Detailed Agenda

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

Strand:Disproportionality in School Discipline 

1A - Getting Started with Disproportionality in School Discipline, Part 1 of 5

Nikole Hollins-Sims, University of Oregon

This session will share strategies for beginning the work of decreasing disproportionality 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.

Learning Objectives

• Describe strategies to increase one's awareness of their own culture and personal reasons for engaging in disproportionality work

• Identify characteristics of effective collaboration and describe the value of collaborating with others in the pursuit of reducing discipline disparities

• Identify different types of data that are needed to address disproportionate discipline

• Describe the foundational components of systems that sustain the work 

Strand: Creating Effective Classroom Environments for Teaching & Learning 

1B - Best Practices for Promoting Positive Classroom Environments, Part 1 of 4

Terrance Scott, University of Louisville (KY)

This session will focus on key features of successful classroom environments to maximize the probability of success in the classroom. These features include instruction, environmental arrangements, and active supervision. The Center on PBIS Classroom Practices Guide (Supporting and Responding) will be highlighted.

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 a disproportionality issue

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

Strand: Crisis Preparation, Response, & Recovery 

1C - What to Expect in the Crisis Recovery Journey

Steve Goodman, University of Connecticut

This session will describe phases of recovery and lessons learned in supporting recovery following crisis events. How crisis recovery work connects to PBIS/MTSS will be discussed. 

Learning Objectives

• Learn about crisis phases of recovery 

• Learn of successes and challenges in addressing crisis recovery

• Learn how crisis recovery work connects to PBIS/MTSS 

Strand: Family & Youth Voice

1D - Ensuring Student Success: Reaching All Families & Their Community, Part 1 of 4

Laura Kern, University of South Florida; Alejandra Gallego, Southside Independent School District (TX)

This session will share Tier 1 best practices for working with families and communities. Specific strategies will be discussed for family engagement in a rural school district.

Learning Objectives

• Learn strategies for family and community engagement

• Consider best practices for engaging rural families and their communities

• Examine the importance of family engagement as it relates to student success 

Single Topic Breakout Session

1E - Practice-Based Coaching: Guiding the Classroom Teacher to Implement Evidence-Based Practices

Lise Fox & Anna Winneker, University of South Florida

Description TBD Practice-Based Coaching (PBC) provides a systematic process for coaching classroom practitioners. Initially developed for use in early childhood classrooms, it is now being used across elementary classrooms to ensure teachers implement evidence-based practices with fidelity. Join this session to learn about PBC and access free resources for implementation.

Learning Objectives

• Identify the essential components of Practice-Based Coaching (PBC)

• Understand how PBC is used to improve the implementation of evidence-based social, emotional, and behavioral instructional practices by teachers

• Identify free resources to support the implementation of PBC within classrooms

Strand: Alternative Settings & Juvenile Justice Programs

1F - Coordinating Professional Development Supports in Alternative & Juvenile Justice Settings, Part 1 of 3

Bethany Sidella, Pennsylvania Training & Technical Assistance Network; Autumn Kaufman & Samantha Fuesy, The OBSI Project - Outcome Based Science Informed (FL)

Installing practices to support youth while getting consistent implementation from all staff requires additional considerations and resource allocation in alternative, juvenile justice, and other non-traditional school settings. This session will explore solutions for building staff capacity through professional development and coaching processes that fit the unique needs of these settings. 

Learning Objectives

• Understand how system fidelity data informs professional development planning

• Address common challenges to professional development found in alternative schools and 24-hour settings, and for personnel with varying backgrounds

• Understand the importance of coaching to support training priorities

Strand: Mental Health & Wellness Integration 

1G - Screening, Triage, & Assessment: Data-informed Approaches to Meeting Students' Multiple Needs

Tona McGuire & Kelcey Schmitz, University of Washington; Kathleen Lynne Lane, University of Kansas

The concept of triage for trauma exposure is relatively new to the PBIS community. This session will explore how educators can use systematic screening, assessment, and triage efforts to inform support and recovery phase efforts.

Learning Objectives

• Define screening, assessment, and triage

• Explain how to use systematic screening and triage efforts in the K-12 context

• Support recovery phase efforts 

Strand: Tier 1 Data, Systems, & Practices

1H - Understanding the PBIS Framework, Part 1 of 3

Heather Peshak George, University of South Florida

This session will describe the essential elements and key features critical to building a system to support successful PBIS implementation. The PBIS Implementation Blueprint, which serves as a pathway to resources to assist data-informed leadership teams in establishing leadership teams and sustaining effective PBIS implementation across contexts, will be shared along with other resources available on the PBIS.org website.

