Heather Peshak George, University of South Florida

Welcome and Introduction by Brian Meyer, Midwest PBIS Network (IL)

Heather Peshak George, University of South Florida

This session will describe the essential elements and key features critical to building a system to support successful PBIS implementation. The PBIS Implementation Blueprint, which serves as a pathway to resources to assist data-informed leadership teams in establishing leadership teams and sustaining effective PBIS implementation across contexts, will be shared along with other resources available on the PBIS.org website.

Learning Objectives:

• Understand the evidence base and rationale for building the system to support PBIS (the Why)
• Understand the essential elements using multi-tiered logic and the functions of data-based leadership teaming to guide PBIS implementation (the What)
• Become familiar with the PBIS Implementation Blueprint and related resources (the How)

Terrance Scott, University of Louisville

This session will focus on key features of successful classroom environments to maximize the probability of success in the classroom. These features include instruction, managing the physical environment, and teacher-student relationships. The practices discussed in these areas represent the highest probability of promoting student success with both academics and behavior.

Learning Objectives:

• Understand how effective instruction is the foundation of classroom management
• Understand that teacher behaviors affect the probability of student behavior
• Learn strategies to promote student success under a variety of classroom contexts

Kathleen Strickland-Cohen, University of Utah

Despite educators’ and school administrators’ beliefs that students with extensive support needs (ESN) should be included in PBIS, many students with ESN continue to lack access to the full PBIS continuum. This session will highlight the practices, systems, and data needed to ensure students with ESN are meaningfully included in all aspects of PBIS.

Learning Objectives:

• Describe strategies to adapt PBIS practices across all tiers to promote equitable access and participation for students with ESN
• Discuss how existing PBIS teaming and data systems can be leveraged to create more inclusive schoolwide cultures
• Provide examples of how school-based team members and families of students with ESN can work together to co-develop supports that are effective, socially valid, and culturally affirming

Juan Lira, Midwest PBIS Network; Colin Baer, Community Consolidated School District 62 (IL)

This session will showcase a district's journey in establishing sustainable, district-wide PBIS implementation. Presenters will share how they built internal capacity and consistently bolstered  implementation across schools by using structures like a District Leadership Team (DLT) and tools like the District Systems Fidelity Inventory (DSFI) and Tiered Fidelity Inventory (TFI). Learn how a focus on aligning PBIS with existing initiatives and practices as well as consistent data use (DSFI and TFI) guided action planning. Attendees will gain insights into strategies for scaling and coordinating PBIS across their district.

Learning Objectives:

• Understand the District Systems Fidelity Inventory (DSFI) and the Tiered Fidelity Inventory (TFI), Center on PBIS tools, and how they can be used at the district level to guide district-wide PBIS implementation. 
• Describe strategies to scale up sustainable PBIS implementation across a district. 
• Learn about aligning district initiatives and practices to support PBIS implementation.

Susan Barrett & Mark Weist, University of South Carolina; Steve Goodman, University of Connecticut

This session will distill lessons from states, districts, and schools implementing interconnected systems. It will explore alignment across tiers, vertical collaboration among state, district, and school levels; horizontal collaboration with agencies including health plans and alignment of research, practice, and policy, showing how integrated strategies will drive prevention, outcomes, and braided funding impact.

Learning Objectives:

• Explain how academic health influences behavioral and mental health outcomes and why it must be central to integrated system design 
• Identify lessons learned from states and districts using an interconnected approach to align academic, behavioral and mental health supports 
• Describe how health plans can braid funding, data and implementation efforts to strengthen Tier 1 systems and improve fiscal stability and sustainability  

Jennifer Freeman, University of Connecticut; Michelle Legare and Stacey Gulley-Vernon, Maine School Safety Center

This session will describe lessons across phases of recovery from crisis incidents in schools and explore how the MTSS framework can be applied to improve crisis preparation and facilitate recovery. Presenters will share examples of state and district capacity-building and preparation efforts.

Learning Objectives:

• Describe the phases of recovery following a crisis incident
• Consider opportunities to strengthen existing PBIS systems in preparation for a possible incident 
• Identify opportunities to build district, regional, or state capacity for response in the event of an incident

Meg Kamman, Erica McCray & Corey Pierce, CEEDAR Center

This session will focus on strengthening PBIS implementation for pre-service and early career educators through alignment across preparation and practice. Participants will explore how the Innovation Configuration (IC) tool and additional resources can support educator preparation and professional development, ensuring general and special educators develop the knowledge and skills to implement PBIS effectively with all students.

