Detailed Agenda

Concurrent Sessions 1: 10:15am-11:30am CT

Strand A: Promoting Positive & Effective Classroom Environments (1 of 3)

1A - Promoting Positive Classroom Environments for Teaching & Learning

Terrance Scott, University of Louisville (KY)

This session will focus on key features of instruction, environmental arrangements, and active supervision to maximize the probability of student success in the classroom.

Learning Objectives

• Learn key features of effective Classroom PBIS strategies

• Understand impact of instruction on promoting positive student behavior

• Learn practical and relevant PBIS strategies for the classroom
  
  

Strand B: District Leadership (1 of 3)

1B - Sustaining & Scaling District-wide Implementation of PBIS/Multi-tiered Systems of Support

Lisa Powers & Jamie Grieshaber, University of Missouri; Casetta Brown, St. Louis Public Schools (MO); Nanci Johnson, Missouri School-wide Positive Behavior Support; Joyce West, Gardner Public Schools (MA)

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. 

Learning Objectives

• Discuss the logic of district-wide implementation and elements that drive the work

• Learn about tools, data, and resources teams can use when building a district-wide plan

• Explore how districts can build internal capacity to implement PBIS district-wide through the lenses of systems, practices, and data
  
  

Strand C: Equity in School Discipline (1 of 3)

1C - Using Data to Assess & Reduce Disproportionality in School Discipline

Kent McIntosh, University of Oregon; Mark Alfaro, Placer County Office of Education (CA)

This session will introduce the Center on PBIS’ revised guide on disproportionality in school discipline. Selecting and interpreting common metrics for assessing disproportionality, drilling down to identify root causes, selecting interventions based on the data, and monitoring progress will be covered.

Learning Objectives

• Describe a four-step problem solving model for understanding disproportionality in school discipline

• Select and calculate the common metrics used to identify and progress monitor disproportionality in school discipline

• Use data to identify “vulnerable decision points” and other root causes of disproportionality

• Select interventions to decrease disproportionality
  
  

Strand D: Family-School Partnership Within Schoolwide PBIS (1 of 3)

1D - Enhancing Family-School Partnership Within Schoolwide PBIS

Kathleen Strickland-Cohen, University of Utah; Tawni Barlow & Nikki Bauman, Medical Lake School District (WA)

This session will discuss family member perspectives related to factors that facilitate and hinder successful partnerships with schools. One district will share strategies to strengthen parent communication networks and enhance family-school partnerships within their schoolwide PBIS framework.

Learning Objectives

• Discuss factors that facilitate and hinder effective communication between school professionals and family members

• Explain a systematic approach to increasing family engagement within Schoolwide PBIS 

• Identify specific strategies for accessing family voice and improving family-school partnership
  
  

Strand E: Getting Started with PBIS (1 of 3)

1E - The PBIS Implementation Blueprint

Heather George, University of South Florida

The evidence-based PBIS framework creates a social culture and behavior support for improving social, emotional, behavioral, and academic outcomes for all. The new PBIS Implementation Blueprint describes the key elements and features, and serves as a pathway to resources for implementers. This session will show how leadership teams can use this blueprint as a coaching tool throughout the implementation journey to assist in establishing and sustaining effective PBIS implementation across contexts.

Learning Objectives

• Understand the evidence base and rationale for PBIS (the Why)

• Understand the functions of leadership teaming to guide PBIS implementation (the What)

• Become familiar with the new PBIS Implementation Blueprint (the How)
  
  

Strand F: PBIS in Juvenile Justice/Alternative Education (1 of 3)

1F - PBIS as a Framework for Trauma Informed Practices & Other Initiatives in Juvenile Justice & Alternative Settings

Michael R. Turner, Texas State University; Madeleine Byrne, Dallas County Juvenile Department (TX); JoDonna Burdoff, West Virginia Schools for Diversion & Transition

Alternative programs characteristically provide multiple treatment and behavior programs. This session will describe the essential elements of the PBIS framework, and guidelines for integrating and aligning new initiatives and practices. Exemplars will describe their work with trauma-informed practices in juvenile justice settings and provide specific examples of how PBIS serves as a framework for those programs.

Learning Objectives

• Describe general principles for aligning and integrating PBIS with other initiatives

• Describe how to monitor fidelity of PBIS when integrated with other programs

• Explore perspectives toward integration when looking through the lens of other initiatives’ practitioners who consider alignment with PBIS
  
  

Strand G: Mental Health Integration (1 of 3)

1G - Single System of Delivery: Using Tools, Resources, & Data to Build a Cascade of Support

Kelly Perales, Midwest PBIS Network (IL); Jennifer Rollenhagen, West Shore Educational Service District (MI); Katie Miller & Erin Oleniczak, District Health Department #10 (MI); Lynn Russell, United Way of Mason County (MI)

Using the Interconnected Systems Framework (ISF) District Leadership Installation Guide and supporting tools and resources, this session will describe how regional leaders from the county level developed a plan to support district and community leaders as they interconnected mental health and social-emotional-behavioral supports into a single system within their schools. Example evaluation and action plans will be shared.

Learning Objectives

• Participants will be able to describe an Interconnected Systems Framework

• Participants will be able to identify tools and resources to support district and community leaders in aligning their efforts to support student mental health needs

• Participants will be able to describe systems change features for district and community leaders

Strand H: Tier 3 Systems & Practices (1 of 3)

1H - Introduction to the Revised Tiered Fidelity Inventory: Tier 3

Don Kincaid, University of South Florida

This session will review the revised Tier 3 scale of the Tiered Fidelity Inventory (TFI) and discuss how the tool can be used by schools and districts.

