
Classroom PBIS helps to create conditions that promote favorable learning environments (positive, predictable, consistent, and safe) while reducing disruption to instruction due to behavior issues. This strand will provide sessions that illustrate core practices of PBIS in the classroom, the interaction of instruction and behavior, and support of students with disabilities in the classroom setting. Further discussion focuses on supporting educators to implement these key strategies.
10:15am - 11:30am CT
1A - Integrating Behavior & Reading Support to Improve Student Outcomes
Mike Coyne & Brandi Simonsen, University of Connecticut; Typhanie Jackson, New Haven Public Schools (CT)
Academic and behavioral supports are interconnected, and strategically integrating academic and behavior support may result in better implementation and outcomes. This session will share specific examples of integrating reading and behavior support and describe school and district approaches to support academic and behavioral growth.
Describe high leverage practices in classroom PBIS and reading that result in meaningful positive outcomes
Discuss approaches to integrate PBIS practices and academic support in classrooms
Consider school and district support structures that may facilitate integrated implementation
Identify existing resources to support integration of social-emotional-behavioral and academic support
11:45am - 1:00pm CT
2A - Planning for Teaching & Learning for All Students, with a Focus on Students with Disabilities
Bob Putnam, May Institute (MA); Amber Casavant & Joyce West, Gardner Public School District (MA)
This session will explore how to use strategies shared in the first two classroom strand sessions as the foundation for teaching and learning. Examples and lessons learned on ways to align data and systems to support implementation of strategies will be shared.
Identify use of highly leveraged classroom practices that will lead to increased academic engagement for all students
Explore and identify tools that assess practices and outcomes and can be used to support teachers
Explore and identify self-assessment tools that teachers can use to self-assess their practices and growth opportunities
2:30pm - 3:45pm CT
3A - Promoting Positive Classroom Environments Through Effective Instruction
Terrance Scott, University of Louisville (KY)
This session will focus on specific teacher instructional behaviors with evidence for increasing student success around both academics and behavior. Considerations for implementation in typical classrooms and video examples will be used to clarify processes and procedures.
Strand B - District Leadership
District-wide systems and supports that build internal capacity are critical for sustaining and expanding effective PBIS. This strand will describe the logic of district-wide implementation and the elements that drive effectiveness and expansion of PBIS across a district. District leaders will share how they implement, sustain, and scale PBIS district-wide. Sessions in this strand will demonstrate capacity building through common data, tools, interventions, and processes essential for sustaining across tiers. Assessment, planning tools, and resources will be shared.
10:15am - 11:30am CT
1B - Building a Foundation for District-wide Implementation of PBIS/Multi-tiered Systems of Support
Kelsey Morris, University of Missouri; Jane Crawford, Ferguson-Florissant School District (MO); Paula Raygoza & Mark Gengaro, Clifton Public Schools (NJ); Danielle Starkey, Omaha Public Schools (NE)
Initiating, expanding, and sustaining school level PBIS requires support by district-level systems. This session will describe the logic of district-wide implementation and how district leadership teams can build internal capacity to scale and sustain implementation of PBIS that supports staff and students. District examples will be shared.
Learn about the logic of district-wide implementation and elements that drive the work
Be introduced to the District Systems Fidelity Inventory (DSFI) and accompanying district implementation practice guide, as well as action planning tools to generate meaningful and targeted action steps for their context and needs
Explore how districts can build internal capacity to implement PBIS district-wide through the lenses of systems, practices, and data.
11:45am - 1:00pm CT
2B - Using Data-based Decision Making to Effectively Differentiate Provision of District-level Supports
Heather Hatton, University of Missouri; Danielle Starkey, Omaha Public Schools (NE)
Data-based decision making (DBDM) guides all areas of district-level implementation. Appropriate allocation and differentiation of district-level supports (e.g., professional development, technical assistance) requires consistent use of a data-based decision making model. This session will identify critical features of DBDM for district teams and provide an implementation example from a large urban school district.
Review the critical features of a DBDM model
Consider data sources available to support decision making for various district-level supports
Explore the data, practices, and systems used by an exemplar
2:30pm - 3:45pm CT
3B - Constructing the Continuum: Scaling District-wide Supports Across All Three Tiers
Kelsey Morris, University of Missouri; Renee Black, Center School District (MO); Carrie Novotny-Buss & Terry Houlton, Millard Public Schools (NE)
Sustaining the work of all three tiers district-wide is the ultimate goal of PBIS implementation. This session will provide rationale for moving from a building-level focus toward developing and implementing district-wide processes for standardized interventions, common tools and data, training, and support. District exemplars will also be shared.
Understand key features to build a district plan for all three tiers
Be able to share benefits of developing a professional development plan and network to support buildings to implement across all three tiers
Explore tools, data, and resources a team can use when building a district-wide plan
Strand C - Equity in School Discipline
To ensure each student is successful, we need to examine our PBIS systems with an equity mindset, including disaggregating data and adapting systems to build on strengths and meet the needs of students and families, especially those on the margins or minoritized students. This strand will share strategies for getting started with embedding equity efforts into the PBIS framework, making school and classroom PBIS systems more culturally responsive, and coaching for implementation.
10:15am - 11:30am CT
1C - Getting Started with Equity in School Discipline
Therese Sandomierski, University of South Florida; Athena Vernon & Angela Mgbeke, Desert/Mountain Special Education Local Plan Area (CA)
This session will share strategies for beginning the work of increasing equity in school discipline. Topics include increasing one’s awareness of their personal culture and purpose for engaging in this work, building alliances, using data, and developing systems to support the practices that reduce disparities.