Learning Objectives

• Understand the evidence base and rationale for building the system to support PBIS (the Why)

• Understand the essential elements using multi-tiered logic and the functions of data-based leadership teaming to guide PBIS implementation (the What)

• Become familiar with the PBIS Implementation Blueprint and related resources (the How)

Strand: Tier 2 Systems & Practices

1I - When & How to Fade Students from Tier 2 Intervention

Angus Kittelman, University of Missouri

School teams often find it difficult to fade students from Tier 2 interventions once they are experiencing success. This session will focus on when and how to fade students from intervention. We will also discuss how fading decisions will vary based on student behavior, grade level, and Tier 2 intervention type.

Learning Objectives

• Identify data decision rules for when to begin fading students from Tier 2 interventions

• Identify how components of Tier 2 interventions can be systematically faded

• Learn how fading decision rules vary based on student behavior, grade level, and Tier 2 intervention type

Strand: Tier 3 Systems, Data-based Decision Making, & Practices

1J - Essential Elements of Tier 3, Part 1 of 3 

Rose Iovannone, University of South Florida; Lisa Thomas, The May Institute (MA)

This session will provide an overview of the essential elements of a Tier 3 system to maximize outcomes for students who need Tier 3 support, focusing on the Tiered Fidelity Inventory (TFI) 3.0. The Functional Behavior Assessment/Behavior Intervention Plan (FBA/BIP) and Technical Adequacy Tool for Evaluation (TATE) will be reviewed for improving the implementation of Technical Core Tier 3 that provides a rubric for the best practices in FBAs/BIPs. Case examples will be provided.

Learning Objectives

• Describe how to use the validated tools to measure fidelity of the Tier 3 system

• List core components of the Tier 3 system at the school level

• Provide examples of how improving the quality of FBAs and BIPs can impact the success of Tier 3 implementation

Single Topic Breakout Session

1K - The Interconnected Systems Framework as the “How To” for Community Schools

Juan Lira, Lake County Regional Office of Education PBIS (IL); Laurie Elliott, North Rose-Wolcott Central School District (NY)

The Community Schools model has expanded in reach in recent years. This session will highlight a district with a long history of using Community Schools and PBIS thataligned efforts by leveraging the Interconnected Systems Framework (ISF). Data describing both systems change and student outcomes will be shared.

• Learning Objectives

• Define the Interconnected Systems Framework 

• Describe the Community Schools model 

• Identify tools and resources to replicate systems change

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

Strand:Disproportionality in School Discipline 

2A - Using Data to Address Disproportionality in School Discipline, Part 2 of 5

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

This session will highlight the Center on PBIS guide on disproportionality in school discipline data. A four-step model to identify disproportionality, drill down to identify root causes, select interventions based on the data, and monitor progress will be introduced.

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: Creating Effective Classroom Environments for Teaching & Learning 

2B - Building Training & Coaching Capacity to Support Classroom-Based Implementation, Part 2 of 4

Lisa Powers & Aaron Campbell, University of Missouri; Sean Joyce, Carnella Williams, & Colette Higgins, Ferguson-Florissant School District (MO)

Come learn how to build a system to support effective classroom practices in each and every classroom across a district. This session will illustrate key district components necessary for effective implementation of PBIS/MTSS within classrooms, including approaches to training, coaching, and evaluation of classroom PBIS/MTSS. One district’s journey will be highlighted, and strategies and tools for strengthening systems and demonstrations of successful impact will be provided.

Learning Objectives

• Learn about the role of district leadership in supporting classroom PBIS/MTSS implementation through effective training, coaching, evaluation, and other key systems

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

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

Single Topic Breakout Session

2C - Supporting PBIS Implementation in Charter Schools

Kaci Fleetwood, University of Nevada, Reno

This session will explore the implementation of Positive Behavioral Interventions and Supports (PBIS) within charter schools. Drawing from the Nevada PBIS Technical Assistance Center's experiences, participants will learn how technical assistance providers in state or local education agencies can effectively support charter schools in adopting PBIS frameworks to enhance educational outcomes.