Learning Objectives:

• Explain key components needed to support teacher candidates and early career educators in PBIS implementation
• Use the Innovation Configuration (IC) tool to analyze and strengthen educator preparation and professional development related to PBIS
• Learn about resources and strategies that support general and special educators in developing the knowledge and skills to implement PBIS effectively with all students

Kaci Fleetwood & Ashley Greenwald, University of Nevada

This session will explore the implementation of Positive Behavioral Interventions and Supports (PBIS) with rural and frontier schools and districts. Drawing from the Nevada PBIS Technical Assistance Center's experiences, participants will learn how to effectively support rural schools in adopting PBIS frameworks to enhance educational outcomes.

Learning Objectives:

• Understand unique contextual factors that influence facilitating PBIS implementation in rural and fronTier districts and schools
• Identify challenges unique to rural contexts in adopting PBIS and strategies to overcome them
• Examine longitudinal data findings from rural schools to illustrate successful PBIS practices and their impact on student outcomes

Nicole Peterson, University of Connecticut; Paula Raygoza, Clifton Public Schools (NJ)

This session will model how PBIS teams can leverage what they are already doing across data, systems, and practices to strengthen family engagement at Tier 1. Resources, precise action steps, and experience from a participating school district in a model demonstration project will drive the presentation.

Learning Objectives:

• Increase understanding of how the data, systems, and practices framework can be applied to help teams strengthen partnerships and capacity across school and home
• Consider how the Equitable Partnerships Across Tiers and Home (E-PATH) framework can be used to identify and prioritize action steps to increase equitable outcomes in participants’ local context
• Gather resources, ideas, and strategies about the implementation experiences of three schools in a diverse, urban school district that have prioritized family engagement in their settings

Emily Baton, The May Institute; Jennifer Freeman, University of Connecticut

Some underrepresented groups remain at higher risk for mental health and substance use issues. Schools, however, hold the unique potential to serve as supportive environments where students can experience acceptance and connection, reducing these risks. This session will explore the current challenges faced by underrepresented youth and educators, outline actionable strategies for fostering inclusivity, and highlight valuable local and national resources designed to assist schools in their efforts.

Learning Objectives:

• Describe current challenges faced by underrepresented youth
• Identify a range of actions and supports at each tier to support underrepresented youth in schools
• Identify local and national resources available to support underrepresented youth

Janelle Hughes, Synergy Enterprises Inc (MD), Rebecca Millspaugh, MCIU Learning Network (PA)

Prevention and preparedness are often siloed in schools, limiting their effectiveness. This session will provide an overview of how both can be aligned within Multi-Tiered Systems of Supports, positioning belonging as the foundation of prevention across Tiers. Participants will explore how strong school climate reduces risk and strengthens protective factors, while also examining how emergency operations plans (EOPs) can be integrated into Multi-Tiered Systems of Supports to reflect and reinforce everyday practices. Participants will leave with a clear, connected framework for aligning climate, behavior, and safety efforts.

Learning Objectives:

• Describe how prevention and preparedness align within a Multi-Tiered System of Supports framework, with belonging as the foundation across Tiers
• Explain how a strong sense of belonging and school climate function as a protective factor that reduces risk
• Identify strategies for integrating emergency operations plans (EOPs) into Multi-Tiered Systems of Supports to ensure alignment with daily practices and systems

Susan Barrett, University of South Carolina; Luke Anderson, Placer County Office Of Education (CA)

PBIS systems are most effective when they reflect the strengths, values, and needs of students, families, and school personnel. This session will provide practical guidance on how to use climate and feedback survey data to understand how systems are experienced by those they are intended to serve. Participants will explore practical tools, learn how to interpret data, and incorporate them into decision systems.

Learning Objectives:

• Identify key types of perception data and freely-available surveys for assessment
• Analyze and interpret perception data to understand experiences and impact of PBIS systems on diverse groups
• Integrate student, staff, and family voice into typical data-based decision-making routines

Jan Neureuther, Maine PBIS

Defining and reporting concerning behavior consistently is vital for effective prevention, but current practices often vary. This session will guide schools in establishing clear, shared definitions of concerning behavior within a Multi-Tiered System of Supports framework, focusing on equity and the needs of students receiving special education services. Participants will learn how to mitigate bias in interpretation and reporting, implementing systems for consistency, accuracy, and appropriate, data-informed support.

