Brian Meyer
Midwest PBIS Network
Nikole Hollins-Sims
University of Oregon
TBD
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Disproportionality in School Discipline
Assessing and addressing disproportionality in school discipline remains a necessary and non-negotiable feature of implementation. This strand will focus on the policies that influence systems that work for each and every student, ways to intentionally engage in data-based decision making, and practices that create spaces of belonging, wellness, and success for students and educational communities.
Getting Started with Disproportionality in School Discipline
Nikole Hollins-Sims, University of Oregon
Using Data to Address Disproportionality in School Discipline
Kent McIntosh, University of Oregon
Culturally Responsive Classroom Practices to Support Each Learner
Maria Reina Santiago-Rosario, University of Oregon
Harnessing PBIS Systems to Address Disproportionality
Nikole Hollins-Sims, University of Oregon
Coaching to Address Disproportionality in School Discipline
Kent McIntosh, University of Oregon
Creating Effective Classroom Environments for Teaching & Learning
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.
How Can School Teams Collect & Use Classroom Data to Shape Effective Practice?
Brandi Simonsen & Katie Meyer, University of Connecticut
Building Training & Coaching Capacity to Support Classroom-based Implementation
Lisa Powers & Aaron Campbell, University of Missouri
Best Practices for Promoting Positive Classroom Environments
Terrance Scott, University of Louisville (KY)
Integrating Social, Emotional, & Behavioral Initiatives for Effective Implementation of Affirming Practices
Maria Reina Santiago-Rosario, University of Oregon
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.
What to Expect in the Crisis Recovery Journey
Steve Goodman, University of Connecticut
Best Practices for Academic Instruction Following Crisis
Steve Goodman, University of Connecticut
Supporting Student Behavior Following a Crisis Incident
Jennifer Freeman, University of Connecticut
Facilitation of Resilience Building for Educators & Youth in Recovery from Crisis
Kira Mauseth, Seattle University (WA)
Family & Youth Voice
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.
Ensuring Student Success: Reaching All Families & Their Community
Laura Kern, University of South Florida & Alejandra Gallego, Southside Independent School District (TX)
Facilitating Youth Voice & Expanding Leadership in PBIS: Not About Them, Without Them
Ami Flammini, Regional Office of Education #17 (IL)
One-Minute Chats: Student Insight Into Climate Data
Stephanie Martinez, University of South Florida
IMTSS/Academics
MTSS Foundations
Presenters TBD
Integrating PBIS & Academic Instruction
Erin Chaparro, University of Oregon
Juvenile Justice & Alternative Education
Professional Development Planning & Implementation in Juvenile Justice & Alternative Settings
Bethany Sidella, Pennsylvania Training & Technical Assistance Network
Adapting Data Systems to Support the PBIS Framework in Alternative & Juvenile Justice Settings
Kim Wood, Placer County Office of Education (CA)
Establishing Tier 2 Systems & Practices in Settings for Youth with High Needs
Emily Spurlock, Nevada Positive Behavior Support Technical Assistance Center
Mental Health & Wellness Integration
Screening, Triage, & Assessment: Data-informed Approaches to Meeting Students' Multiple Needs
Tona McGuire & Kelcey Schmitz, University of Washington; Kathleen Lynne Lane, University of Kansas
Using the Public Health Framework to Build a Single System of Support for ALL
Kimberly Yanek & Susan Barrett, University of South Carolina
Designing an Interconnected Advanced Tier System
Katie Pohlman, Midwest PBIS Network (IL) & Bob Putnam, The May Institute (MA)
Selecting Evidence-based Practices
Mark Weist, University of South Carolina & Tona McGuire, University of Washington
Suicide Prevention & Postvention
Presenters TBD
Tier 1 Data, Systems, & Practices
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.