Learning Objectives

• Understand unique contextual factors that influence facilitating PBIS implementation in charter schools

• Identify challenges unique to charter schools in adopting PBIS and strategies to overcome them

• Examine case studies from Nevada's charter schools to illustrate successful PBIS practices and their impact on student behavior and academic performance

Strand: Family & Youth Voice

2D - Facilitating Youth Voice & Expanding Leadership in PBIS: Not About Them, Without Them, Part 2 of 4

Ami Flammini, Regional Office of Education #17 (IL)

Elevating youth voice and empowering students as leaders in PBIS implementation make the work more relevant and meaningful at every grade level. Engaging students strengthens self-efficacy, critical thinking, and leadership skills while driving school-wide impact. This session will focus on real-world examples from high schools, illustrating how older students can take the lead.  Key Tier 1 strategies include refining behavior matrix language with student input, analyzing Tier 1 universal screening data, and establishing student-led PBIS teams, along with opportunities for youth involvement in Tier 2 supports.

Learning Objectives

• Explore ways to facilitate high school student leadership in PBIS

• Identify strategies for engaging students in data analysis and schoolwide decision making

• Provide tools to amplify youth voice for a student-centered PBIS approach 

Strand: IMTSS/Academics

2E - Foundations for Integrating Academic & Behavior Support, Part 1 of 4

Brandi Simonsen & Steve Goodman, University of Connecticut; Jodie Sorraco, Virginia Tiered System of Supports (VA)

Leadership teams are often working towards an integrated model for tiered supports. This session will discuss current learning on the “why, what, and how” of integrating academics and behavior. Examples of an integrated model will be shared along with resources to support better integration.

Learning Objectives

• Learn about what is an integrated academic and behavior system of support

• Understand foundational strategies for integration

• Understand how integration takes place through implementation examples

Strand: Alternative Settings & Juvenile Justice Programs

2F - Adapting Data Systems to Support the PBIS Framework in Alternative & Juvenile Justice Settings, Part 2 of 3

Kim Wood, Placer County Office of Education (CA); Lindsey Tompkins, San Luis Obispo County Office of Education (CA)

Organizations need meaningful implementation and outcome data to assess needs across tiers and effectively plan for continuous improvement. Alternative and juvenile justice settings often have additional data points to incorporate into their system and decision making processes. This session will explore how juvenile justice and alternative settings can use data systems to select, monitor, and evaluate practices, outcomes, and fidelity of implementation. 

Learning Objectives

• Understand the importance of using data for decision making

• Understand the types of data used to identify needs and monitor progress

• Understand how data systems can meet the needs of alternative and juvenile justice settings to guide PBIS implementation

Strand:Mental Health & Wellness Integration 

2G - Using the Public Health Framework to Build a Single System of Support for ALL, Part 1 of 2 

Kimberly Yanek & Susan Barrett, University of South Carolina

Discover how the public health framework can unify educational and mental health supports into a single, cohesive system. This session will explore strategies, data-informed decision-making, and cross-sector collaboration to promote student well-being, disproportionality, and academic success. Practical approaches to integrating services for a more responsive, prevention-focused support system will be shared.

Learning Objectives

• Understand how the public health framework is used to develop a system of care

• Identify strategies for integrating educational and mental health supports into a unified system 

• Explore how partners collaborate to make data-driven decisions

• Learn how to apply practical approaches to integration

Strand: Tier 1 Data, Systems, & Practices

2H - Are We Doing It Yet? Using the New TFI 3.0 to Guide & Enhance Your Tier 1 Implementation, Part 2 of 3

Karen Robbie & Nicole Peterson, University of Connecticut 

Join us to learn how the new Tiered Fidelity Inventory (TFI) 3.0 can help your team gather relevant data for decision making, identify effective and responsive practices to strengthen systems, and create representative and durable systems so everyone achieves equitable, positive outcomes. This new tool prompts us to dig deeper and strive for continuous improvement.

Learning Objectives

• Learn how to use fidelity data to support action planning to achieve desired outcomes

• Explore the features and scoring criteria of the TFI 3.0

• Recognize how the TFI 3.0 offers a roadmap towards effective and sustainable implementation

Strand: Tier 2 Systems & Practices

2I - Tier 2 Teaming to Improve the Efficiency & Effectiveness of Targeted Interventions, Part 1 of 4

Katie Pohlman, Midwest PBIS Network (IL); Kaylie McGuffee, Seymour Junior High School (IL)

Schools often struggle with implementing Tier 2 interventions with fidelity and high response rates. This session will focus on the importance of system focused problem solving with your Tier 2 Leadership team. Tools to assist in establishing structures for monitoring data and problem solving will be offered. 

