Session Summary

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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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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