Tuesday, October 26th
Welcome & Organizer
Brian Meyer, Midwest PBIS Network (IL)
Spotlight on District-level Voices
Tim Lewis, University of Missouri; Bonita E. Jamison, Maplewood Richmond Heights School District (MO); Joseph Davis, Ferguson Florissant School District (MO)
Our opening session will kick off with a montage of video clips showcasing the voices and experiences of youth, teachers, and educational leaders from PBIS schools and districts. Brief guidance on how to maximize your participation for the greatest benefit will be provided. A Superintendent and student(s) from PBIS districts sharing their experiences with PBIS implementation during the events of the past year will be featured.
Breakout Sessions A
A1 - Systems-level Coaching for State Success
Cat Raulerson, University of South Florida; Kelcey Schmitz, School Mental Health Assessment Research & Training Center (WA)
Content Facilitator: Don Kincaid, University of South Florida
Effective leadership teams establish structures and supports to enhance application of PBIS with fidelity by guiding and monitoring implementation activities. These coaching systems are necessary for consistency, dissemination of information, and dependable communication across large geographical regions. This session will focus on state-level implementation and describe various formats currently used for coaching nationwide, state-wide, and regionally through cross-system collaboration.
A2 - Leveraging Short Term Funding to Build Long Term Capacity
Steve Goodman, Michigan’s Multi-Tiered System of Supports Technical Assistance Center; Tim Lewis, University of Missouri; Susan Barrett, Center for Social Behavior Supports, Old Dominion University (VA)
Designed to lessen the social, emotional, behavioral, and academic impact of COVID-19, the American Rescue Plan Act of 2021 will provide welcome funding. This session will provide a set of recommendations on investing the funds to provide short-term relief while simultaneously building local implementation capacity to outlast the Act’s funding.
A3 - Integrating School Climate Data within the PBS Framework to Promote Equitable Educational Experiences
Tamika La Salle, University of Connecticut
Content Facilitator: Clynita Grafenreed, Meadows Mental Health Policy Institute (TX)
This session will focus on how to integrate school climate data within the PBS Framework. Evaluation of school climate at the aggregate and disaggregate levels (e.g., whole school, race/ethnicity) will be demonstrated. Implications for guiding decision making will also be discussed.
A4 - Intentional Integration of Intensive Intervention
Brandi Simonsen, University of Connecticut; Joseph H. Wehby & Johanna L. Staubitz, Vanderbilt University (TN); Caitlyn E. Majeika, American Institutes for Research (VA)
This session will discuss core features of Tier 3 intensive intervention practices to support students with intensive academic and social-emotional-behavioral (SEB) needs. Approaches to intentionally integrate intensive academic and SEB support practices will be shared and an example of integrated intensive intervention in action will be highlighted.
A5 - Supporting Students with Behavioral Challenges Through the Individualized Education Plan Process
Laura Kern, University of South Florida; Kate Dooley, University of St. Joseph (CT); Katherine Meyer, University of Connecticut
Content Facilitator: Karen Robbie, University of Connecticut
This session will focus on enhancing individualized education plans (IEPs) for students with social, emotional and behavioral needs. Opportunities to collaborate with families through the process will be discussed and best practices for developing relevant, observable, and measurable IEPs will be shared.
A6 - Youth Voice: Letting Students Lead the Way
Stephanie Martinez & Betsy Lazega, University of South Florida; Patti Hershfeldt, Center for Social Behavior Supports, Old Dominion University (VA); Sherri Weretka, School District of Osceola County (FL)
Are you looking for a way to increase student voice in the development and refinement of your school’s PBIS system? This session will provide ideas and strategies for engaging youth leaders in your district or school. The experiences of both students and adults engaged in youth leadership in schools will be shared.
A7 - Building a Culture of Staff Wellness Through Multi-tiered System of Supports
Ami Flammini, Midwest PBIS Network (IL); Kimberly Yanek, Center for Social Behavior Supports, Old Dominion University (VA)
The need to focus on wellness of adults as well as students has never been more clear. Using key features of a MTSS, we will describe ways to organize, align, and allocate resources to cultivate a culture of health and wellness for staff.