Learning Objectives

• Examine the new items on the TFI for Tier 3

• Learn how those items can impact best practice

• Evaluate best practices for Tier 3 using the TFI
  
  

Single Topic Session

1I - Embedding Crisis Response & Threat Assessment Within Multi-tiered Systems of Support

Susan Barrett, Center for Social Behavior Supports, Old Dominion University (VA); Tona McGuire, Washington State Department of Health; Kira Mauseth, Seattle Pacific University (WA)

This session will focus on the enhanced delivery of tiered interventions as communities address surges in behavioral health crises. A stepped-care approach within a multi-tiered system of support (MTSS) and information on how to embed risk screening/threat assessment and psychological first aid will be shared.

Learning Objectives

• Learn about national current mental health trends 

• Define psychological first aid, threat assessment, and stepped care

• Learn about how to embed crisis response approaches within MTSS
  
  

Single Topic Session

1J - Expanding Your Multi-tiered System of Support to PreK: Why & How

Lise Fox, University of South Florida; Allison Olivo, Michigan’s Multi-Tiered System of Supports Technical Assistance Center

It is critical to include our youngest students in PBIS implementation. This session will discuss critical considerations for expansion to preschool, including classroom practices, fidelity measures, and interventions, and share how one state has systematically engaged in this work.

Learning Objectives

• Identify the critical outcomes of implementing PBIS as a multi-tiered system of support for promoting young children’s social, emotional, and behavioral skill development

• Understand the considerations needed for PreK implementation, including the use of developmentally appropriate evidence-based practices and the coaching of classroom practitioners

• Identify implementation strategies and fidelity measures that might be used to expand PBIS to preschool classrooms within school districts and early childhood programs

Concurrent Sessions 2: 11:45am-1:00pm CT

Strand A: Promoting Positive & Effective Classroom Environments (2 of 3)

2A - Promoting Access to Effective Practices Using Classroom PBIS

Bob Putnam, May Institute (MA); Edwin Wilson, Charlotte Mecklenburg Schools (NC)

This session will explore how Classroom PBIS practices can facilitate belonging, connection, and engagement to promote meaningful access for all.

Learning Objectives

• Learn about contextualizing Classroom PBIS strategies tailored to the culture of the school

• Discuss how student access to effective instruction and supports is an equity issue

• Learn strategies to promote meaningful access to effective instruction and supports
  
  

Strand B: District Leadership (2 of 3)

2B - Using Data-based Decision Making to Effectively Differentiate Provision of District-level Supports

Heather Hatton & Tim Lewis, University of Missouri; Danielle Starkey, Omaha Public Schools (NE); Terry Houlton & Carrie Novotny-Buss, Millard Public Schools (NE); Tina Rickett, Winnebago 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 examples from urban and rural school districts.

Learning Objectives

• 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
  
  

Strand C: Equity in School Discipline (2 of 3)

2C - Culturally Responsive Classroom Practices to Support Each Learner

Ambra Green, University of Texas at Arlington; Maria Santiago-Rosario, University of Oregon; Tynara Blount, School District of Philadelphia (PA)

This session will introduce the core features of classroom PBIS practices that can be implemented with cultural responsiveness and an anti-racist lens. Ways to ensure these practices are implemented equitably will be discussed.

Learning Objectives

• Identify how to make core features of classroom PBIS culturally responsive and anti-racist

• Explore ways to implement culturally responsive core features of classroom PBIS practices with equity

• Identify ways to implement core features of classroom PBIS with cultural responsiveness and from an anti-racist lens
  
  

Strand D: Family-School Partnership within Schoolwide PBIS (2 of 3)

2D - Implementing & Sustaining Family-School Partnerships at Tier 2 & Tier 3

Andy Garbacz, University of Wisconsin-Madison; Lisa Salva, Angela Green, & Danielle Dunham, Milwaukee Public Schools (WI)

This session will describe strategies to sustain family-school partnerships within PBIS at Tier 2 and Tier 3. A continuum of family-school partnership supports to promote Tier 2 and Tier 3 systems and practices will be discussed and implementation and outcome data depicting progress over time and lessons learned will be shared.

Learning Objectives

• Describe a continuum of family-school partnership supports to promote Tier 2 and Tier 3 systems and practices

• Describe core features of family-school partnership supports at Tier 2 and Tier 3

• Describe implementation and outcome data for family-school partnership supports at Tier 2 and Tier 3

• Describe practical guidance for school teams working to promote family-school partnerships at Tier 2 and Tier 3, inclusive of movement between the tiers

Strand E: Getting Started with PBIS (2 of 3)

2E - The PBIS Essential Elements

Brian Meyer, Midwest PBIS Network (IL)

PBIS is a continuous school improvement and systems-change process that prioritizes equity and is guided by goal setting, action planning, and progress monitoring within collaborative partnerships. This session will explain how using the PBIS essential elements creates an effective multi-tiered system of social, emotional, and behavioral support, and uses data-based problem solving to inform careful selection and integration of evidence-based practices. 

Learning Objectives

• Understand why prioritizing equity and targeting outcomes supports vested partner buy-in and implementation sustainability (the Why)

• Become familiar with the PBIS essential elements (the What)

• Understand how data and systems guide selection and monitor effectiveness of evidence-based practices (the How)
  
  

Strand F: PBIS in Juvenile Justice/Alternative Education (2 of 3)

2F - Incorporating PBIS Data, Systems, & Practices in Point Systems, Level Systems, or Behavior Systems in Alternative Programs

Brenda Scheuermann, Texas State University; Emily Spurlock, University of Nevada, Reno; Sara Velasquez, Summit View Youth Center (NV)

Points and level systems are widely used as behavior systems in alternative programs. This session will describe challenges associated with these systems, best practices in point systems, and guidelines for aligning behavior systems with PBIS. Exemplars will describe how a juvenile justice program modified their existing points/level systems to integrate with the PBIS framework.