Describe strategies to increase one’s awareness of their own culture and personal reasons for engaging in equity work
Identify characteristics of effective collaboration and describe the value of collaborating with others in the pursuit of equitable discipline
Identify different types of data that are needed to address disproportionate discipline
Describe the foundational components of systems that sustain equity-focused work
11:45am - 1:00pm CT
2C - Centering Equity in Tier 1 PBIS at the Classroom Level
Jennifer Rose, Loyola University (IL); Milaney Leverson & Kent Smith, Cooperative Educational Service Agency 10 (WI); Brian Misfeldt, Bloomer School District (WI)
Disproportionality in school discipline is rooted in conscious and unconscious values, attitudes, and beliefs held by adults in classrooms and schools. This session will introduce participants to core features of classroom PBIS systems that are easily leveraged for equity and share methods to increase cultural responsiveness in classrooms.
Recognize the role of identity and implicit bias in classroom systems, especially discipline
Identify discipline practices that are frequently inequitable
Learn methods to increase cultural responsiveness in classrooms by increasing student and family agency
2:30pm - 3:45pm CT
3C - Coaching for Equity in School Discipline
Kent McIntosh, University of Oregon; Ruthie Payno-Simmons, Michigan’s Multi-Tiered System of Supports Technical Assistance Center; Nicholas Diggs, Old Dominion University (VA); Maria Santiago-Rosario, University of Oregon
A panel of coaches will share their experiences in increasing commitment to improve equity in school discipline and ensuring adequate fidelity of implementation within the PBIS framework in this interactive question and answer session.
Explain how coaching for equity is similar to or different from coaching in other domains
Share strategies for establishing rapport with individuals and teams
Identify strategies for rolling with resistance
Strand D - Family-School Partnerships Within School-wide PBIS
The past two years have shined a light on the importance of deliberate and authentic partnerships between schools and families. Sessions in this strand will describe and provide applied examples of how to enhance family-school partnerships to support students with a wide range of social, behavioral, and academic needs. Practical strategies for effectively engaging with families and including family voice in the design of supports, and strengthening partnerships to improve student success, will be shared.
10:15am - 11:30am CT
1D - Enhancing Family-School Partnerships Within School-wide PBIS
Kathleen Strickland-Cohen, University of Utah; Angela Hernandez, Arlington Independent School District (TX)
This session will describe family member and educator perceptions of factors that facilitate and hinder successful family partnership with schools, along with strategies one district has used to strengthen and enhance family-school partnerships within their PBIS framework in both in-person and remote education contexts.
Describe a systematic approach to increasing family engagement within School-wide PBIS
Explain factors that facilitate and hinder communication between teachers and family members regarding student behavior support
Identify specific strategies for accessing family voice and improving family-school partnership
11:45am - 1:00pm CT
2D - Developing Equitable Family-School Partnerships with Black & Latinx Families
Clynita Grafenreed, University of Washington
This session will focus on establishing and maintaining equitable family-school partnerships with Black and Latinx families. Cultural factors that have an impact on family engagement will be described and recommendations and strategies to promote student outcomes that are culturally affirming and inclusive of Black and Latinx families will be shared.
Learn strategies for effectively communicating with Black and Latinx families
Learn about cultural influences that impact Black and Latinx students and families
Understand the homogeneity and heterogeneity that exists with and among Black and Latinx families
2:30pm - 3:45pm CT
3D - Building School & District Capacity for Family-School Partnerships Within PBIS
Andy Garbacz, University of Wisconsin-Madison; Lindsay Fallon, University of Massachusetts-Boston; Shelby Cook, University of Memphis (TN); Devon Minch, University of North Carolina; Jenna White, PACT-Promise to Address Childhood Trauma
This session will describe strategies for building capacity in schools and districts to integrate family-school partnerships within PBIS. Strategies to promote partnership-centered practices in schools and districts, as well as approaches to overcome challenges, will be shared.
Describe the context for family-school partnerships in PBIS
Describe strategies to promote the capacity for partnership-centered practices in schools and districts
Describe approaches to overcome challenges to building capacity for partnership-centered practices in schools and districts
Describe practical approaches to begin building capacity for partnership-centered practices in schools and districts
Strand E - Getting Started with PBIS
For new leaders and those interested or needing a refresher, this strand will provide the core components of getting started with Tier 1 PBIS. It is critical that leadership teams use data and multi-tiered logic to build supportive systems and guide implementation of evidence-based practices to improve outcomes. Participants will have the opportunity to see practical examples, learn from a variety of experienced implementers, and engage in initial action planning.
10:15am - 11:30am CT
1E - Understanding the PBIS Framework
Brian Meyer, Midwest PBIS Network (IL); Melissa Lime, St. Johns County School District (FL)
The multi-tiered PBIS framework creates a social culture and the behavior supports for improving social, emotional, behavioral, and academic outcomes for all. Operational procedures to organize, sustain, and scale implementation are guided by a data-informed leadership team. This session will describe the foundational system features critical to successful school-wide implementation.
Understand the evidence-base and rationale for PBIS (the Why)
Understand the core components and multi-tiered logic of PBIS (the What)
Understand leadership teaming to guide PBIS implementation (the How)
11:45am - 1:00pm CT
2E - Understanding Systems & Practices in PBIS
Heather Peshak George, University of South Florida; Sabrina Stewart & Lori Briones, Northside Independent School District (TX)
The key to improving outcomes is establishing an effective system that organizes the practices to best support the students and adults at every level. This session will describe how PBIS teams emphasize the careful selection and integration of evidence-based practices or interventions into a systematic continuum of effective behavior support.