Learning Objectives

• Define the purpose of a Tier 2 system conversation

• Assess current status of Tier 2 systems monitoring within their school

• Apply the Team Initiated Problem Solving (TIPS) process to the systems monitoring of all social-emotional-behavioral targeted interventions

Single Topic Breakout Session

2J - Including Students with Extensive Support Needs in the PBIS Framework 

Virginia L. Walker, University of North Carolina-Charlotte; Megan Carpenter, Clemson University (SC); Krysten Douglas, School District of Newberry County (SC); Jessica Shealy, Gallman Elementary School (SC)

Although the PBIS framework is intended to support the needs of all students, some students with extensive support needs (ESN) may not have access to or meaningfully participate in all aspects of PBIS. This session will present practical recommendations to ensure students with ESN fully benefit from the continuum of supports offered through the PBIS framework.

Learning Objectives

• Describe potential barriers and facilitators of access to and participation in PBIS for students with ESN

• Identify strategies to adapt existing interventions and supports to promote equitable access and participation for students with ESN

• Identify ways in which school personnel who support students with ESN can promote the inclusion of students with ESN in PBIS

Single Topic Breakout Session

2K - Building Capacity with District & Community Partnerships

Kelly Perales, Midwest PBIS Network (IL); Erica Bauer & Joya Mitchell, Green Local Schools (OH)

This session will feature a district who has built capacity within their district by implementing PBIS from early childhood through high school across all schools, and also throughout their community by partnering with local businesses and leaders. Exemplars will share their implementation journey and the impact for students and families as a result of their efforts.

 Learning Objectives

• Learn strategies to scale up PBIS across a district

• Learn strategies to engage community members in partnership

• Describe outcomes of family-school-community partnerships

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

Strand:Disproportionality in School Discipline 

3A - Culturally Responsive Classroom Practices to Support Each Learner, Part 3 of 5

Maria Reina Santiago-Rosario, University of Oregon

This session will introduce the core features of classroom PBIS practices that can be implemented with an accessible and welcoming approach. Ways to ensure these practices are implemented fairly will be discussed.

Learning Objectives

• Identify how to make core features of classroom PBIS culturally responsive 

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

• Identify ways to implement core features of classroom PBIS with cultural responsiveness 

Strand: Creating Effective Classroom Environments for Teaching & Learning 

3B - How Can School Teams Collect & Use Classroom Data to Shape Effective Practice? Part 3 of 4

Brandi Simonsen & Katie Meyer, University of Connecticut; Meredith Derian-Toth & Joe LaBarbera, Southbridge Public Schools (MA)

This session will highlight big ideas and share resources to help districts and schools collect and use data to support effective classroom PBIS. Panelists from various roles (district administrator, district coach, school coach, district data specialist) within the same district will illustrate how they collect and use data to guide classroom systems (training, coaching, evaluation) and practices across classrooms.

Learning Objectives

• Identify tools to monitor classroom PBIS fidelity and outcomes

• Learn to use classroom PBIS data, with a focus on continuous improvement, to inform training and coaching 

• Consider strategies to empower teachers to collect and use their own implementation data to improve their practice

Strand: Crisis Preparation, Response, & Recovery

3C - Best Practices for Academic Instruction Following Crisis

Steve Goodman, University of Connecticut

It is often difficult for educators to balance the behavioral, mental health, and academic needs of students following a crisis event. This session will discuss how trauma may impact learning and provide high leverage practices that address both the academic and behavior needs. Resources will be provided. 

Learning Objectives

• Learn about phases of crisis recovery and connection to student learning

• Learn about common concerns regarding instruction during crisis recovery and hope to address these concerns

• Learn about high leverage practices to help with crisis recovery 

Single Topic Breakout Session

3D - High School Networking: Let’s Talk

Stephanie Martinez, University of South Florida; Patti Hershfeldt, Northwest PBIS Network (OR)

Yes, high schools can implement PBIS systems. During this session, you’ll have the opportunity to talk with other high schools, sharing  ideas that work, and work together to brainstorm additional suggestions for implementation across the tiers. This discussion will continue during the corresponding facilitated discussion session.  

Learning Objectives

• Gain useful ideas to share with own PBIS team for implementation

• Collectively brainstorm ideas for implementation of PBIS across tiers

• Identify effective strategies high schools can use to implement PBIS across the tiers

Strand: IMTSS/Academics

3E - Integrating PBIS & Academic Instruction, Part 2 of 4

Erin Chaparro, University of Oregon

This session will discuss one approach to integrate PBIS and MTSS to enhance academic instruction. A district will share their comprehensive and long-term approach to leadership collaboration, teacher training, and support to implement instructional strategies that create a supportive and positive learning environment for all students. 