Learning Objectives

• Describe five best practices in designing point systems that reflect the PBIS framework

• Describe five best practices in designing level systems that reflect the PBIS framework

• Understand how to monitor PBIS fidelity in point systems and level systems
  
  

Strand G: Mental Health Integration (2 of 3)

2G - Using Multi-tiered Systems of Support Features to Improve Mental Health for All

Kelcey Schmitz, University of Washington; Kurt Hatch, University of Washington Tacoma; Tory Christensen & BJ Sorensen, Richland School District (WA); Andrea Peyton, Lutheran Community Services Northwest (WA)

This session will share how one district used the Interconnected Systems Framework (ISF) to move away from traditional co-location of school mental health towards creating a comprehensive school mental health system for all students using multi-tiered systems of support features. Methods used to leverage their district strategic plan and school improvement plans to promote organizational change will be described.

Strand H: Tier 3 Systems & Practices (2 of 3)

2H - Evaluating & Improving the Quality of Functional Behavior Assessment/Behavior Intervention Plans 

Rose Iovannone, University of South Florida

Although Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) have been implemented in schools for more than two decades, there is limited guidance or standards for their development. The Technical Adequacy Tool for Evaluation (TATE) can assist schools in assessing and improving the quality of their FBA/BIPs. This session will describe how the TATE can be used to improve practices. A case example will be provided.

Learning Objectives

• Describe how the TATE can be used to improve district practices

• Apply the TATE scoring rubric to a case example

• Compare and contrast a technically adequate and inadequate FBA/BIP
  
  

Single Topic Session 

2I - Integrating Academic & Behavioral Support in a Multi-tiered Systems of Support Framework: Lessons Learned Across the Tiers

Brandi Simonsen & Mike Coyne, University of Connecticut; Tracey Lamothe, HILL for Literacy (MA)

This session will share recent research, resources, and lessons learned from elementary schools that integrate academic and behavioral support within a multi-tiered system of support (MTSS)/PBIS framework. Participants will apply lessons learned to inform their own implementation. This session will be relevant for educators, coaches, and leaders who are familiar with MTSS/PBIS and interested in integration.

Learning Objectives

•  Describe integration across a continuum of support

•  Identify resources to support integrated MTSS

•  Apply lessons learned to implementation of integrated MTSS

Single Topic Session

2J - Alternatives to Exclusion for Substance Use/Possession

Sean Austin, University of Oregon; Mary Krogh, Portland Public Schools (OR); Erin Swoboda & Doug Bullinger, Chanhassen High School (MN)

School exclusion is a common response to student substance possession but is more likely to worsen future outcomes for the students affected. This session will provide school teams with concrete examples of alternative approaches whereby educators and behavioral health practitioners can reduce future substance misuse risk and improve school engagement.

Learning Objectives

• Understand substance misuse in context of child development

• Examine the research documenting harm of school suspension

• Explore examples of alternatives to suspension designed to decrease risk and increase resilience

Concurrent Sessions 3: 2:30pm-3:45pm CT

Strand A: Promoting Positive & Effective Classroom Environments (3 of 3)

3A - District Level Supports for Successful Classroom PBIS Implementation

Kimberly Yanek, Center for Social Behavior Supports, Old Dominion University (VA); Steve Goodman, Center on PBIS; Sabrina Stewart & Lori Briones, Northside Independent School District (TX);

This session will illustrate key district components necessary for effective implementation of PBIS within classrooms. Strategies and tools for strengthening systems will be provided along with examples of successful impact.

Learning Objectives

• Learn about the role of district leadership in supporting classroom PBIS implementation

• Explore barriers to implementation and ways to navigate these barriers through district support

• Discuss key strategies for leveraging local capacity to support classroom PBIS implementation
  
  

Strand B: District Leadership (3 of 3)

3B - Coaching Counts: Building District Systems for Coaching Capacity

Lisa Powers & Jamie Grieshaber, University of Missouri; Paula Raygoza, Clifton Public Schools (NJ); Jane Crawford, Ferguson-Florissant School District (MO); Tina Lawson, Pennsylvania Positive Behavior Support Network

Training is an event, and coaching connects one event to the next. District capacity for coaching helps sustain and scale PBIS across schools. This session will explore how district capacity for coaching drives implementation. Tools and processes that districts can use to build capacity will be shared.

Learning Objectives

• Explore how district capacity for coaching drives implementation

• Introduce new tools to measure coaching capacity

• Learn about the revised Center on PBIS Professional Development Blueprint
  
  

Strand C: Equity in School Discipline (3 of 3)

3C - Teaming to Increase Meaningful Participation of Students & Families

Nikole Hollins-Sims, Hollins-Sims Consultation (PA); Nicholas Diggs, Old Dominion University (VA)

PBIS teams often seek new and innovative ways of authentically engaging with students and families. Often this engagement tends to be inconsistent or does not fully provide opportunities for multiple representatives to access "the table" of decision making. This session will focus on ensuring meaningful participation is centered in teaming structures.

Learning Objectives

• Describe methods of ensuring participation of families and students is meaningful and authentic

• Define teaming structures where decision making is available and accessible to every team member, regardless of role

• Explore the value of honoring dignity and creating spaces of belonging for teammates to engage in productive dialogue
  
  

Strand D: Family-School Partnership within Schoolwide PBIS (3 of 3)

3D - Developing Equitable Family-School Partnerships with Racially & Ethnically Diverse Families

Clynita Grafenreed, University of Washington; Angela Hernandez & Eric Phillips, Arlington Independent School District (TX)

This session will focus on establishing and maintaining equitable family-school partnerships with racially and ethnically diverse families. Cultural factors that have an impact on family engagement will be discussed and recommendations and strategies to promote student outcomes that are culturally affirming and inclusive of Black and Latinx families will be shared.

