Session Summary

Strand A: Equity in School Discipline

As the centered element of systems, data, and practices in PBIS, equity in school discipline remains a necessary and non-negotiable feature of implementation. This strand will focus on the policies that influence equitable systems, ways to intentionally engage in data-based decision making with an equity mindset, and practices that create spaces of belonging, wellness, and success for students and educational communities.

Centering Equity in PBIS Systems

Kent McIntosh, University of Oregon; Tynara Blount, School District of Philadelphia (PA)

Using Data to Address Disproportionality in School Discipline

Kent McIntosh, University of Oregon 

Cultural Harmony in Action: Elevating PBIS with Culturally Responsive Practices at Tiers 1 & 2

Aaron Campbell, University of Missouri

Strand B: Crisis Preparation, Response, & Recovery

Crisis events, including school- or community-based violence and natural disasters, can destabilize the learning environment and have significant short and long term impacts on students and staff. This strand will focus on leveraging the PBIS framework for crisis preparation, response, and recovery efforts.

Lessons Learned Across Phases of Crisis Recovery

Jennifer Freeman, University of Connecticut; Renee Bradley, US Department of Education (DC); Niki Henderson, Uvalde Consolidated Independent School District (TX)

Screening & Triage: Equitable, Data-informed Approaches to Meeting Students' Multiple Needs

Tona McGuire, University of Washington; Kathleen Lynne Lane, University of Kansas

Best Practices for Leadership & Organization in Crisis Response

Kira Mauseth, Seattle University (WA)

Supporting Students with Disabilities During the Behavioral Threat Assessment Process 

Kelsey Morris; Kimberly Yanek, University of South Carolina

Strand C: Promoting Welcoming, Equitable, & Effective Classroom Environments

Classroom PBIS helps to create conditions that promote effective teaching and learning environments (positive, predictable, consistent, and safe) for all students. This strand will provide sessions that illustrate core classroom PBIS practices, the interaction of academics, social emotional, and behavioral instruction, and the ways in which these practices support all students, including students with disabilities, in the learning environment. Further discussion focuses on a system to support educators to implement these practices with fidelity.

Integrating PBIS & Academics Within an MTSS Framework

Erin Chaparro, University of Oregon;  Lisa Powers, University of Missouri

Best Practices for Promoting Positive Classroom Environments

Terrance Scott, University of Louisville (KY) 

Integration of Social-Emotional-Behavior & Academics at the Classroom Level

Brandi Simonsen, University of Connecticut; Rayann Silva, University of Washington 

Strand D: District Leadership

District-wide systems and supports that build internal capacity are critical for sustaining and expanding effective PBIS. This strand will describe the logic of district-wide implementation and the elements that drive effectiveness and expansion of PBIS across a district. State, regional, and district leaders will share how they implement, sustain, and scale PBIS district-wide. Sessions will demonstrate capacity building through common data, tools, interventions, and processes essential for sustaining PBIS across tiers. Assessment, planning tools, and resources will be shared.

Building & Sustaining Regional Capacity for PBIS Implementation

Katie Pohlman, Midwest PBIS Network (IL); Dusty Phelps, Southeast South-Central Educational Cooperative (KY)

Building District Capacity to Align & Implement District-wide Social Emotional Behavioral Supports

Juan Lira, Midwest PBIS Network (IL); Amanda Henson, Graves County Schools (KY)

Building Coaching Capacity to Sustain Implementation Efforts

Anna Winneker & Cat Raulerson, University of South Florida

Strand E: Juvenile Justice & Alternative Education

This strand will be for anyone who works in or who supports juvenile justice or other alternative programs. The focus of these sessions is on implementing systems, data, and practices with fidelity in alternative settings, regardless of the type of setting. The goals and structure of alternative settings vary, but most share common challenges, needs, and opportunities in terms of applying the PBIS framework. Commonalities across settings will be emphasized to increase applicability for all participants.

Social Skills Program Generalization: Building A Toolkit for Success after Treatment

Emily Spurlock, Nevada Positive Behavior Support Technical Assistance Center; Lauren Brown, Nevada Center for Excellence in Disabilities; Jeffrey Peterson & Hannah Keenan-Couto, Nevada Child & Family Services

Developing a Statewide PBIS Initiative for Juvenile Justice Programs

Autumn L. Kaufman, Virginia Department of Juvenile Justice

Building PBIS Initiatives in Alternative Programs: Perspectives from Program Leaders

Michael Turner, Texas State University; Susan Connolly, Placer County Office of Education (CA)

Strand F: Mental Health & Wellness Integration

As educational leaders and community partners utilize policies and new funding sources to tackle the urgent needs of students and staff, the Interconnected Systems Framework (ISF) offers guidance for establishing a cohesive delivery system. This strand will showcase real-world examples and concentrate on the impact of exclusionary discipline on health and wellbeing, the importance of mental health literacy, using social determinants of health to inform programming, and solutions to workforce shortages.