Learning Objectives

• Learn classroom routines and instructional strategies that blend PBIS practices with academic instruction 

• Learn effective strategies for building district-wide capacity through teacher professional learning and coaching

• Learn leadership practices that support integrated MTSS in  classrooms

Strand: Alternative Settings & Juvenile Justice Programs

3F - Establishing Tier 2 Systems & Practices in Settings for Youth with High Needs, Part 3 of 3

Emily Spurlock, Nevada Positive Behavior Support Technical Assistance Center

This session will define the core features of Tier 2 social-emotional-behavioral systems, describe capacity building steps needed for readiness for installation of Tier 2 systems, and share examples of applied Tier 2 practices that support youth and build overall outcomes.

Learning Objectives

• Define the core features of Tier 2 practice

• Identify essential systems and data needed for effective Tier 2 implementation

Strand:Mental Health & Wellness Integration 

3G - Designing an Interconnected Advanced Tier System, Part 2 of 2

Katie Pohlman, Midwest PBIS Network (IL); Bob Putnam, The May Institute (MA)

Learn how to design an interconnected advanced tier system that seamlessly integrates academic, social-emotional-behavioral, and mental health supports. This session will explore data-informed decision making, collaboration across disciplines, and evidence-based interventions to create a responsive, student-centered framework that strengthens early intervention and support within MTSS.

Learning Objectives

• Describe key features of an interconnected advanced tier system

• Learn about data-based decision-making routines to align mental health and academic supports

• Provide examples of collaboration across disciplines that strengthen a unified approach

Strand: Tier 1 Data, Systems, & Practices

3H - Employing a New Professional Learning Model to Serve & Support Students, Part 3 of 3

Betsy Lazega, University of South Florida; Steven Rufe, Behavior Alliance of South Carolina

This session will provide an overview of Tier 1 practices and strategies to enhance coaching. The work of a state service and support model will be shared, focusing on their use of a virtual ECHO in Education© model as a way to provide resources and support implementation across the state.

Learning Objectives

• Deepen understanding of the systems and practices that build PBIS coaching capacity

• Explore appropriate methods to disseminate information on effective, evidence-based Tier 1 practices

• Consider employing a virtual ECHO in Education© model to utilize technology and connect people in an “all teach, all learn” model of collaborative learning & problem solving 

Strand: Tier 2 Systems & Practices

3I - Tier 2 is More Than Just Check-in Check-out: How to Identify & Adopt Evidence-Based Tier 2 Interventions, Part 2 of 4

Sara Estrapala, University of Missouri; Allison Bruhn, University of Iowa; Sarah Wilkinson, University of Southern Maine

This session will review five categories of Tier 2 interventions and how they can meet varying Tier 2 student needs. Team use of the Hexagon Tool to evaluate interventions for evidence of effectiveness and whether it will meet existing Tier 2 needs will be discussed. 

Learning Objectives

• Identify evidence-based interventions that address student needs associated with conduct issues, hyperactive/inattentive behaviors, social skills, emotional symptoms, and co-occurring academic needs 

• Learn how to use the Hexagon Tool to evaluate the supporting evidence, contextual fit, and feasibility of prospective Tier 2 interventions 

• Compare and contrast the fit of two different Tier 2 interventions using fictional case study data

Strand: Tier 3 Systems, Data-based Decision Making, & Practices

3J - Exploring the Layers Within Tier 3, Part 2 of 3

Kathleen Strickland-Cohen, University of Utah;  Rose Iovannone, University of South Florida; Jessica Olson, University of Utah

Tier 3 supports are not designed to be one-size-fits-all. There is a continuum of customizable function-based practices and interventions of varying intensities to match student need. This session will provide guidance on how districts and schools can design and implement a multi-layered approach to supporting students with individualized needs.

Learning Objectives

• Provide examples of misconceptions related to the implementation of Tier 3 supports in schools

• Describe and provide examples of a continuum of Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) practices to match the level of student need

• Describe how considering the function of student behavior across all tiers can prevent interfering behavior and foster generalization and maintenance

Strand: School Safety

3K - Enhancing School Safety: Physical Safety Measures & Considerations for Integrating School Resource Officers Within the PBIS Framework

Jennifer Freeman, University of Connecticut; Keith Hullenaar, University of Washington

This session will explore evidence-based approaches to physical school safety measures within the context of comprehensive school safety planning. Examining physical safety implementation and best practices for integrating school resource officers within PBIS frameworks by leveraging community engagement, collaborative approaches, and trauma-informed practices will be discussed.