Understand that data can guide the selection and monitor effectiveness of evidence-based practices (the Why)
Understand the systems features of PBIS (the What)
Understand how systems adjust based on their needs to support and implement effective practices (the How)
2:30pm - 3:45pm CT
3E - Understanding Data & Outcomes in PBIS
Brian Gaunt, University of South Florida; Wendy Rau, Megan Lytle, & Sara Stoner, Lincoln Public Schools (NE)
Schools need meaningful data to identify a variety of needs and determine effectiveness of supports provided across tiers. This session will describe the various data used within the PBIS framework to select, monitor, and evaluate outcomes, practices, and systems at both the district and school level.
Understand the importance of using data for decision making (the Why)
Understand the types of data used to identify needs and monitor progress (the What)
Understand how data can help identify needs, guide PBIS implementation, and assist in evaluating overall outcomes (the How)
Strand F - PBIS in Juvenile Justice/Alternative Education
Implementation of PBIS within juvenile justice facilities and other alternative settings continues to expand as leaders commit to evidence-based, equitable approaches for promoting positive social-emotional-behavioral approaches that support desired learning and behavior outcomes. This strand will focus on expanding PBIS systems and practices, integrating and aligning PBIS with other program initiatives, and improving implementation fidelity by managing problems and obstacles. Alternative program leaders and implementers from various states will share their experiences and lessons learned.
10:15am - 11:30am CT
1F - PBIS in the Raleigh Therapeutic Group Home
Brenda Scheuermann & Michael R. Turner, Texas State University; Selina Merrill, The University of Southern Mississippi; Valerie McCord, Raleigh Therapeutic Group Home (MS)
This session will describe PBIS as implemented in a therapeutic group home for children and youth with emotional/behavioral disabilities. Tier 1 features and alignment of Tier 1 and Tier 3 will be presented, as well as longitudinal fidelity data and impact data reflecting effects of PBIS on climate, staff behavior, and resident and staff satisfaction. Implications for PBIS coaches will also be discussed.
Describe Tier 1 adaptations while maintaining fidelity to PBIS principles and core features
Describe how Tier 3 data and practices are interconnected with, and dependent upon Tier 1 practices, particularly in programs where individualized programming is required
Describe recommendations for sustaining implementation fidelity
Describe recommendations for external coaches who support alternative programs
11:45am - 1:00pm CT
2F - PBIS in an Alternative Day School: Effects on Behavior in Students with Disabilities & Staff Perceptions of Climate
Brian Meyer, Midwest PBIS Network (IL); Brenda Scheuermann, Texas State University; Meagan Dwyer, Special Education District of Lake County (IL)
This session will describe how PBIS is used to reduce use of exclusionary practices, replace level systems, and increase the rate of students returning to their home school from an alternative setting. An exemplar will focus on key decisions made; impact on staff perceptions, climate, and youth behavior; and recommendations for programs that are exploring alternatives to level systems.
Describe rationale for PBIS as a behavior management framework in alternative programs
Describe critical features of PBIS in two types of alternative programs and how PBIS meets unique behavior management needs in these programs
Describe how impact and fidelity of PBIS is monitored in each program
2:30pm - 3:45pm CT
3F - PBIS in a State-level Maximum Security Juvenile Justice Program: Feasibility & Efficacy of Tiers 1, 2, & 3
Brenda Scheuermann, Texas State University; Emily Spurlock & Ashley Greenwald, Nevada Positive Behavioral Interventions & Support Technical Assistance Center; Aldo Mora, Summit View Youth Center (NV)
A state-level secure care program in Nevada has implemented Tier 1 PBIS since 2016, and Tiers 2/3 since 2021. This session will describe systems, data, and practices for each tier, and decision rules for Tiers 2 and 3. Data that document sustained fidelity, and indicate positive impacts on youth behavior will be shared.
Describe PBIS systems and practices as implemented in a residential, secure care program
Describe data systems for documenting Tier 1 fidelity and impact
Describe how to implement all tiers of support within existing organizational structures and practices
Describe recommendations for programs that are ready to begin Tier 2 and Tier 3 supports
Describe how to align and differentiate Tier 2 and Tier 3 supports
Strand G - Mental Health Integration
The prevalence of mental health challenges has continued to escalate at the same time as the education and behavioral health systems are experiencing unprecedented workforce capacity challenges. This strand will describe how leaders across systems can use the key messages and core features of an Interconnected Systems Framework to more efficiently and effectively meet the social-emotional-behavioral health needs of students and staff within schools. Tools, resources, and examples will be shared throughout the sessions.
10:15am - 11:30am CT
1G - Mental Health is for All: Moving from a Co-located to Integrated Approach of Social-Emotional-Behavioral Supports
Lucille Eber, Midwest PBIS Network (IL); Andy Tevlin, Kentwood Public Schools (MI); Sheila Williams-White, Michigan’s Multi-Tiered System of Supports Technical Assistance Center
This session will describe how to expand application of multi-tiered systems of support features across all social-emotional-behavioral (SEB) supports. Learn about a developing state structure for an Interconnected Systems Framework and how a school experienced improved student outcomes after boosting SEB Tier 1 in one school and using the data to inform decisions district-wide.
