Videos

We will give an overview of how Bellevue Elementary School was able to reboot their PBIS Program, gain teacher buy-in, and incorporate the Chill Project and Student Assistance Program to provide evidence-based interventions. Strategies to gain student voice through an ambassador program and family voice through school and community events will also be shared.

19. MTSS for the Middle: Our Journey Implementing T2 and T3-Academic and Behavioral Supports How can we implement MTSS at the secondary level to support our students academically and with behavioral strategies and interventions?Our team will take you through our journey over the last few years.It will start with how we trained our teachers and rolled out a universal screening plan.We set up data meetings focused on reading, math, and behavior/SEL throughout the year to discuss tier 2 and 3 supports.Teachers develop tier 1 goals based on data and meet with teams to refine their practice.

In this interactive session, participants will explore how Student Assistance Program (SAP) can serve as a vehicle for work at Tier 2 and Tier 3 within a PBIS framework. Integration of each set of practices is an important consideration for teams with fiscal and time constraints. Presenters will describe essential components to consider as teams work toward a seamless system of supports. Participants will leave with a checklist to take back to their schools to improve blending efforts.

This session will preview a model for developing and implementing systems to support teachers’ implementation of classroom PBIS. Specifically, Dr. Simonsen will discuss critical systems features, describe a decision-making framework to guide implementation of systems features, and share examples of what systems may look like in practice.

Academic skill deficits are related to disruptive behavior in classrooms but are often addressed through parallel systems of tiered support resulting in separate interventions being implemented leaving the causes of both unaddressed. Modifying instructional tasks to match students’ instructional level can decrease off-task behavior. Theoretical and practical approaches to providing integrated classroom support via a consultative model will be reviewed.

This presentation will be a collaboration among elementary and middle school SWPBIS teams and how they have created both staff and community buy-in to their Tier 1 SWPBIS programs.

No one likes attending meetings with an unclear purpose or course of action. Learn how the use of the Team-Initiated Problem Solving (TIPS II) model and meeting agenda will establish meetings with a clear, concise: agenda, rolls for all participants, data-based decision-making, precise problem statements, and action plans to make your Core Team meetings valuable and productive for students and staff.

The Core Leadership Team (CLT) is essential in establishing a foundation for collaboration within any school setting. Through commitment, reflection and shared decision-making, the CLT sets the tone for program-wide PBIS implementation. This session will take a look at one team’s progression over time, including its strengths, challenges and lessons learned.

What do you get when you cross a juggler with a cheerleader? A PBIS Coach, of course! Now more than ever before, early learning providers are faced with the challenge of creating program-wide systems that can effectively support the social emotional needs of all children. Among many other key players, the PBIS Coach plays an important role in supporting program efforts toward meaningful and successful implementation of PBIS practices and strategies in a variety of ways. In this session, we will discuss the various responsibilities of a PBIS coach, including managing data, individual and program level action planning, and overall support for staff, program-wide. We will also take a look at some of the tools and resources available to assist coaches in their efforts to support teachers and teams in their PBIS implementation.

How one elementary school engaged in team-based decision making using behavioral data (SWIS) to reduce physical aggression and physical contact through a targeted tier 1 intervention focused on teaching, modeling, and systematic reinforcement of the school-wide expectations.