Videos

99. Preschool Early Literacy Indicators (PELI): Targeted Literacy Instruction and Transition The PELI is set of standardized subtests within a storybook format for children 3 to 5 years. The assessment model measures children’s current early literacy skills, language skills, and growth in skill sets across the school year. Lehigh Valley Children’s Centers has embedded these assessments into our preschool/Pre-K classrooms to better help and understand children’s comprehension and phonological awareness. This presentation will provide an understanding to educators as to how our LVCC teachers utilize this tool intentionally to support individualized learning for children and how its usage provides transitional supports to district and community agencies to better support children’s future learning and growth.99. Preschool Early Literacy Indicators (PELI): Targeted Literacy Instruction and Transition The PELI is set of standardized subtests within a storybook format for children 3 to 5 years. The assessment model measures children’s current early literacy skills, language skills, and growth in skill sets across the school year. Lehigh Valley Children’s Centers has embedded these assessments into our preschool/Pre-K classrooms to better help and understand children’s comprehension and phonological awareness. This presentation will provide an understanding to educators as to how our LVCC teachers utilize this tool intentionally to support individualized learning for children and how its usage provides transitional supports to district and community agencies to better support children’s future learning and growth.

99B. We’re All In This Together: Impactful Ways to Attract, Prepare, and Retain Special Educators During the session, the presenters will share special education personnel retention and impact data from the Bureau of Special Education's Attract, Prepare, and Retain (APR) efforts. The current APR targeted projects that have been specifically designed for special education personnel to equip them to meet the varied learning needs of today's students with disabilities will be featured. Attendees will be encouraged to ask questions and discuss ways to engage in the current APR preparation and retainment efforts of mentoring, networking, and learning institutes. Together we can affect the future generations of special education personnel and elevate the profession.

An Introduction to Positive Behavior Interventions and Supports (PBIS) provides an overview of Pennsylvania’s program and school-wide PBIS project. The overview video describes the Pennsylvania Positive Behavior Support Network (PAPBS) as an organizational entity in addition to featuring the core elements associated with the effective implementation of PBIS: data, systems, practices and student outcomes. The video highlights footage from schools within the Commonwealth of Pennsylvania that are implementing PBIS with fidelity through assistance provided by the PAPBS Network.

Intensive behavior analytic intervention for young children diagnosed with autism can produce large gains in social, cognitive, and language development. One critical area to address is repetitive behavior such as stereotypy. Applied research on evaluating and treating stereotypic behavior will be reviewed, focusing on effective interventions for building core adaptive living and social skills, in addition to procedures for treating stereotypic behavior directly. Response Interruption and Redirection (RIRD) research for treating stereotypy has shown that many variations of this procedure can be effective even with individuals with limited vocal, verbal skills. Variations of the procedure and when they are most appropriate will be discussed, along with videos depicting the procedure. This presentation will also describe repetitive behavior associated with anxiety and how to treat it.

The webinar features the five evidence-based practices of effective classroom management identified by Simonsen et al. (2008)that commonly serve as a cornerstone of preventative classroom behavioral management strategies that maximizes appropriate student conduct and sets the stage for instructional success. 1. Structure and predictability 2. Post, teach, and reinforce a small number of classroom rules 3. Actively engage students in observable ways 4. Using a continuum of responses to acknowledge appropriate behavior 5. Developing a continuum of responses to respond to inappropriate behavior During this webinar, participants will: · Consider how the five evidence-based classroom strategies may be incorporated into instructional routines · Examine existing electronic classroom management tools and how to access it via the PaTTAN Website · Highlight components of a Classroom Management PLC (Professional Learning Community) and how to conduct these meetings featuring evidence-based classroom management strategies

This webinar will provide an overview of the components of evidenced based positive behavior support plans.

This 80 minute video is a recorded presentation from the 2015 PBIS Implementer's Forum. Information includes building capacity of RENEW in PA as well as a case study of a building that implemented RENEW in a specialized school that serves only students with intenstive mental health and behavioral health needs

Supporting appropriate student behavior is a critical skill for today’s educators. Participants of this webinar series will learn a variety of practices that will support students in a 3 Tiered Model of School-Wide Positive Behavioral Interventions and Supports. Consider attending one or more of the following webinar sessions listed below

Schools in Pennsylvania are working to increase the graduation rate and decrease the dropout rate for students with disabilities by utilizing a State Systemic Improvement Plan (SSIP). This recorded presentation examines the phases for identifying students with disabilities who are off-track for graduation. The five phases include: 1) establishing a local leadership team and an Early Warning System (EWS), 2) analyzing attendance, behavior, and course performance data, 3) identifying target areas for interventions for students who are off-track, 4) developing an action plan, and 5) implementing and monitoring an evaluation plan.