Learning Objectives

• Learn strategies for effectively communicating with diverse 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 Latino families
  
  

Strand E: Getting Started with PBIS (3 of 3)

3E - Tier 1 PBIS Implementation Exemplars

Cat Raulerson, University of South Florida; Tara Davis & Polly Tennies, Forsyth County School District (GA)

Implementing PBIS with fidelity is critical to achieving desired outcomes. Leadership teams engage in data-based action planning to organize the system to support the selected practices. Despite best efforts, hiccups can occur throughout the implementation journey. This session will share stories of getting started with Tier 1 PBIS implementation and adjustments made when faced with challenges.

Learning Objectives

• Understand the challenges in establishing a Tier 1 PBIS system (the Why)

• Understand the process leadership teams engage in to get ready for Tier 1 PBIS implementation (the What)

• Become familiar with Tier 1 PBIS implementation activities used across various school levels (the How)
  
  

Strand F: PBIS in Juvenile Justice/Alternative Education (3 of 3)

3F - Voices from the Field: Experiences with PBIS in Alternative Programs

Brenda Scheuermann, Texas State University; Brian Meyer, Midwest PBIS Network (IL), Caryn Darwin, Harris County Leadership Academy (TX); JoDonna Burdoff, West Virginia Schools for Diversion & Transition; Meagan Dwyer, Special Education District of Lake County (IL); Lindsey Thompkins, San Luis Obispo County Office of Education (CA)

In this session, a panel of representatives from alternative programs will discuss their experiences with PBIS. Implementation challenges and benefits for staff and youth, the shifting focus in alternative programs toward more developmentally appropriate approaches, and the role of PBIS in creating more youth-centered, positive, and proactive program climates will be discussed.

Learning Objectives

• Describe ideas for addressing common challenges to implementing PBIS in alternative programs

• Describe ideas for ensuring success of PBIS in alternative programs

• Provide examples of how PBIS aligns with a more developmental, child-oriented approach to treatment
  
  

Strand G: Mental Health Integration (3 of 3)

3G - Leaders Supporting Mental Health for All: A Panel Discussion

Susan Barrett, Center for Social Behavior Supports, Old Dominion University (VA); Kurt Hatch, University of Washington; Justyn Poulos, North Thurston Public Schools (WA); Joni Splett, University of Florida; Kacey Rodenbush, Monterey County Behavioral Health (CA); Christopher Haines, Greater Greenville Mental Health Center (SC)

This session will describe how school systems, community behavioral health, and higher education leaders are supporting everyone to play a role in creating healing centered systems.

Strand H: Tier 3 Systems & Practices (3 of 3)

3H - Scaling Up Tier 3: A Model Demonstration

Stephanie St. Joseph & Bob Putnam, May Institute (MA); Amber Casavant, Gardner Public Schools (MA)

This session will review a project to scale up Tier 3 practices in a public school system that has strong implementation and fidelity of PBIS, but needed support with Tier 3. A review of the data collected and the outcomes of the intervention will be discussed.

Learning Objectives

• Review of evidence-based practices in Tier 3

• Discuss modes of data collection in Tier 3

• Learn what worked and what didn't in scaling up Tier 3 practices
  
  

Single Topic Session

3I - Systematic Screening in Tiered Systems: We’ve Got This!

Kathleen Lane & Rebecca Sherod, University of Kansas; Amber Smith, Fort Mill School District (SC); Jessica Poppe, Sedro-Woolley School District (WA)

This session will provide information about systematic screening for those exploring and implementing tools and procedures to inform Tier 1 practices, empower teachers with strategies to maximize engagement, and collaborate with families to connect students to Tier 2 and 3 interventions. Practice guides and briefs from the Center on PBIS website (www.pbis.org) will be introduced.

Learning Objectives

• Use screening data to inform Tier 1 practices

• Empower teachers with strategies to maximize engagement

• Collaborate with families and other stakeholders to connect students to Tier 2 and Tier 3 interventions

• Access freely available practice guides and briefs to select, install, and interpret screening data
  
  

Single Topic Session

3J - Strengthening Educator Learning in Rural Settings Through Regional Communities of Practice

Karen Robbie, University of Connecticut; Janet VanLone, Bucknell University (PA)

Effective and enduring professional development can be a challenge in rural areas. This session will discuss how to build sustainable communities of practice to support educator learning and implementation of PBIS. The design of two regional partnerships to maximize available resources across rural communities will be shared.

Learning Objectives

• Understand the strengths and barriers associated with PBIS rural implementation

• Learn strategies to increase access to educator professional development

• Recognize how building an educator community of practice can support educator efficacy, reduce burnout, and enhance retention

• Introduce resources available through the Center on PBIS that support implementation of PBIS in rural settings

Facilitated Discussions: 4:00pm-5:15pm CT

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. 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 - Keep the Conversation Going: Mental Health Integration

Kelly Perales & Katie Pohlman, Midwest PBIS Network (IL)

• Facilitated Discussions

This facilitated discussion will provide an opportunity to engage in conversation with other thought partners who are expanding the core features of PBIS to address the social, emotional, behavioral, mental health, and wellness of all within schools.

FD2 - High School Schoolwide Implementation

Jennifer Freeman, University of Connecticut; Patti Hershfeldt, Center for Social Behavior Supports, Old Dominion University (VA); Stephanie Martinez, University of South Florida

• Facilitated Discussions

This facilitated discussion will provide an opportunity for high school implementers to network and share successes and challenges in a collaborative solution focused environment.

FD3 - Classroom PBIS: A Discussion Centered in our Current Reality

Steve Goodman, Center on PBIS; Kimberly Yanek, Center for Social Behavior Supports, Old Dominion University (VA)

• Facilitated Discussions

This facilitated discussion will discuss implications for this work within the current reality of education. Resources will be shared to help facilitate the discussion.

FD4 - Alignment of Program Initiatives Within Alternative Settings

Michael R. Turner & Brenda Scheuermann, Texas State University

• Facilitated Discussions

This facilitated discussion will share strategies for aligning PBIS with other program initiatives so that an overall philosophy of care emerges with consistency, cohesion, and fidelity of implementation for all component programs. Sample strategies for exploration include streamlining to eliminate redundancies, and resolving friction points between program components.