Define an Interconnected Systems Framework
Describe the changing role of leaders and clinicians in an integrated approach
Describe how to use data for decision making
11:45am - 1:00pm CT
2G - Beyond Access: A District-level Example of Integrating PBIS & School Mental Health
Kelly Perales, Midwest PBIS Network (IL); Cat Raulerson, University of South Florida; Michele Johnson, Duval County Public Schools (FL)
This session will describe how an integrated approach of PBIS and School Mental Health can help district and school teams meet the social-emotional-behavioral health needs of all students. A district's experience with enhancing their efforts through teaming, data-based problem solving, and progress monitoring, including resources and tools, will be shared.
Describe how to incorporate school and community data in team-based problem solving
Describe how coaches can support school teams in their problem-solving process
Identify tools to use to support alignment efforts
2:30pm - 3:45pm CT
3G - Single System of Delivery: A Panel of Behavioral Health & Education Partners Describe Alignment Efforts
Susan Barrett, Center for Social Behavior Supports, Old Dominion University (VA); Lee Collyer, Washington Office of Superintendent of Public Instruction; Laurel Omland, Vermont Department of Mental Health; Clynita Grafenreed, University of Washington; Andrea Peyton, Lutheran Community Services Northwest (WA)
To meet the social-emotional-behavioral health needs of all students, education and behavioral health leaders need to work together to address the policy, funding, and workforce capacity issues in an effort to increase facilitators and eliminate barriers. State-level behavioral health and education leaders will describe their efforts to improve systems.
Describe strategies for funding and policy alignment
Describe strategies for addressing workforce capacity challenges
Describe strategies for addressing confidentiality and teaming
Strand H - Tier 2 Systems & Practices
This strand will provide an overview of keys to systemic school/district success and evidence-based Tier 2 practices. Sessions in this strand will include the voices and experiences of key leaders and practitioners from schools and districts illustrating practices and providing strategies for effectiveness. Resource lists will be provided with links to tools, materials, and related past presentations to allow participants to access more information on Tier 2 systems and included practices.
10:15am - 11:30am CT
1H - Essential Features of Tier 2: Data, Practices, & Systems
Tim Lewis, University of Missouri; Melissa Nantais, Michigan’s Multi-tiered System of Supports Technical Assistance Center
This session will provide an overview of essential considerations for developing Tier 2 supports within a continuum of positive behavior supports. Key systems, data, and practices will be discussed.
Understand key readiness markers to build Tier 2 systems
Learn to develop local data decision rules to identify students at-risk
Gain an understanding of key evidence-based Tier 2 practices
11:45am - 1:00pm CT
2H - Tier 2 Social Skills Instruction
Terrance Scott, University of Louisville (KY); Rachel Philipps Zaruba, Marion Independent School District (IA)
Small group social skill groups are widely used Tier 2 practices. Core features and information on how to access additional resources of each will be shared, along with implementation examples highlighting key features, challenges, and successes.
Understand the core features of social skill instruction
Learn to adapt social skill lessons to fit school context
Learn to progress monitor social skill instruction impact
2:30pm - 3:45pm CT
3H - Self-monitoring/Self-management Strategies
Lisa Powers, University of Missouri; Toni Cole, Olathe Public Schools (KS); Kody Christensen, Fremont Public Schools (NE); Howard Wills, KU Juniper Gardens Children's Project (KS)
A common Tier 2 strategy is to teach students to self-monitor/self-manage their social, emotional, and behavioral well-being. This session will review core features of self-monitoring /self-management strategies and review commonly used practices (e.g., Check-in Check-out; Check & Connect).
Understand the core features of self-monitoring/management practices
Learn to adapt self-monitoring/management practices to fit school context
Learn to adapt widely available “packaged” self-monitoring/management practices
Strand I - Tier 3 Systems & Practices
This strand will present resources and practices to support students with the most intense behavioral issues. Resources and practices shared will include district, school and individual student team approaches.
10:15am - 11:30am CT
1I - Resources to Support Tier 3 Positive Behavior Interventions & Supports
Don Kincaid, University of South Florida
This session will provide an overview of multiple new resources from the Center on PBIS that can be used to support the development of individual student, school-level, or district-level Tier 3 teams.
Become aware of a variety of new resources from the Center on PBIS
Learn how to use Center on PBIS resources to support students
Learn how to use Center on PBIS resources to support school and district teams
11:45am - 1:00pm CT
2I - Prevent-Teach-Reinforce: Improving FBA/BIP Outcomes for Students
Rose Iovannone, University of South Florida; Niki Kendall, University of Delaware
Although FBA/BIPs have a wealth of research support, schools continue to face challenges implementing the process with fidelity. Prevent-Teach-Reinforce (PTR) is a research-supported, manualized FBA/BIP model that has been effectively applied in multiple school settings. The model will be described with case examples representing diverse grade levels and behaviors.
Describe the multi-step PTR process
Identify coaching practices that enhance buy-in
Discuss application of PTR features in their settings
2:30pm - 3:45pm CT
3I - District & School Implementation of Tier 3 Supports
Bob Putnam, May Institute (MA); Katie Conley, University of Oregon
Many districts and schools have great fidelity with their systems, data, and practices at Tier 1 and even Tier 2, but struggle with full implementation at Tier 3. This session will review ways to design and set up efficient Tier 3 systems, data systems, and practices to maximize student outcomes.
