Videos

This session will focus on a Tier 3 evidence based practice for secondary age students. RENEW is an intervention built around the student strengths and self-determination. RENEW focuses on the dreams and goals of the student and developing individualized plans to stay in school and achieve those goals.

This session will discuss mental health challenges and disorders including facts and statistics nationally and in Pennsylvania; typical adolescent development and risk factors; warning signs and symptoms; the impact of mental health challenges on education and Pennsylvania’s movement to address these issues.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ This session will prepare educators to provide culturally responsive instruction. With this knowledge base, educational professionals will discuss the importance of design and meaningful delivery of culturally responsive evidence-based practices in literacy, intended to support all students within an MTSS framework. (K-12)

In this session, participants will learn about reflection and communication techniques - in individual and small group settings - to help delve deeper into school-wide positive behavior support data and systems. Participants will learn ways to foster these reflection strategies in their own SWPBS teams.

The purpose of this session is to describe how Applied Behavior Analysis (ABA) has shaped and influenced PBIS practices, systems, data and outcomes. Sameness and differences will illustrate how and why PBIS and ABA should be integrative and collaborative.

A review of the outcomes associated with SWPBIS implementation across Pennsylvania in the 2020-2021 academic year is presented. A focus will be on building-level outcomes related to fidelity, school climate, discipline, academics, and equity.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ The simple view of reading is now well known to many practitioners interested in understanding the science of reading. In the model, word recognition (decoding in the first version) means linking letters and sounds to read words. That is true—but incomplete. Quick, accurate pronunciation of words also depends on knowing word meanings. How can this be? The first goal of this presentation is to explain how word meaning fits into the triangle (connectionist) model of reading (Seidenberg & McClelland, 1989) and relates to the principle of self-teaching (Share, 1995). The second goal is to explain how strong link between word meaning and word reading does not support the “psycholinguistic guessing game” in whole language (Goodman, 1967): It adds to the data that it is entirely wrong. The third goal is to describe the implications of these data for instruction.

This session will focus on strategies for presenting multiple variations of a SWPBIS program that meets students with disabilities at their communication and cognition level. Student buy-in can be difficult within a typical education setting. Obtaining buy-in in special education can be more trying. It is important for school staff to recognize this and ensure that any type of PBIS programming fits all students. School staff need to be creative with all facets of the SPWBIS program.

42. Strengthening Classroom Teacher Skills to Support Itinerant Students and the GE Classroom Collaboration between classroom and itinerant teachers can increase the delivery of high-quality instruction and support in helping students succeed. Itinerant teachers can maximize their service delivery through coaching classroom teachers in instructional and behavior management skills. Participants will learn about the iterative development of a coaching model in the preschool setting, view data, hear success stories, and learn how the model can be adapted across settings and grade levels.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ 42. Supporting Students’ Comprehension and Calibration When Reading in Print and Digitally Today’s students spend a good portion of time reading on their computers, tablets, and other digital devices. But what difference does reading digitally have on what students understanding (comprehension) and how well they judge their performance (calibration)? In this session, Singer Trakhman and Alexander will first overview the research on reading comprehension across print and digital mediums and the consistent finding that reading on paper is more effective than reading on screen. The presenters will then share their most recent research that highlights an effective intervention intended to improve students’ comprehension and calibration when they are reading digitally. Singer Trakhman and Alexander will close the session by sharing practical guidelines for teachers and students on effective use of print and digital mediums for improved learning and performance.