A8 - Improving Attendance Across Live & Virtual Settings
Bob Putnam, The May Institute (MA); Mark Pellegrino, Gardner Public School District (MA); Amber Casavant, Gardner Public School District (MA)
Content Facilitator: Joyce West, Gardner Public School District (MA)
This session will provide participants with an overview of why attendance is essential in improving academic achievement, reducing dropout, and other important life outcomes. It will show how evidence-based practices within an MTSS approach can improve overall attendance in live and virtual settings. A case study will be provided.
A9 - Systematic Screening: Detecting & Supporting Students with Internalizing Behaviors
Kathleen Lynne Lane, University of Kansas; Michelle Johnson, Duval County Public Schools (FL)
Content Facilitator: Wendy Peia Oakes, Arizona State University
This session will provide a rationale and overview for systematic screening, with an emphasis on detecting and supporting students with internalizing behaviors. Lessons learned from a district that conducts screenings with teacher, student, and family perspectives will be shared. New Center on PBIS resources to support screening efforts will be highlighted.
A10 - Instructional Alternatives to Exclusionary Discipline
Danielle Triplett & Saki Malose, University of Oregon; Shasta Quigley & AJ Hruby, Eugene School District 4j
Content Facilitator: Laurel King, University of Oregon
Research has shown the harmful impacts of exclusionary discipline practices on students and has found them ineffective for changing student behaviors as they do not typically include academic or behavioral instruction for students. This session will share a school-wide restorative approach that has promise for preventing further behaviors that lead to removals from instruction. Examples of implementation at the school and district-wide level will be highlighted.
Breakout Sessions B
B1 - Predictable Host Environments for African American Male Students
Edwin Wilson & Jacqueline Peterson, Charlotte Mecklenburg Schools (NC)
Content Facilitator: Tim Lewis, University of Missouri
The African American Male Resilience and Self Efficacy model is a three-year research grant funded by the National Institute of Justice. With PBIS as the foundational framework, this session will describe how schools are equipped to integrate culturally responsive support systems for the social, emotional, and academic needs of African American male students.
B2 - Discussing Race, Racism, & Current Events Regarding Race with Students & Staff
Stephanie Martinez, University of South Florida; Tamika LaSalle, University of Connecticut; Ruthie Payno-Simmons, Michigan’s Multi-Tiered System of Supports Technical Assistance Center; Naomi Brahim, Jefferson County Public Schools (KY)
Content Facilitator: Kent McIntosh, University of Oregon
Despite the importance of dialogue regarding race and racism in classrooms and among staff, many educators may need knowledge, skills, and support to facilitate constructive dialogues. This session will introduce a systematic process, including tools to help educators hold productive discussions, prevent challenges, and support all students and staff to feel safe and recognized.
B3 - Early Childhood & PBIS: Making it Work
Anna Winneker & Lise Fox, University of South Florida
Content Facilitator: Meghan von der Embse, University of South Florida
Implementing a multi-tiered system of support to improve the social, emotional, and behavioral outcomes of young children sets the stage for school success. This session will review the developmentally appropriate practices for early childhood classrooms to support social-emotional learning and prevent challenging behaviors. Resources and ideas will be shared.
B4 - Leveraging a Relationship Centered Focus in School Communities
Kimberly Yanek, Center for Social Behavior Supports at Old Dominion University (VA); Jessica McClung & Rachel Baffoe-Bonnie, Roanoke County Public Schools (VA)
Content Facilitator: Tina Turner, Roanoke County Public Schools (VA)
Emotional distress is a part of life that everyone experiences and navigates in different ways. Positive relationships are an essential support for building a practice of resiliency as an antidote for stress. This session will share strategies for intentional relationship building within school communities using PBIS as an anchor and guidepost. Success stories and local experiences will be shared.
B5 - Addressing the Growing Problem of Domestic Sex Trafficking in Minors through PBIS
Nakisa Asefnia & Mark Weist, University of South Carolina; Jordan Brantley, Greater Greenville Mental Health Center (SC)
This session will highlight the broader issue of domestic minor sex trafficking (DMST) and suggest a framework for integrating school-based prevention and intervention strategies through PBIS. The experiences of a school district with DMST will be discussed in the context of this model.