Become familiar with components of the Tier 3 system and tools to assess fidelity at this level
Describe data systems that can be used to progress monitor the effectiveness of Tier 3 practices
Identify tools to assess the fidelity of Tier 3 behavior support practices
Strand J - Student Voice
Students can and should play an integral role in planning, decision making and implementation of PBIS as well as other school-based efforts. When students feel valued and heard, outcomes are more positive. They are more likely to be engaged, take ownership of their learning, feel a sense of belonging and report feeling as though they are a part of something larger than themselves. This strand will feature examples of student involvement and lessons learned.
10:15am - 11:30am CT
1J - Data Driven Recommendations Suggested by Students
Stephanie Martinez & Betsy Lazega, University of South Florida; Sheri Weretka, School District of Osceola County (FL)
This session will showcase student voice and collaboration with students around using their school's data to identify recommendations for changes on the school campus. Processes used to work with the students will be shared.
Identify a process to collect student voice around school data
Identify types of data to share with students
Hear suggestions students have to improve their school campus based upon their data
11:45am - 1:00pm CT
2J - Culture, Connection, & Care: Anchoring & Amplifying Youth Voice Within the PBIS Framework
Patti Hershfeldt, Center for Social Behavior Supports, Old Dominion University (VA); Felicia Singleton, San Diego County Office of Education (CA)
Effective teaching and learning requires cultivating relationships and connections between teachers and students. These connections are built when teachers listen with empathy and learn about their students’ lived experiences. This session will highlight stories of adults and students who have recognized the power of connections in positively changing outcomes.
Learn strategies for making authentic connections with students
Consider ways to integrate student voice into your PBIS/school-wide efforts
Engage in discussion about the value and benefits of student voice
2:30pm - 3:45pm CT
3J - Students Helping Students
Ami Flammini, Midwest PBIS Network (IL); Zachary Radecke, Livermore Valley Joint Unified School District (CA)
The need to place an intense focus on the behavioral wellness of our youth has grown exponentially over the last two years. A lot can be learned from engaging students in these efforts. This session will feature students talking about ways they have supported their peers and the impact it has made.
Learn ways students have been instrumental in supporting other students with mental wellness
Explore logistical consideration when engaging students in peer supported wellness efforts
Engage in discussion about increasing student involvement in peer supported wellness efforts
Facilitated discussions provide an opportunity for continuing conversations on specific PBIS topics. These sessions will be led by National PBIS Leadership Forum presenters and will be structured as either a facilitated question-answer format (Q & A) or a dialogue and networking session (Community of Practice). Participants are encouraged to come prepared with questions to actively engage in the dialogue. Note cards will be available for participants to submit questions to be included in the discussion.
FD1 - Behavioral Health Providers & Educational Leaders Discuss Systems Alignment
Susan Barrett, Center for Social Behavior Supports, Old Dominion University (VA) & Kelly Perales, Midwest PBIS Network (IL)
This facilitated discussion will deepen understanding of the community behavioral health provider’s role in an integrated approach. We will provide an opportunity to network with community employed clinicians, engage in reflective thinking, share resources, and ask questions.
FD2 - Tier 2 Data, Practices, & Systems
Sara Estrapala, University of Missouri
This facilitated discussion will follow the Tier 2 strand and focus on underscoring key features, providing additional examples, and addressing audience questions.
FD3 - Implications for Positive Behavior Classroom Supports at Elementary & Secondary Levels
Kimberly Yanek, Center for Social Behavior Supports, Old Dominion University (VA); Steve Goodman, Michigan’s Multi-Tiered System of Supports Technical Assistance Center
During this facilitated discussion, participants will engage in dialogue to learn from one another about implications for this work at the elementary and secondary levels. Resources will be shared to help facilitate the discussion.
FD4 - Enhancing School-Family Partnerships Within School-wide PBIS
Kathleen Strickland-Cohen, University of Utah; Mark Weist, University of South Carolina; Clynita Grafenreed, University of Washington; Andy Garbacz, University of Wisconsin-Madison
This facilitated discussion will focus on enhancing family-school partnerships to support students with a range of social, emotional, behavioral, and academic needs. Topics covered will include strategies for engaging families more effectively, the inclusion of family voice, and emphasizing family leadership in the design of supports across tiers.
FD5 - Establishing & Maintaining a Commitment to Equity
Jennifer Rose, Loyola University (IL); Milaney Leverson & Kent Smith, Cooperative Education Service Agency 10 (WI)
A relentless commitment to equity is one of the most important aspects of the work. How do we spark that fire and keep it bright when we run into the predictable obstacles that emerge? Please come to this facilitated discussion with your ideas and questions for this equity community of practice.
FD6 - Systems, Data, & Practices: Adaptations for Tiers 1 & 2 in Alternative Settings
Brenda Scheuermann, Glenna Billingsley, & Michael R. Turner, Texas State University; Brian Meyer, Midwest PBIS Network (IL)
Adaptations for Tiers 1 and 2 in alternative settings will be discussed, including how to design adaptations that stay true to foundational principles of the PBIS framework. Participant program adaptations and fidelity of PBIS design will be discussed.
FD7 - Sharing Challenges & Collectively Celebrating Success with High School Implementation of PBIS
Patti Hershfeldt, Center for Social Behavior Supports, Old Dominion University (VA); Jennifer Freeman, University of Connecticut; Stephanie Martinez, University of South Florida
Join other high school PBIS implementers in a facilitated discussion about common topics and challenges. Participants will identify topics that are most relevant and then break into smaller groups for collaborative brainstorming and problem solving. This will be a great opportunity to network with fellow high school implementers.