FD5 - Question & Answer Session: Enhancing School-Family Partnership Within Schoolwide PBIS

Kathleen Stricklad-Cohen, University of Utah; Mark Weist, University of South Carolina; Clynita Grafenreed, University of Washington

• Facilitated Discussions

This facilitated discussion will focus on enhancing family-school partnerships to support students with a range of social, behavioral, and academic needs. A range of topics, such as strategies for engaging with families more effectively and including family voice in the design of supports across tiers, will be covered.

FD6 - District-wide PBIS: Promoting the Capacity to Sustain High-fidelity Implementation

Lisa Powers & Jamie Grieshaber, University of Missouri

• Facilitated Discussions

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.

FD7 - So You Want to Do PBIS? Let's Get This Started!

Betsy Lazega & Lauren Evanovich, University of South Florida

• Facilitated Discussions

This facilitated discussion is designed for those interested in getting started with PBIS implementation at Tier 1 in a school. Participants are encouraged to bring questions, and to share their own successes with the group.

FD8 - Implementing Tier 2 Data, Systems, & Practices

Sara Estrapala, University of Missouri

• Facilitated Discussions

This facilitated discussion will provide an opportunity for questions and topics related to implementing Tier 2 data, systems, and practices across grade levels and settings.

FD9 - Merely Saying "Equity" Isn't Enough...How Can We Bring It to Life?

Jennifer Rose, Loyola University Chicago (IL); Milaney Leverson & Kent Smith, Cooperative Education Service Agency 10 (WI)

• Facilitated Discussions

This facilitated discussion will focus on core constructs of equity, including access, representation, meaningful participation, and high outcomes. Application of these constructs within a universal PBIS framework, specifically considering ways in which PBIS frameworks can either limit or enhance equity overall, will be highlighted.

FD10 - Systematic Screening at Tier 1: Let's Talk About It

Kathleen Lane, University of Kansas

• Facilitated Discussions

This facilitated discussion will support those getting started and moving forward with universal systematic screening. At a time when educators and families are prioritizing students' social and emotional well being, systematic screening efforts are at the forefront of conversation. Frequently asked questions will be addressed and resources from the Center on PBIS website (www.pbis.org) will be shared.

Keynote

8:00am-9:00am CT

Lessons Learned & Next Steps: Perspectives From the Field

Heather George, Center on PBIS; Ruthie Payno-Simmons, Midwest & Plains Equity Assistance Center, Indiana University; Panel of Implementers/Youth

A panel of youth and field-based implementers will share their perspective on the impact of PBIS.

Concurrent Sessions 4: 9:30am-10:30am CT 

Single Topic Session

4A - Bullying Prevention Within the PBIS Framework, Part 1

Sara McDaniel, University of Alabama

• Single Topic Breakout Session

This session will discuss school readiness for bullying prevention, what staff can do to create a safe school climate, and how school members can teach and reinforce prosocial behaviors. 

Learning Objectives

• Learn core features of bullying prevention

• Explore bullying prevention within PBIS

• Discuss examples of educator involvement across K-12

Single Topic Session

4B - Enhancing Inclusion of Students with Extensive Support Needs Within Schoolwide PBIS

Kathleen Strickland-Cohen, University of Utah; Jennifer Sommerness, University of Minnesota 

This session will review ways districts and schools can design PBIS systems and supports to be more accessible to all students, including students with extensive support needs. The importance of ensuring all students have access to universal supports will be described, and practical strategies to help schools achieve this goal will be provided.

Learning Objectives

• Discuss the importance of intentionally aligning schoolwide systems of support with systems designed to support individual students with disabilities 

• Describe how to address barriers to inclusion of students with extensive support needs within schoolwide PBIS

• Provide examples of specific strategies for enhancing inclusion of students’ diverse learning needs within all PBIS tiers

Single Topic Session

4C - Getting Started with PBIS in High Schools

Ami Flammini, Midwest PBIS Network (IL)

PBIS implementation must be done differently in a high school than it is in a K-8 setting. This session will discuss how to get started with PBIS implementation in high schools, how to begin the conversation with staff, and how to make the work relevant at the secondary level.

Learning Objectives

• Learn at least one way to approach PBIS implementation in High Schools 

• Learn at least one way to talk with staff who are reluctant to implement PBIS

• Leave with one action item to take back to school or district

Single Topic Session

4D - A Pathway to Adult Wellness: A Transformation from DO-ing to BE-ing 

Kimberly Yanek, Center for Social Behavior Supports, Old Dominion University (VA); Clynita Grafenreed, University of Washington

"Teaching is the one profession that creates all other professions'' (source unknown). It is both a rewarding and challenging profession that requires the adults to be "on'' throughout the day. Burnout is inevitable if the culture promotes and places value on DO-ing more. In this session, we want to start a movement to practice BE-ing more as the way forward.

Learning Objectives

• Understand wellness as a foundation for the work we do in education - our collective why

• Explore and identify our individual pathway to wellness

• Explore and identify an organizational pathway to a culture of wellness

Single Topic Session

4E - The Institute of Education Sciences Multi-tiered Systems of Support for Behavior (MTSS-B) Trial: Research Findings & Implications for Practice

Kent McIntosh, University of Oregon; Barbara Condliffe, Manpower Demonstration Research Corporation (NY); Catherine Bradshaw, University of Virginia; Catherine Bradshaw, University of Virginia; Christine Tapia, Santa Clara Unified School District (CA)

This session will share a study overview and results from the Institute of Education Sciences (IES) commissioned Multi-tiered Systems of Support for Behavior (MTSS-B) Randomized Controlled Trial. Commentary situating the findings within PBIS research literature, lessons learned, and recommendations for implementing and sustaining PBIS systems will be shared.