The Impact of Exclusionary Discipline on Mental Health & Wellness

Susan Barrett, University of South Carolina (SC); Clynita Grafenreed, University of Washington 

The Promise of Mental Health Literacy to Strengthen Schools’ Multi-tiered PBIS Systems

Mark Weist, University of South Carolina; Britt Patterson, University of Maryland School of Medicine

Advancing the Community Schools Model through Interconnected Systems Framework

Susan Barrett, University of South Carolina (SC); Jennifer Kubista, Central School District (WA)

Building a Robust Workforce for Effective Mental Health Capacity within Multi-tiered PBIS Systems

Mark Weist & Courtnie Collins, University of South Carolina; John Seeley, University of Oregon

Strand G: Getting Started with PBIS

For new implementers and those interested in a refresher, this strand will provide the blueprint for getting started with Tier 1 PBIS implementation. Understanding the rationale, essential elements, and key functions of school leadership teaming is critical when building a culturally and contextually relevant multi-tiered prevention system for improving outcomes. Participants will have the opportunity to see practical examples, learn from a variety of experienced implementers, and engage in initial action planning, regardless of level.

Understanding the PBIS Framework

Heather Peshak George, University of South Florida

Using Data to Select Practices: Implementation Beyond the Snow Cone Party

Lauren Evanovich, University of South Florida; Stacy Wrenn & Raul Garcia, Hillsborough County Public Schools (FL)

Using Effective Coaching to Drive Tier 1 Implementation

Karen Robbi, University of Connecticut; Missy Royce, Eric L. Knowlton School (ME); Michelle Taylor, Regional School Unit 25 (ME)

Strand H: Tier 2 Systems & Practices

The Tier 2 strand will share research advances in PBIS systems and practices at Tier 2. The field continues to grow and change. Sessions in this strand will dive deeper into the district and school-level systems that support effective implementation of evidence-based Tier 2 interventions. Hear from exemplars who are demonstrating the needed system features.  

Purposeful Implementation of Tier 2 Systems to Improve Effectiveness of Tier 2 Interventions

Stephanie St. Joseph, May Institute (MA); Angus Kittelman, University of Missouri

District Systems Facilitating Tier 2 Implementation

Katie Meyer & Susannah Everett, University of Connecticut; Kelly Williamson, Southbridge Public Schools (MA)

Supporting Effective Tier 2 Interventions Through Sustainable Systems

Brooke Curtiss, University of South Florida; Katie Pohlman, Midwest PBIS Network (IL); Kate Sterckx & Jason Glerum, Grandville High School (MI) 

Strategies to Identify & Adopt Evidence-based Tier 2 Interventions

Sara Estrapala, University of Missouri; Alison Bruhn, Scanlan Center for School Mental Health (IA)

Strand I: Tier 3 Systems & Practices

This strand will share new resources for measuring implementation fidelity and technical adequacy of Tier 3 process and practices within PBIS. Case examples will demonstrate how to use those resources in practice within schools and districts.

Essential Elements of Tier 3 

Bob Putnam, May Institute (MA); Rose Iovannone, University of South Florida

Supporting Tier 3 Implementation at the District & State Level

Shanna Hirsch, Clemson University (SC); Katie Meyer & Tobey Duble-Moore, University of Connecticut 

Data-based Decision Making for Students with Individualized Supports

Kathleen Strickland-Cohen, University of Oregon; Rose Iovannone, University of South Florida 

Best Practices & Policies for FBAs & BIPs

Stephanie St. Joseph, May Institute (MA); Tobey Duble-Moore, University of Connecticut 

Strand J: Including Family & Youth Voice Across School PBIS Systems

Schools should collaborate with families and students in the development and implementation of PBIS. It may feel challenging, however, it is necessary to foster authentic partnerships amidst other competing priorities. This strand will provide examples for enhancing family-school partnerships by incorporating family and student voice into PBIS systems. Sessions will include practical strategies for effectively engaging families, including family and student voice in the design of PBIS systems, and strengthening partnerships to improve student social, behavioral, and academic outcomes.

Belonging, Voice, & Opportunity: The Formula for Authentic Youth Engagement

Patti Hershfeldt, Sage Learning Solutions LLC (AZ); Inez Ruiloba, San Diego County Office of Education (CA)

Authentic Ideas from Families Across the Tiers

Stephanie Martinez, University of South Florida; Clynita Grafenreed, University of Washington    

Embedding Student Voice into High Schools 

Betsy Lazega, University of South Florida; Allyssa Binkley, Graves County School District (KY); Janet Throgmorton, Graves County High School (KY) 

Partnering with Families in PBIS: Accessibility Matters!

Laura Kern, University of South Florida; Maria Reina Santiago-Rosario & Robin Spoerl, University of Oregon; Michelle Williers, PEAK Parent Center (CO)