FD8 - Systematic Screening: Practicalities & Considerations
Kathleen Lynne Lane & Rebecca Sherod, University of Kansas; Wendy Peia Oakes, Arizona State University
Practicalities and considerations for systematic screening will be discussed in this facilitated discussion. At a time when supporting students’ emotional well being is critical for all preK-12 educators, systematic screening efforts are at the forefront of the conversation. Lessons learned and resources from pbis.org will also be shared.
FD9 - Learning From Each Other: Moving Away From Exclusion to Instructional & Restorative Supports
Rhonda Nese & Danielle Triplett, University of Oregon; Ambra Green, University of Texas at Arlington; Ruthie Payno-Simmons, Michigan’s Multi-Tiered System of Supports Technical Assistance Center
Dialogue and networking around the topic of alternatives to exclusion will be the focus of this facilitated discussion. Participants will share successes and lessons learned from their efforts to move schools and districts away from harmful exclusionary discipline practices.
FD10 - District-wide PBIS: Promoting the Capacity to Sustain High-Fidelity Implementation
Kelsey Morris & Lisa Powers, University of Missouri
Implementation of PBIS at the school-level is more successful when it is supported by a district-level infrastructure or system. This facilitated discussion will highlight elements necessary to drive and sustain implementation. All who are exploring or involved in district-wide implementation of PBIS are welcome.
FD11 - Maintaining Implementation Momentum
Tim Lewis, University of Missouri
After briefly reviewing related research on implementation sustainability, participants will be encouraged to share successes and challenges in maintaining implementation efforts at the school, district and state level.
Poster Session & Networking Reception
Poster presentations provide a fun and informal opportunity for implementers and their partners to share details and lessons learned while implementing PBIS in their school, district, or state and generates interactive discussion on creating positive school cultures. Poster presentations may address a range of topics along the school-wide PBIS continuum, illustrating Universal, Tier 2 and Tier 3 systems, data, and practices, including outcomes, variations, experiences, and successes/challenges and are designed to promote informal interaction such as one-on-one or small group discussions between the presenters and participants.
Friday, October 28th
Where Do We GROW from Here: Social Justice in PBIS & Beyond
Rhonda Nese, University of Oregon
Educator, student, and community member use of PBIS as a tool for social justice and educational equity will be discussed.
Breakout Sessions 4
4A - Considerations from an Upstream Approach to Supporting Educators
Jennifer Rose, Loyola University (IL); Kimberly Yanek, Center for Social Behavior Supports, Old Dominion University (VA); Rane Garcia, Michigan Department of Education; Clynita Grafenreed, University of Washington
Effective Implementation of aligned and integrated classrooms requires coordinated support across school, district, and community systems. This session will explore considerations for integrating and aligning to enhance a coordinated approach of support for educators.
Explore the conditions necessary to support effective implementation at the classroom level
Explore how current systems are organized and positioned to support classroom implementation
Explore possibilities and next steps for enhancing current organization of systems
4B - Transforming Program Approaches: From Punitive Practices to Positive Behavioral Interventions
Laura Kern, University of South Florida; Karen V. Wilson & Cheyenne E. Rhodes, American School for the Deaf (CT)
This session will describe how the American School for the Deaf successfully transformed the culture of a school campus from punitive practices to positive programing. Strategies on ways to implement Positive Behavioral Interventions and Supports with fidelity in a school and residential facility for students with disabilities will be shared.
Learn ways to reduce punitive practices that contribute to a negative school culture and climate
Be introduced to strategies of using positive behavioral approaches to change thinking and practice
Be given examples of positive behavioral interventions that support a reduction in the use of crisis interventions
4C - Embedding Equity Deeply into District PBIS Systems
Ruthie Payno-Simmons, Michigan’s Multi-Tiered System of Supports Technical Assistance Center; Naomi Brahim, Jefferson County Public Schools (KY)
As Districts seek to center equity in their discipline practices, common questions surface about starting, implementing, and sustaining the work. Embedding equity in PBIS systems requires commitment and intentionality. Described in this session will be multiple entry points and strategies for cultivating an environment where each student can thrive.
Understand multiple entry points for centering equity in PBIS systems
Explore the importance of focusing on systems and outcome data to understand the conditions in which students learn and teachers teach
Learn key practices for embedding equity in PBIS systems that build internal capacity and increase sustainability
4D - Enhancing PBIS to Promote Resilience During & After a Crisis
Susan Barrett, Center for Social Behavior Supports, Old Dominion University (VA); Heather Peshak George, University of South Florida
Returning to school after an abrupt interruption amplifies the need to address social-emotional wellbeing through a trauma-informed “mental health for all” approach. This session will highlight how the Interconnected Systems Framework (ISF) builds a whole system response for building a resilient, culturally responsive community, acknowledging diverse populations and their needs.
4E - TIPS for Training, Coaching, & Scaling Up Team-Initiated Problem Solving Across the Tiers
Jessica Daily, University of Oregon; Jason Byars, Northeast Georgia RESA; Chanda Telleen, Pennsylvania Training & Technical Assistance Network
This session will be perfect for school, district, and regional leaders who support PBIS teams to improve their data teaming practices. An overview of the Team Initiated Problem Solving (TIPS) model will be provided, best practices in training and coaching will be shared, and scaling up TIPS across tiers will be explained. Online training options will also be shared.