Learning Objectives

• Learn details of the IES MTSS-B study and its findings

• Describe the overall literature base supporting PBIS

• Identify effective aspects of training and coaching for ensuring fidelity and improved outcomes

Single Topic Session

4F - Is it Me or the Environment? Equity Considerations for Social-Emotional- Behavioral Screening

Ruthie Payno-Simmons, Midwest & Plains Equity Assistance Center, Indiana University; Jeff Chenier, Willow School New Orleans (LA)

During this session, participants will explore historical issues associated with disproportionate discipline, the harm associated with the social-emotional-behavioral (SEB) screening process, and considerations that mitigate harm in school systems where SEB screening is leveraged.

Learning Objectives

• Explore bias and the overrepresentation of discipline decisions of Black and Brown students and students with dis/abilities

• Discuss the conditions that mitigate the potential harm related to using SEB screening tools and increase the likelihood that the process and tools support increased access, representation, meaningful participation, and positive outcomes for all, especially those often overrepresented in harmful discipline practices

• Discuss the importance of embedding the SEB screening process within a larger systemic, culturally responsive multi-tiered system of support for behavior that uses multiple data sources such as climate, instructional, survey, and outcome data

Single Topic Session 

4G - PBIS Implementation in Urban Settings

Steve Goodman, Center on PBIS; Erin Metz, St. Paul Public Schools (MN)

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 obtaining district and building staff buy-in.

Learning Objectives

• 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
  
  

Single Topic Session

4H - Supporting LGBTQ Youth & Educators 

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.

Learning Objectives

• Describe current challenges faced by LGBTQ+ youth and educators

• Identify a range of actions to take to support LGBTQ+ youth and educators

• Identify local and national resources available to support LGBTQ+ youth

Strand I: Tier 2 Systems & Practices (1 of 3)

4I - Essential Features of Tier 2: Data, Practices, & Systems

Tim Lewis, University of Missouri; Allison Bruhn, University of Iowa

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.

Learning Objectives

• 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
  
  

Strand  J: Student Voice (1 of 3)

4J - Students Can Do More: Authentically Involving Students in PBIS Implementation

Patti Hershfeldt, Center for Social Behavior Supports, Old Dominion University (VA)

Conceptually, student voice can be explained as a continuum of engagement. This session will provide a theoretical model to explain that continuum, and explore a variety of ways students can play an important role in implementation, decision making, and promoting equity. The examples provided will align with features on the Tiered Fidelity Inventory.

Learning Objectives

• Recognize the importance of securing commitment from students

• Understand student engagement as a continuum of participation

• Reflect on how own school is incorporating the voices of ALL students

• Explore strategies for ensuring authentic student engagement with data, systems, and practices

Concurrent Sessions 5: 10:45am-11:45pm CT 

Single Topic Session

5A - Bullying Prevention, Part 2: Youth Voice & Engagement

Sara McDaniel, University of Alabama; Julie Augustyn, Community Consolidated School District 93 (IL); Middle School Students

This session will discuss the importance of student engagement initiatives, how to create and sustain a student-engaged bully prevention process, and how students can teach and reinforce prosocial behaviors. Students from a suburban Illinois district will describe their implementation journey.

Learning Objectives

• Learn about core features of student engagement initiatives

• Discover ways of Increasing student buy-in and ownership

• Describe of student ownership from exemplar districts

Single Topic Session

5B - Prioritizing Relationships to Create Spaces of Belonging

Ami Flammini & Katie Pohlman, Midwest PBIS Network (IL)

We know relationships are important; they support academic success and prevent burnout. This session will explore how relationships are the centerpiece of creating an environment where equity, inclusion, and belonging are a priority. All levels and roles are welcome.

Learning Objectives

• Acquire a clear understanding of relationships’ role in creating and maintaining a culture of belonging centered in dignity

• Explore what it means to both value and prioritize relationships

• Examine resources to address relationships at the individual & systems level 

• Action plan steps to take to begin (or continue) prioritizing relationships

Single Topic Session

5C - Using PBIS to Build Staff Capacity for De-escalating Student Behaviors

Brian Meyer, Midwest PBIS Network (IL); Bob Putnam, May Institute (MA); Meagan Dwyer, Special Education District of Lake County (IL); Joyce West & Amber Casavant, Gardner Public School District (MA)

Disruptive student behaviors interfere with learning, negatively impact school climate and culture, and may lead to more restrictive discipline or alternative placements. Effective de-escalation results from using a multi-tiered framework to develop consistent staff practices, layered student supports, and data monitored outcomes. This session will share how applying the PBIS framework can reduce the frequency, intensity, and duration of disruptive behaviors.

Learning Objectives

• Understand how the essential elements of PBIS (Systems, Practices, and Data) are organized to prevent and respond to disruptive behavior

• Understand how the phases of de-escalation are defined as related to student behavior, brain functioning, trauma, and equity

• Learn how to support staff by developing consistent de-escalation routines, aligned with your current PBIS framework

Single Topic Session

5D - Using Restorative Practices to Build Community & Address Discipline in Urban Districts

Lori Lynass, Sound Supports (WA); Saundra Hensel, Jefferson County Schools (KY); Cheri Simpson, Kent School District (WA); Johnny Phu, Lake Washington School District (WA)

As the use of restorative practices increases, the strategies and approaches that aid implementation in large urban districts grow. This session will highlight how three large urban school districts are implementing restorative practices as both a tool for prevention and a tool to address discipline, as well as an alternative to suspensions.