Learning Objectives

• Understand the role of physical safety measures, including classroom procedures, communication systems, and entrance protocols aligned with PBIS principles, within a comprehensive school safety framework

• Analyze considerations for conducting trauma-informed active shooter drills while supporting vulnerable student populations and maintaining effective family communication

• Learn the best practices for integrating school resource officers effectively within PBIS frameworks through community-engaged and collaborative processes

Facilitated Discussions: 4:00pm-5:00pm 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.

FD01 - Disproportionality Community of Practice

Milaney Leverson & Kent Smith, Wisconsin Equitable Multi-level System of Support Project; Ruthie Payno-Simmons, RPS Educational Impact (MI)

This facilitated discussion is designed for implementers interested in methods for reducing disproportionality in discipline. A core focus of the discussion will be around evaluating systems to determine how to cultivate learning environments accessible for every student. Participants are encouraged to bring questions, and to share the barriers and successes they have encountered.

FD02 - Sharing Experiences & Lessons Learned in Crisis Response Recovery

Jennifer Freeman & Steve Goodman, University of Connecticut; Renee Bradley, U.S. Department of Education

Join a conversation with Department of Education staff, PBIS partners and other district, regional, and state leaders focused on strategies for organizing support for crisis response and recovery.

FD03 - Aligning SEL, PBIS, & Academic Instruction to Engage All Students in the Classroom

Kimberly Yanek, University of South Carolina

During this facilitated discussion, participants will engage in dialogue to learn from one another about implications for aligning instruction for academics and social emotional behavioral skills in the classroom at the elementary and secondary levels. Session organizers and resources will be shared to help facilitate the discussion.

FD04 - Using PBIS as the Continuous Improvement Framework for Alternative Schools, Residential & Day Treatment, & Juvenile Justice Settings

  Brian Meyer, Midwest PBIS Network (IL); Michael Turner, Texas State University

This facilitated discussion is for understanding the application of PBIS in non-traditional settings such as alternative schools, residential and day treatment programs, juvenile justice settings and programs, custodial care or group homes, foster care programs, etc. While the goals and structure of these settings vary, many share common challenges, needs, and opportunities in terms of capacity building, and achieving and sustaining fidelity. Participants are encouraged to bring questions, and to share the barriers and successes they have encountered.

FD05 - Mindful Moments: Centering Practices for Calm Classrooms & Resilient Educators

Kacey Rodenbush, Monterey County Behavioral Health (CA); Susan Barrett, University of South Carolina

This session invites participants to explore and practice mindfulness strategies that support personal well-being and model emotional regulation for students. Through guided breathwork and other mindfulness-based activities, participants will learn simple and effective techniques to calm the nervous system, cultivate resilience, and support increased focus in the classroom.

FD06 - So You Want to do PBIS? Let's Get this Started!

Betsy Lazega, University of South Florida; Steven Rufe, Clemson University (SC)

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 successes with the group. 

FD07 - Implementing Tier 3: Systems, Data, & Practices

Bob Putnam May Institute (MA); Jayson Lobley, University of South Florida

This facilitated discussion will provide an opportunity for questions and topics related to implementing Tier 3 data, systems, and practices across grade levels and settings.

FD08 - Increasing Family & Student Voice Within Schoolwide PBIS

Emily Baton, The May Institute (MA); Patti Herschfeldt, Northwest PBIS (OR)

This facilitated discussion will focus on enhancing family and student voice in PBIS. Strategies will be shared.

FD09 - High School Networking Round Table

Stephanie Martinez, University of South Florida; Ami Flammini, Regional Office of Education #17 (IL)

Come engage in structured networking with other high schools, personnel who support high schools, and researchers concentrating on high schools. This interactive session will focus on PBIS across the tiers at the high school level. Topics will be identified by session participants.

 FD10 - Implementing Tier 2: Systems, Data, & Practices

Angus Kittelman, University of Missouri

This facilitated discussion will provide opportunities for participants to ask questions and learn from others related to implementing Tier 2 practices and systems. Strategies will be shared related to installing Tier 2 systems, and piloting and implementing Tier 2 interventions.

FD11 - Bullying Prevention

Sara McDaniel, University of Alabama; Chad Rose, University of Missouri Bullying Prevention Lab

In this facilitated discussion, learn about updated resources and content on the Center's website to support bullying prevention. Leaders will walk participants through the materials and answer questions. Open discussion will be encouraged!