B6 - Supporting PBIS Implementation Through Phases of Crisis Recovery
Susan Barrett, Center for Social Behavior Supports, Old Dominion University (VA); Jennifer Freeman, University of Connecticut
Content Facilitator: Brandi Simonsen, University of Connecticut
This session will share the experiences of state, district, and school leaders using the multi-tiered systems of support (MTSS) framework to support students, families, and educators during the transition back to school in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth.
B7 - Developing Comprehensive, Multi-tiered School-based Suicide Prevention
Kelly Perales, Midwest PBIS Network (IL); Jennifer Stuber & Eric Bruns, University of Washington
Content Facilitator: Katie Pohlman, Midwest PBIS Network (IL)
The suicide rate among adolescents increased 50% between 2010 and 2018, and many are concerned that this trend will only worsen in the aftermath of COVID-19. Whiles schools are being increasingly called upon to implement suicide prevention strategies, comprehensive models for school-based suicide prevention are scant. This session will discuss innovative options for implementing suicide prevention, intervention, and postvention strategies within your multi-tiered PBIS system. An exemplar will describe their approach to this important topic.
B8 - Aligning & Evaluating State Level Initiatives with PBIS
Steve Goodman, Michigan’s MTSS Technical Assistance Center; Justyn Poulos, Office of Superintendent of Public Instruction (WA)
Successful PBIS implementation efforts at the state level often involve aligning PBIS with priority key initiatives. This session will focus on alignment strategies along with the use of evaluation to determine alignment opportunities and to more effectively and efficiently align related initiatives.
B9 - Essential Coaching Skills to Support District & School Teams using Data-based Problem-solving
Karen Elfner, Brooke Curtiss, & Kathy Christiansen, University of South Florida
Learn about team coaching skills for data-driven problem-solving to implement PBIS at school and district levels. This session will identify resources and tools to support coaching for problem solving facilitation, facilitated leadership, and MTSS content knowledge. Assessment of coaching skills and data sources to assist with problem-solving will be described.
B10 - Voices from the Field: PBIS Rural Leaders
Laura Kern, University of South Florida; Alejandra Gallego, Southside Independent School District (TX); Rosie Cooper & Morgen Gay, Greene County School System (GA)
Content Facilitator: Virginia Kelley, University of South Florida
This session will share the experiences of leaders in rural schools that are using PBIS and highlight background information on rural implementation. A panel of school leaders will discuss strengths, challenges, and provide insight on how to support successful rural implementation.
Virtual Poster Session & Live Discussion
Our Poster Session is designed to promote informal interaction such as one-on-one or small group discussions between the presenters and participants. Each virtual poster presentation will consist of (1) a digital poster, (2) a pre-recorded walkthrough of poster content, and (3) live, one-on-one or small group discussions via Zoom.
Digital posters and recorded presentations will be available to participants in our virtual platform a week before the Virtual PBIS Leadership Forum. Participants are encouraged to begin reviewing and watching poster presentations soon after they are posted so they can plan for discussion and networking during the live session time. Participants may also choose to continue to browse poster presentations during this time.
Wednesday, October 27th
Introduction to Strands
Brandi Simonsen, University of Connecticut
Spotlight on Youth Voices
The Day 2 opening session will include the voices of leaders and PBIS implementers as well as provide an overview and introduction of the topic-specific strands offered on Days 2 & 3.
3-Part Topic-specific Strands
11:30am to 4:15pm CT with two 30-minute breaks
C - Getting Started with PBIS
For new leaders and those needing a refresher, this strand will provide the core components of getting started with Tier 1 PBIS including the data needed to successfully guide implementation of effective practices supported by systems. The multi-tiered logic with definitions, practical examples, and critical features will be shared. Participants will have the opportunity to self-assess PBIS implementation status prior to the event, interact with a variety of experienced implementers serving as panelists throughout the sessions, and engage in live action planning.
C1 - Getting Started: Using Data for Decision Making
Heather Peshak George, Brian Gaunt, & Therese Sandomierski, University of South Florida;
Brian Meyer & Diane LaMaster, Midwest PBIS Network (IL)
Schools need meaningful data to identify a variety of needs and determine effectiveness of supports provided across tiers. This session will describe the various data used within the PBIS framework to select, monitor, and evaluate outcomes, practices, and systems at both the district and school level.