Learning Objectives

• Learn about the unique barriers and promoters in urban schools implementing restorative practices

• Understand the role of training, coaching, and evaluations for restorative practices 

• Hear about how restorative practices align with other initiatives in a multi-tiered system of support framework

Single Topic Session

5E - A Panel Discussion to Explore Connections Between PBIS & Community Schools

Susan Barrett, Center for Social Behavior Supports, Old Dominion University (VA); Jay Roscup, Finger Lakes Community Schools (NY); Chris Woodall, Forsyth Central High School (GA); Ginny Joseph, Orange County Department of Education (CA)

Join panelists from New York, Georgia, and California to explore how their states and districts are engaging with both initiatives to meet social emotional and behavioral needs of youth. 

Learning Objectives

• Identify similarities and differences in PBIS and Community Schools

• Define evidence of effectiveness supporting use of PBIS and Community Schools

• Learn about experiences from sites engaged in using both frameworks

Single Topic Session

5F - Building (& Re-building) State-wide Systems of PBIS/Multi-tiered Systems of Support

Tim Lewis, University of Missouri; Angel Goodwine Batts, North Carolina Multi-tiered System of Support; Lynne DeSousa, Colorado Department of Education; Scott Eckman, Nebraska Department of Education; Nanci Johnson, Missouri School-wide Positive Behavior Support; Eric Kloos, Minnesota Department of Education

As leadership, funding streams, and elected officials change the ability to implement and sustain a state-wide system of PBIS/MTSS, supports to districts are frequently impacted. This session will provide a brief introduction to essential state-wide systems and then host a panel of state leaders to share their successes and struggles.

Learning Objectives

• Understand core features and foci of statewide systems and how to locate applicable resources

• Hear from state leaders on implementation successes and challenges

• Network with other state level implementers

Single Topic Session

5G - Effective High School Classroom Environments Networking Session

Jennifer Freeman, University of Connecticut

This session will provide an opportunity for high school implementers to network and share success and challenges in a collaborative solution focused environment.

Learning Objectives

• Identify resources to support high school implementation

• Learn to foster connections with other high school implementers

Single Topic Session

5H - Building Coaching Through Intentional Capacity Building

Amy Henry, Ottawa Area Independent School District (MI); Jennifer Rollenhagen, West Shore Educational Service District (MI); Jodie Soracco, University of Nevada, Reno

This session will explore a continuum of coaching skills, both transactional and transformational, to support meaningful change. A panel will discuss considerations for an intentional approach to building the capacity of coaches supporting transformation and change. 

Learning Objectives

• Find clarity on what the role of coaching looks like in respective contexts

• Identify transactional, transformational, and educational coaching skills relevant to respective contexts

• Explore ways to build consistency among coaches supporting change in respective contexts

Strand I: Tier 2 Systems & Practices (2 of 3)

5I - One Size Does Not Fit All: Effectively Implementing Check-in Check-out from Kindergarten through High School

Sara Estrapala & Angus Kittelman, University of Missouri

Check-in Check-out (CICO) is the most prolific Tier 2 intervention implemented in U.S. schools. This session will provide specific, actionable strategies for implementing CICO with fidelity across grade levels. Key concepts with examples from practitioners currently implementing CICO schools will be illustrated.

Learning Objectives

• Learn how to screen and match students to CICO

• Determine methods for data collection, progress monitoring, and data-based decision making

• Learn strategies for enhancing CICO systems and daily procedural fidelity in schools

• Compare and contrast strategies for successful teaming and implementation in elementary and high school settings, and be provided with real world examples
  
  

Strand J: Student Voice (2 of 3)

5J - Let Me Lead: Youth Directed Supports

Stephanie Martinez & Laura Kern, University of South Florida

This session will introduce how a family transitioned from adult driven supports to youth lead supports. The family will discuss steps taken to support their child in taking the lead of directing supports across life domains, why they made this change, and the benefits seen since making it.

Learning Objectives

• Learn how students with disabilities can play an active role in the development of the supports they need

• Learn from family members as they discuss the role their children played in guiding the selection and implementation of supports

• Review concepts associated with self-determination as it relates to student voice

Concurrent Sessions 6: 12:00pm-1:00pm CT 

Single Topic Session

6A - Using Restorative Justice Practices to Support Students with Intensive Behavioral Needs

Lori Lynass, Sound Supports (WA); Travis Hall, Renton Academy (WA)

Many teachers and schools supporting students with intensive behavior needs think restorative practices won't work well for their students but when implemented with fidelity these students can deeply benefit from restorative practices. This session will discuss some of the research and share one school's journey to success.

Learning Objectives

• Learn about research on using restorative practices to support intensive behavioral needs

• Hear about strategies and approaches that work well to support intensive behavioral needs

• Learn about the systems of training and coaching to use restorative practices

Single Topic Session

6B - New Research on Culturally Responsive Practices & Recommendations for Equitable PBIS Systems

Catherine Bradshaw & Jessika Bottiani, University of Virginia; Kent McIntosh, University of Oregon; Sandra Rouiller, Johns Hopkins University/Sheppard Pratt Health System (MD)

This session will provide an overview of four approaches for using data to improve culturally sustaining and equity-supportive practices. Two intervention-focused projects that feature adaptations of an evidence-based coaching model, and one measurement focused project featuring an observational tool, will be reviewed. National patterns of vulnerable decision points from SWIS will also be provided.

Learning Objectives

• Understand how core dimensions of culturally sustaining and equity-supportive practices can be assessed

• Identify key intervention foci for improvement in culturally sustaining and equity-supportive classroom practices addressed through coaching and structured practice opportunities

• Learn about a virtual approach to teacher cultural responsiveness coaching and professional development offered online

• Identify vulnerable decision points using SWIS data

Single Topic Session

6C - Enhancing Multi-tiered Systems of Support to Create Effective Systems of Crisis Response & Recovery

Susan Barrett, Center for Social Behavior Supports, Old Dominion University (VA);
Tona McGuire, Washington State Department of Health; Kira Mauseth, Seattle Pacific University (WA)

As school and district communities consider options for effectively supporting students, educators, and families during and after a crisis, it can be difficult to identify critical, impactful actions. Learn how the Interconnected System Framework (ISF), informed by Disaster Response and Recovery Behavioral Health, can serve as a road map to meet this challenge. This session will provide strategies to guide implementation efforts through the various phases of disaster response and recovery for schools and districts.