Understand the research foundations of the TIPS model
Become familiar with best practices and options for TIPS team training
Identify best practices in coaching for initial TIPS implementation
4F - Addressing Complexities Associated with PBIS Implementation in Urban Settings
Steve Goodman, Michigan’s Multi-Tiered System of Supports Technical Assistance Center; Saundra Hensel, Jefferson County Public Schools (KY)
This session will discuss urban implementation with a focus on district-level planning and support. The successes and challenges of large district implementation structure, training, and follow-up will be detailed. Lessons learned will include reallocating staff roles, creative scheduling for training, and getting district and building staff buy in.
Understand contextual variables that impact effective PBIS implementation
Understand considerations to get PBIS up and running within urban settings
Understand considerations to sustain implementation efforts in urban settings
4G - Integrating Related Social-Emotional-Behavioral Initiatives at the State Level
Katie Pohlman, Midwest PBIS Network (IL); Cristy Tomes & Rachel Njenga, Kentucky Department of Education
In their effort to address the growing social-emotional-behavioral health needs within schools, states adopt related initiatives using various funding sources. This session will provide strategies, tools, and resources from state leaders for alignment and integration to support sustainable implementation from the state to the local level.
Describe tools to support alignment of initiatives at the state level
Describe strategies for education and behavioral health leaders to integrate efforts
Describe strategies to support efforts at the local level
4H - Improving Student Behavior with Academic Supports
Sara Estrapala, University of Missouri; Reesha Adamson, Missouri State University; Jill Johnsen, Iowa City Community School District (IA)
Many students with academic challenges present behavioral problems, and vice versa. As such, well-designed academic supports can address both learning and behavior. In this session, core features of academic supports which address student behavior, implementation suggestions, and elementary and secondary examples will be shared.
Learn the relationship between academics and behavior
Understand the essential components of academic supports to improve student behavior
successes and challenges from real world elementary and secondary implementation
4I - Moving Forward with Systematic Screening: What Do I Need to Know?
Kathleen Lynne Lane, University of Kansas; Wendy Peia Oakes, Arizona State University; Mari Meador, University of Washington Tacoma; Kelcey Schmitz & Rayann Silva, University of Washington
This session will provide an overview of systematic screening efforts. Selecting and installing systematic screening tools will be reviewed for those new to systematic screening, and guidance on how to use screening data to inform Tier 1 practices, low-intensity, teacher-delivered supports, and Tier 2/3 supports will be provided.
Understand how to select a systematic screening tool
Understand how to install systematic screening tools
Understand how to use screening data to inform Tier 1 practices; low-intensity, teacher-delivered supports; and Tier 2 and 3 supports
4J - Enhancing Implementation of Substance Misuse Mitigation Strategies Within a PBIS Framework
Sean Austin, University of Oregon
This session is intended for school staff who are implementing PBIS and substance misuse programming. Substance misuse programming within the context of PBIS and the Interconnected Systems Framework will be reviewed. The existence of mental health, social-emotional learning, and substance misuse under the umbrella of behavioral health will be highlighted.
Understand substance misuse as a part of broader behavioral health
Identify strategies for bolstering and streamlining supports for substance misuse within a multi-tiered system of support
Learn about the integration of substance misuse prevention and mitigation strategies within the Interconnected Systems Framework
4K - Supporting LGBTQ+ Youth & Educators Within the PBIS Framework
Jennifer Freeman, University of Connecticut; Renee Bradley, US Department of Education
Given the rise in anti-gay and trans legislation and the related media attention, LGBTQ+ students, families and staff are likely to need increased support. This session will provide specific resources and a safe space for conversations among educators about effectively supporting LGBTQ+ students, and navigating these conversations within the school and community.
Understand the potential impact of recent legislation and media attention on LGBTQ+ students
Identify specific resources for supporting LGBTQ+ students in schools
Participate in a safe space network where questions can be addressed with respect to supporting LGBTQ+ students in the current context
Breakout Sessions 5
5A - Applying an Equity Mindset to the Implementation of PBIS in Preschool: Strategies & Resources
Lise Fox & Anna Winneker, University of South Florida
Within a multi-tiered framework in a preschool program, advancing equity, diversity, and promoting the full participation of all children is critical. This session will provide strategies and resources for implementation of PBIS with a focus on the anti-bias education and practices addressing issues related to equity for young children.
Understand the Pyramid Model framework of practices for the implementation of PBIS in the preschool classroom
Identify how the implementation of anti-bias education is used to strengthen universal practices
Identify how the Early Childhood School-wide Information System (EC-SWIS) can be used to identify potential equity concerns when examining behavior incident data
Learn about resources, materials and strategies that are developmentally appropriate for early childhood environments to support and promote equity in schools
5B - Working Smarter, Not Harder: Maximizing Resources to Support All Students in Rural Settings
Karen Robbie, University of Connecticut; Janet VanLone, Bucknell University (PA)
Access to high-quality, sustainable training and technical assistance can be limited in rural areas. This session will share strategies to maximize available resources such as neighboring schools, peers, and technology to strengthen and sustain school-wide and class-wide PBIS implementation for all students, including students with disabilities.
Understand the strengths and barriers associated with PBIS rural implementation
Learn strategies to strengthen leadership team capacity for enhancing school-wide and class-wide implementation fidelity
Identify resources available through the Center on PBIS that support implementation of PBIS in rural settings
5C - Developing Comprehensive, Multi-tiered School-based Suicide Prevention
Jennifer Stuber, Kelcey Schmitz & Casey Chandler, University of Washington
This session will review school-based suicide prevention, intervention, and postvention strategies across multiple tiers of support. Specific attention will be paid to “Asking Is Caring,” a whole-school strategy that trains parents to have conversations with their youth about mental health, suicidal thoughts, and help-seeking to reduce risk of youth suicide.