Are We Doing It Yet? Using the New TFI 3.0 to Guide & Enhance Your Tier 1 Implementation
Karen Robbie & Nicole Peterson, University of Connecticut & Nicole Peterson
Understanding the PBIS Framework
Heather George, University of South Florida
Employing a New Professional Learning Model to Serve & Support Students
Betsy Lazega, University of South Florida
Tier 2 Systems & Practices
The Tier 2 strand will identify evidence-based interventions and systems for effective implementation at the school and district levels. Two critical systems, teaming and data-based decision-making will be discussed in detail within two of the strand sections. Each session will highlight exemplars that can provide practical expertise on district and school implementation.
Strategies to Identify & Adopt Evidence-based Tier 2 Interventions
Sara Estrapala, University of Missouri
Working Smarter at Advanced Tiers Implementation
Katie Meyer, University of Connecticut
District Systems Facilitating Tier 2 Implementation
Angus Kittleman, University of Missouri
Tier 2 Teaming to Improve the Efficiency & Effectiveness of Targeted Interventions
Katie Pohlman, Midwest PBIS Network (IL)
Data-based Decision Making
Brooke Curtiss, University of South Florida & Katie Conley, University of Oregon
Tier 3 Systems, Data-Based Decision Making, & Practices
This strand will share resources for improving the effectiveness and efficiency of Tier 3 interventions and support. Across the strand, there is an emphasis on implementation fidelity and technical adequacy of the 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, The May Institute (MA) & Rose Iovannone, University of South Florida
Exploring the Layers Within Tier 3
Kathleen Strickland-Cohen, University of Utah & Rose Iovannone, University of South Florida
Data-based Decisions at Tier 3: Optimizing PBIS with the Right Information
Katie Conley, University of Oregon & Bob Putnam, The May Institute (MA)
Collaborative Partnerships to Support Function-based Supports
Tobey Duble Moore, University of Connecticut; Shanna Hirsch, Clemson University (SC); Mitchell Yell, University of South Carolina
School Safety
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
Increasing School Safety Through Connection & Belonging
Kelsey Morris, U.S. Secret Service National Threat Assessment Center & Susan Barrett, University of South Carolina
Integrating Behavioral Threat Assessment Within the PBIS Framework
Kelsey Morris, U.S. Secret Service National Threat Assessment Center & Kimberly Yanek, University of South Carolina
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High School Networking: Let’s Talk
Presenters TBD
Rural, Pre-service Teachers-Classroom
Janet VanLone, Bucknell University (PA)
Charter or Faith-based Connections
Presenters TBD
Students with Extensive Support Needs
Presenters TBD
Supporting Students with Disabilities with Effective Classroom Practices Through Effective Family Engagement
Lisa Powers & Aaron Campbell, University of Missouri
High-leverage Practices Focused on Academic Instruction
Presenters TBD
Community Schools
Juan Lira, Midwest PBIS Network (IL)
Early Childhood Practices
Presenters TBD
Bullying Prevention, Part 1
Presenters TBD
Bullying Prevention, Part 2
Presenters TBD
Universal Screening
Presenters TBD
Supporting Vulnerable Youth in the PBIS Framework
Presenters TBD
Community Partnerships
Kelly Perales, Midwest PBIS Network (IL)
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Disproportionality Community of Practice Live Session
Milaney Leverson & Kent Smith, Wisconsin Equitable Multi-level System of Support Project
Sharing Experiences & Lessons Learned in Crisis Response Recovery
Jennifer Freeman & Steve Goodman, University of Connecticut; Renee Bradley, U.S. Department of Education
Aligning SEL, PBIS, & Academic Instruction to Engage All Students in the Classroom
Kimberly Yanek, University of South Carolina & Steve Goodman, University of Connecticut
So You Want to do PBIS? Let's Get this Started!
Betsy Lazega, University of South Florida & Steven Rufe, Clemson University (SC)
Implementing Tier 3: Systems, Data, & Practices
Bob Putnam, The May Institute (MA)
Increasing Family & Student Voice within Schoolwide PBIS
Emily Baton, The May Institute (MA)
High Schools Round Table
Discussion leaders TBD