Learning Objectives

• Learn about the phases of disaster/crisis response and recovery

• Learn about ISF

• Discuss how to adapt the system to support the increased social-emotional-behavioral needs of youth and adults 

Single Topic Session

6D - Social-Emotional-Behavioral Development: A Necessary Part of Daily Teaching & Learning

Kimberly Yanek, Center for Social Behavior Supports, Old Dominion University; Rayann Silva, University of Washington; Johnny Phu & Charlotte Plouse, Lake Washington School District (WA)

“Instead of viewing social and emotional learning as tangential, something to fit in around the edges of the curriculum, we should treat it as an integral part of our daily teaching for all students" (Anderson, 2015). This session will unpack the research to identify effective and practical ways to teach social-emotional-behavioral (SEB) skills daily. Systems of support for staff to implement identified practices will be explored.

Learning Objectives

• Explore effective practices for teaching SEB skills

• Examine our current systems of support for staff to implement these best practices 

• Explore considerations for monitoring implementation efforts to ensure teaching and learning are working for all students 

Single Topic Session

6E - Sustaining District-wide Implementation Beyond Leadership Change

Tim Lewis, University of Missouri; Casetta Brown, St. Louis Public Schools (MO); Jane Crawford, Ferguson-Florissant School District (MO); Jennifer Patterson, Francis Howell School District (MO); Lauren Weissler, Maplewood Richmond Heights School District (MO)

One certainty in education is that change is inevitable. Leadership investment and priority setting are key to building and implementing a district-wide PBIS/multi-tiered system of support. So what happens when those leaders leave? This session will share strategies for sustained implementation and lessons learned.

Learning Objectives

• Learn about key strategies for district implementation sustainability

• Hear from district-wide implementers on lessons learned

• Network with other district-wide implementers

Single Topic Session

6F - From Policy to Practice: Addressing Restraint & Seclusion Through the PBIS Framework

Laura Kern, University of South Florida; Brian Meyer, Midwest PBIS Network (IL); Chris McEvoy & Karyl Reynoso, Wayne Co RESA (MI)

Preventing the use of restraint and seclusion requires a preventive policy and a way to bring that policy to practice. This session will explore key Center on PBIS resources to support action planning, with focus on the PBIS Blueprint Leadership Team Functions. Results from more than five years of work by exemplars on State Educational Agency (SEA) policy, regional level support, and use of the PBIS framework to reduce the use of restraint and seclusion will be shared.

Learning Objectives

• Understand how SEA and Local Educational Agency (LEA) policy informs the prioritization of addressing the use of restraint and seclusion practices

• Learn how the PBIS Blueprint Leadership Team Functions can systematically address restraint and seclusion

• Learn how to prevent restraint and seclusion by implementing the essential elements of the PBIS framework 

Single Topic Session

6G - Coaching Teams in Using Screening & Other Data for Decisions About Mental Health Interventions

Joni Splett, University of Florida; Colleen Halliday, Medical University of South Carolina; Michele Johnson, Duval County Public Schools (FL)

Coaches and leaders with some experience in PBIS at advanced tiers can learn how to incorporate screening and other data using Team Initiated Problem Solving (TIPS) to proactively identify students who need mental health interventions. The experiences of a district coach who supports school teams developing action plans and monitoring Tier 2 intervention progress will be shared.

Learning Objectives

• Gain an understanding of the TIPS process at Tier 2

• Learn strategies for incorporating universal screening data into the decision making process

• Describe how schools in one district are monitoring data for decision making and connecting students to appropriate mental health interventions

Single Topic Session

6H - Supporting Families & Students During Individualized Education Plan Process to Support Student Social-Emotional-Behavioral Needs 

Stephanie St. Joseph, May Institute (MA)

This session will review the essential component of supporting families and students during the Individualized Education Plan (IEP) process. Strategies will be provided and an exemplar family and student will share their experiences with the IEP process. 

Learning Objectives

• Learn how to support families and students during the IEP process

• Hear a personal experience from a family and student

• Review how PBIS supports align with the IEP process

Strand I: Tier 2 Systems & Practices (3 of 3)

6I - Building Cultural Competency Utilizing Small Group Social Skills as a Tier 2 Intervention

Aaron Campbell, University of Missouri; Mary Rose Sallese, University of Alabama at Birmingham

Cultural competence helps foster school environments that reinforce a democratic society, and culturally competent teachers are better able to engage with parents and families. This session will describe how cultural competence can bridge the cultural difference between teacher, student, and school communities through social and emotional skills instruction. 

Learning Objectives

• Understand the meaning of cultural competency 

• Understand how cultural competency helps build relationships with students to help them feel they belong, believe their participation is valued, and can build the skills needed to be successful

• Gain a better understanding of personal implicit beliefs about other cultures or identities and work to mitigate the impact of those biases on students' success

• Learn how to implement and adapt social and emotional skills as a Tier 2 intervention with culturally relevant pedagogy and examples
  
  

Strand J: Student Voice (3 of 3)

6J - Hearing From All Students: What Can That Look Like?

Stephanie Martinez, University of South Florida; Patti Hershfeldt, Center for Social Behavior Supports, Old Dominion University (VA); Inez Ruiloba, San Diego County Office of Education (CA)

Opportunities for students to engage in meaningful work within their schools should be available to all youth. Much can be learned from engaging students in schoolwide efforts. This session will highlight examples of student voice in elementary school as well as in alternative settings.

Learning Objectives

• Consider ways to engage elementary age students in schoolwide PBIS implementation

• Review examples of student voice by youth who are receiving their education in alternative settings

• Explore strategies for ensuring authentic student engagement