Learn about risk factors for youth suicide and how they translate to school-based prevention strategies
Learn about strategies across the continuum of school supports, including prevention, screening, intervention, safety planning, and postvention.
Learn about the core components of a whole-school, parent led suicide prevention curriculum called “Asking Is Caring”
Learn the fundamental principles of reducing risk of youth suicide, and ways to mobilize them in the school context
5D - Promoting a Culture of Staff Wellness: Moving Beyond Individual Responsibility
Ami Flammini & Katie Pohlman, Midwest PBIS Network (IL)
It’s time for us to evolve and move the culture of wellness conversations directly to the systems level. This session will assist leaders in approaching common barriers to overall staff wellness.
Define what a culture of wellness looks like in your educational setting
Know three factors that work against the promotion of a culture of wellness
Identify one type of systems-level conversation that is going to be required to promote a culture of wellness
5E - Introducing the Tiered Fidelity Inventory 3.0
Jennifer Freeman, University of Connecticut
The Center on PBIS revised the Tiered Fidelity Inventory (TFI) to include a more intentional focus on equity, mental health integration, and classroom practices and an expanded scoring rubric to support action planning. Updates to the tool and the ongoing validation process will be reviewed and key implementation resources for updated items will be highlighted.
Describe key item updates on the TFI and a rationale for using the updated measure
Understand the expanded scoring rubric and how it could support action planning
Identify key resources to support implementation aligned to updated items
5F - Getting PBIS Started in High Schools
Patti Hershfeldt, Center for Social Behavior Supports, Old Dominion University (VA); Mimi McGrath Kato, University of Oregon; Caitlin Peterson & Brian Ruehle, Anne Arundel County Public Schools (MD); Michael Calderone & Melissa Dunne, School District of Philadelphia (PA)
A lot has been learned about the uniqueness of installing PBIS in high schools. Effective training and implementation requires intentional consideration of contextual influences and foundational systems while adhering to the research-based features. This session will highlight those considerations. Multiple high school specific resources will be shared.
Explore contextual influences that impact effective implementation of school-wide PBIS
Review and reflect on how contextual influences and foundational systems may impact implementation
Learn about high school specific resources available to implementers
5G - Building Coaching Capacity: Moving to a Culture of Coaching
Kimberly Yanek, Center for Social Behavior Supports, Old Dominion University (VA); Nicholas Diggs, Old Dominion University (VA); Jessica McClung, Roanoke County Public Schools (VA); Monica Williams, Norfolk Public Schools (VA)
This session will explore methods of expanding coaching capacity which focus on a deep understanding of content, and both transactional and transformational coaching competencies. A continuum of professional learning, including data-informed job embedded experiences, will be shared with time for self and group reflection and feedback.
Gain shared understanding about roles and responsibilities of a “coach”
Explore possible skills, competencies, and content necessary for transactional and transformational coaching
Explore an intentional process to assess and build coaching capacity
5H - Extending PBIS & Restorative Practices from the School to the Community
Jessica Swain-Bradway, Northwest PBIS Network (OR); Lori Lynass, Sound Supports (WA); Ricole Jones, Marty Jackson, & Tanisha Scott, Boys & Girls Club of King County (WA)
This session will showcase how two districts have started to develop shared practices between schools and community groups around PBIS and Restorative Practices to create more predictability and positive interactions across the day for students and families. Learn how community systems were developed using PBIS and how restorative practices have been used to create community connection and healing.
Describe an example of connecting PBIS and Restorative Practices between the school and community
Describe an example of extending school and district systems to the community
Learn about relevant resources to guide implementation in the school, district, and community
5I - Proactive Behavioral Supports for Students with Disabilities
Laura Kern, University of South Florida; Kate Dooley, University of St. Joseph (CT); Katie Meyer, University of Connecticut
Proactive and preventive strategies for addressing behavioral challenges of students with disabilities will be described. Use of the Individualized Education Program (IEP) process to organize and provide behavioral supports and utilize functional behavioral planning as alternatives to reactionary disciplinary strategies (e.g., restraint and seclusion) will be explored.
Learn strategies to address challenging behavior for students with disabilities
Consider the role of function in behavioral interventions
Identify ways to use the IEP to organize the delivery of behavior supports
5J - Strategic Integration of Academic, Social, Emotional, Behavioral, & Mental Health Supports
Steve Goodman, Michigan’s Multi-Tiered System of Supports Technical Assistance Center
A greater opportunity for meaningful outcomes occurs when social-emotional-behavioral and school-based mental health supports are integrated with academics through a multi-tiered framework. This session will discuss both why and how to integrate academic and behavior multi-tiered systems of support.
Explain why integration of student supports is important
Identify critical features to ensure integration can take place
Identify strategies for integrating academic, social, emotional, behavioral, and mental health
Treasuring Recipes from My Nana
Renee Bradley, Office of Elementary and Secondary Education, US Department of Education
As is tradition, the closing session will share some culminating messages from across this year’s forum and spanning the past 25 years of our collective work. How we message PBIS and it’s components and considerations has been a key success to expanding what we know works, positively influencing larger educational change discussions, securing additional funding and building capacity to ensure we improve experiences, opportunities, and outcomes for students whose behavior may interfere with their access and participation in their education.