C2 - Getting Started: Implementing Effective Practices
Heather Peshak George & Lauren Evanovich, University of South Florida; Brian Meyer, Midwest PBIS Network (IL); Tara Davis, Forsyth County Schools (GA); Juan Lira, School District U-46 (IL)
The key to improving school outcomes are the strategies utilized to support the students and adults at every level. This session will describe how data-driven PBIS teams emphasize the careful selection and integration of evidence-based practices or interventions into a continuum of effective behavior support.
C3 - Getting Started: Establishing Systems of Support
Heather Peshak George & Betsy Lazega, University of South Florida University of South Florida; Brian Meyer, Midwest PBIS Network (IL); Angela Hernandez, Arlington Independent School District (TX); Jay Roscup, Finger Lakes Community Schools (NY)
Schools implementing evidence-based practices need support systems to enable effectiveness and efficiency to enhance outcomes. PBIS schools establish working structures or operational procedures to organize, sustain, and scale implementation. This session will describe the foundational system features critical to successful school-wide implementation.
D - Juvenile Justice
The application of PBIS within Juvenile Justice facilities and other alternative school settings continues to expand as leaders commit to equitable and evidence-based approaches for promoting positive social-emotional-behavioral approaches that support effective academic learning. This strand will focus on increasing fidelity of Tier 1 implementation, and integrating and aligning PBIS with other systems and initiatives present in facilities and alternative settings. Experiences and advice from leaders and implementers from various states will be included.
D1 - Voices from the Field: Implementing Tier 1 in Alternative Settings
Brenda Scheuermann, Texas State University
Content Facilitator: Kim Wood, Placer County Office of Education (CA)
Alternative programs implementing PBIS have experiences and challenges unique to their context and setting. This session will use a brief interview format to highlight the perceptions of administrators, team members, and staff from alternative programs implementing PBIS with a focus on Tier 1.
D2 - Strengthening & Streamlining Core Tier 1 Features
Brenda Scheuermann, Texas State University; Mitchell Gould, JoDonna Burdoff, & Heather Byram, West Virginia Schools of Diversion & Transition
This session will focus on Tier 1 implementation challenges, and strategies for coaches and PBIS leaders for managing those challenges. Use of electronic scanner systems in alternative programs in West Virginia will be discussed. These systems facilitate critical PBIS data and other Tier 1 features, and have mitigated Tier 1 implementation challenges.
D3 - Integrating & Aligning PBIS with Other Initiatives
Jeffrey Sprague, University of Oregon; DJ Pittenger & Lindsey Tompkins, San Luis Obispo County Office of Education (CA); Marguerite Harris, San Luis Obispo County Probation Department (CA)
Content Facilitator: Brenda Scheuermann, Texas State University
This session will describe an outcome-driven process for integrating initiatives or practices within alternative programs. Focus will be on identification of key practices, implementation fidelity, integrated systems of support, and desired outcomes as part of a comprehensive strategy for integrating PBIS with other initiatives and programs.
E - Mental Health Integration
To effectively meet the mental health needs of students, schools need to engage with communities and families with efficiency and accountability. This strand will offer guidance and examples for state and local leaders to align and strengthen all social-emotional-behavioral efforts through one interconnected system. Sessions will demonstrate how the core features of MTSS are used to ensure a sustainable system that impacts the mental health of students, families, and communities. Tools and planning templates will be provided.
E1 - The Way Forward: Using the Interconnected Systems Framework Process to Ensure Equity in Mental Health in Schools
Susan Barrett, Center for Social Behavior Supports, Old Dominion University (VA); Jessica Swain-Bradway, Northwest PBIS Network (OR); Kurt Hatch, University of Washington-Tacoma
Content Facilitator: Lucille Eber, Midwest PBIS Network (IL)
Committing to equity means committing to disrupting harm interpersonally as well as institutionally. This session will describe how the Interconnected Systems Framework (ISF) provides actions for leaders and educators that promote systems of wellness, healing, and equitable mental health supports in schools.
E2 - District-level Implementation of the Interconnected Systems Framework: Expand Your Team, Expand Your Results
Kelly Perales, Midwest PBIS Network (IL); Jennifer Kubista & Britta Centoni, Central School District (OR)
Content Facilitator: Susan Barrett, Center for Social Behavior Supports, Old Dominion University (VA)
Meeting the social-emotional-behavioral health needs of every student requires a single system of delivery now more than ever. This session will describe how to create a unified and comprehensive approach for district and community leaders. An exemplar district’s experience using available resources and tools will be shared.
E3 - School Level Implementation of the Interconnected Systems Framework: Where the Rubber Meets the Road
Lucille Eber, Midwest PBIS Network (IL); Bob Putnam, The May Institute (MA); Karen McCrillis, Gardner Public School District (MA)
Content Facilitator: Kelly Perales, Midwest PBIS Network (IL)
Shifting from individual clinician to team selection and progress monitoring of interventions for trauma, anxiety, and other mental health needs is challenging. This session will describe the application of MTSS features in schools including tools to guide coaches and teams, and the voices and experiences of implementers from Interconnected Systems Framework (ISF) sites.
F - Tier 2 Systems & Practices
This strand will provide an overview of key components to systemic school/district success and evidence-based Tier 2 practices. Sessions will include the voices and experiences of key leaders and practitioners from schools and districts illustrating practices and providing advice for effectiveness. Resource lists will be provided with links to tools, materials, and related past presentations to allow participants to access more information on Tier 2 systems and include these practices.
F1 - Essential Features of Tier 2 Supports & Reflections from District-wide Implementation
Danielle Starkey, Omaha Public Schools (NE); Melissa Nantais, Michigan’s Multi-tiered System of Supports Technical Assistance Center; District/School Leader Panel; Julie Mueller, Freemont Public Schools (NE); Chris Hubbuch, Fulton Public School District 58 (MO)
Content Facilitator: Tim Lewis, University of Missouri
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. A panel of district leaders will discuss implementation successes and challenges.
F2 - Small Group Social Skills Instruction & Self-management
Kim Selders & Lisa Powers, University of Missouri; Barbara Mitchell, Minnesota State University; Leslie Thomas-Washington, Ferguson-Florissant School District (MO); Kaleigh Pickett, Republic School District (MO); Kody Christensen & Apryl Beck, Fremont Public Schools (NE)
Content Facilitator: Tim Lewis, University of Missouri
Small group social skills and student self-monitoring/management systems are widely used Tier 2 practices. Core features and how to access additional resources of each, along with implementation examples highlighting key features, challenges, and successes, will be shared.
F3 - Academic Supports & Promoting Student Engagement
Reesha Adamson, Missouri State University; Sara Estrapala & Heather Hatton, University of Missouri; Alayna Hitz, Nixa School District (MO); Kaleigh Pickett, Republic School District (MO); Katie Lalla, Iowa City Community Schools (IA); Lisa Hazel, Ferguson-Florissant School District (MO)
Content Facilitator: Tim Lewis, University of Missouri
While used less often within school-wide systems of PBIS, academic supports are often key in promoting student academic and behavioral success. Core features and how to access additional resources of each along with implementation examples highlighting key features, challenges, and successes will be shared.
G - Family Partnerships
The past year has highlighted the importance of deliberate and authentic partnerships between schools and families. Sessions in this strand will describe and provide applied examples of how to enhance family-school partnerships to support students with a wide range of social, emotional, behavioral, and academic needs. Practical examples for effectively engaging with families, enhancing family voice in the design of supports, and strengthening partnerships to improve student success at Tiers 1, 2, and 3 will be shared.
G1 - Including Family Voice & Supporting Family Partnership within School-wide PBIS
Andy Garbacz, University of Wisconsin-Madison; Devon Minch, University of North Carolina at Chapel Hill; Christy Stone & Lisa Salva, Milwaukee Public Schools (WI)
Content Facilitator: Ashley Thoma, University of Massachusetts Amherst
This session will describe strategies to strengthen outreach to families and include family voice in promoting partnerships in PBIS. Strategies to understand family perspectives and experiences will be described. Integrating family voice in school-wide PBIS systems and practices in partnership with families to advance equity will be emphasized.
G2 - Enhancing Family-School Communication & Partnership at Tier 2
Sarah Fefer & Ashley Thoma, University of Massachusetts Amherst; Kathleen Strickland-Cohen, University of Oregon; Amanda Foley, Agawam Public Schools (MA)
Content Facilitator: Maria Santiago-Rosario, University of Oregon
School-family communication and partnership have proven to be integral for academic and social-behavioral success, particularly for students with targeted and intensive needs. This session will provide practical, evidence-based examples of how schools and educators can partner with families to support students more effectively at Tier 2.
G3 - Partnering with Families to Support the Needs of Students at Tier 3
Laura Kern, University of South Florida; Mark Weist, University of South Carolina; Christopher Haines, Greater Greenville Mental Health Center (SC)
Content Facilitator: Andy Garbacz, University of Wisconsin-Madison
This session will explore challenges faced by families navigating the needs of their children and individualized Tier 3 interventions. Best practices from the field that promote collaboration between home, school, and mental health services will be shared. An innovative project prioritizing family partnerships in Greenville, SC, will be presented.
Facilitated discussions provide an opportunity for continuing conversations on specific PBIS topics. These sessions will be led by Virtual PBIS Leadership Forum presenters and will be structured as a facilitated dialogue and networking session (Community of Practice) with opportunities for participants to propose questions electronically within our virtual conferencing platform. Participants are encouraged to come prepared with questions to actively engage in the dialogue.
FD1 - Beginning to Embed Cultural Responsiveness into PBIS System
Discussion Leaders: Jennifer Rose, Loyola University (IL); Milaney Leverson & Kent Smith, Cooperative Educational Service Agency 10 (WI); Kent McIntosh, University of Oregon
This facilitated discussion will provide a brief overview on how to start embedding culturally responsive practices in Tier 1 systems, followed by a chance to dialogue. Participants are invited to review the Center on PBIS Cultural Responsiveness Field Guide and come prepared with questions for facilitators and each other.
FD2 - Integration of School Mental Health & PBIS: Tips & Strategies
Discussion Leaders: Lucille Eber, Midwest PBIS Network (IL); Susan Barrett, Center for Social Behavior Supports, Old Dominion University (VA)
Join this facilitated discussion to talk more about your experiences, challenges, and questions. We will provide review of new materials and resources to support your integrated efforts.
FD3 - Building a Culture of Support for Teachers to Integrate Academic & Social-Emotional-Behavioral Instruction
Discussion Leaders: Kimberly Yanek, Center for Social Behavior Supports, Old Dominion University (VA); Steve Goodman, Michigan’s Multi-Tiered System of Supports Technical Assistance Center
This facilitated discussion will provide the opportunity to engage in reflective thinking and collaborative sharing of resources to plan for supporting ourselves and other teachers to implement high-leverage practices, differentiated instruction for each and every student, and placing teacher well-being at the center of this work.
FD4 - District-wide PBIS: Promoting the Capacity to Sustain High-Fidelity Implementation
Discussion Leaders: Tim Lewis & Kelsey Morris, University of Missouri
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.
FD5 - Systematic Screening: Complexities & Considerations
Discussion Leader: Joni Splett, University of Florida
Content Facilitator: Katie Eklund, University of Wisconsin-Madison
This will be a facilitated discussion about complexities and considerations for systematic screening in the COVID era. At a time when supporting student's emotional well-being is critical for all preK-12 educators, systematic screening efforts are at the forefront of the conversation. We will discuss lessons learned and resources from pbis.org.
FD6 - Level Systems in Alternative Settings
Discussion Leaders: Brenda Scheuermann, Texas State University; Kim Wood, Placer County Regional Office of Education (CA)
Level systems are widely used in alternative settings. This facilitated discussion will pose three to four questions to solicit input from participants on the purposes of level systems in their programs, considerations for aligning PBIS with existing level systems, and strategies for alignment.
FD7 - High School Network Meeting
Discussion Leaders: Brigid Flannery, University of Oregon; Stephanie Martinez, University of South Florida; Ami Flammini, Midwest PBIS Network (IL); Patti Hershfeldt, Center for Social Behavior Supports, Old Dominion University (VA)
This facilitated discussion will be an opportunity to network with other high school implementers. The Association for Positive Behavioral Support’s High School Network typically meets face-to-face in Chicago, so this will be a virtual replication of that meeting. Brief comments on current topics high schools are experiencing will be offered followed by small group, facilitated conversations for high school implementers.