Learning Objectives

• Define and apply clear, shared criteria for identifying and reporting concerning behavior within a Multi-Tiered Systems of Supports framework
• Examine the impact of bias on behavior interpretation and reporting, particularly for students receiving special education services
• Implement strategies to improve consistency, equity, and data-informed decision-making in behavior reporting systems

Bob Putnam & Lisa Thomas, May Institute (MA); Rose Ivannone, University of South Florida

This session will provide an overview of the basic elements of a Tier 3 system to maximize outcomes for students who need Tier 3 support, with a focus on the Tiered Fidelity Inventory (TFI) 3.0. and the Technical Adequacy Tool for Evaluation (TATE). Tier 3 supports are not designed to be one-size-fits-all. There is a continuum of customizable function-based practices and interventions of varying intensities to match student needs. This session will provide guidance on how districts and schools can design and implement a multi-layered approach to supporting students with individualized needs.

Learning Objectives:

• Describe how to use the validated tools to measure fidelity of the Tier 3 system
• List the core components of the Tier 3 system at the school level
• Provide examples of how improving the quality of FBAs and BIPs can impact the success of Tier 3 implementation
• Provide examples of misconceptions related to the implementation of Tier 3 supports in schools
• Describe and provide examples of a continuum of Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) practices to match the level of student need

Erin Chaparro, University of Oregon; Connie Santiago, Guam Department of Education

After a destructive typhoon required school relocations, Guam middle schools sustained a positive culture and climate with strong student-guided initiatives supported by teachers and principals. This session highlights student‑built initiatives (such as videos and acknowledgment systems), distributed leadership supported by building-level administrators, and integrated teacher and student school climate teams.

Learning Objectives:

• Identify strategies for integrating student leaders into PBIS and school climate systems, including acknowledgment systems, and student leadership teams
• Recognize the role of strong school leaders in implementing a distributed leadership model that empowers students, teachers, and staff to sustain PBIS systems through change
• Describe how collaboration between student and teacher teams enhances school climate and culture
• Apply lessons learned from Guam schools to develop or refine student driven PBIS practices in their own settings

Jennifer Jeffrey-Pearsall, Midwest PBIS Network

A sustainable and effective behavior management approach needs a systemic infrastructure, not isolated practices, in alternative and residential settings. This session will demonstrate essential facility-wide systems to ensure consistency and sustainability. Participants will learn to integrate PBIS, Trauma-Informed Care (TIC), and Multi-Tiered System of Supports with a focus on cultural responsiveness. The goal is to address common challenges like fidelity of implementation, staff turnover, fragmented services, and persistent equity gaps.

Learning Objectives:

• Identify the systems components required for effective facility-wide PBIS
• Describe the core functions of the PBIS Leadership team, including policy, funding, training, and coaching.
• Understand how to align and integrate existing initiatives

Katie Meyer, University of Connecticut; Katie Pohlman, Midwest PBIS Network (IL); Drake Dunnaway, Paducah Public Schools (KY); Amanda Bretz, Laurel County Public Schools (KY); Colin Baer, Community Consolidated School District 62 (IL); Anna Robert, Southbridge Public Schools (MA) 

This session will highlight big ideas and share resources to help districts and schools prepare to implement Tier 2 PBIS successfully. Panelists will illustrate how they prepared for and supported implementation of Tier 2 with a focus on key systems.

Learning Objectives:

• Identify tools to assess school and district readiness for Tier 2 and support action planning
• Learn what data indicate readiness and initial success with Tier 2 implementation
• Consider school and district systems that support readiness and methods for establishing them

Renee Bradley, US Department of Education (DC); Cheryl Johnson, Wisconsin DOJ; Jennifer Rae & Melissa Ruff, Abundant Life Christian School (WI)

This session will share lessons learned during the initial impact/response and the heroic/cohesion crisis recovery phases. Discussion will include considerations for supporting immediate student, staff, and family needs and supporting students and staff in the return to school.

Learning Objectives:

• Describe expected student, family, and staff needs during the impact/response and heroic/cohesion recovery phases
• Describe lessons learned in supporting local strengths and context when during initial recovery phases
• Consider lessons learned related to supporting students, families, and staff in the return to school 
• Describe best practices for partnering with external entities for immediate support

Kristi Gomez, University of South Florida & Jodie Soracco, Virginia Tiered Systems of Supports - Research & Implementation Center at Virginia Commonwealth University

Participants will identify critical coaching considerations when getting started with Tier 1 PBIS implementation. The session will build on blueprint features at the district and school-level for success and will feature various examples of successful initial implementation through an exploration of core practices.

Learning Objectives:

• Identify and discuss key coaching considerations necessary to support the successful implementation of Tier 1 PBIS. 
• Explain the essential district and school-level blueprint features that support effective coaching conversations and strategies, contributing to the sustainability of high-quality Tier 1 practices. 
• Examine successful initial implementation examples that can lead to essential coaching conversations, and generalize them to those relevant to participants' local context.

Nikole Hollins-Sims, University of Oregon (OR); Nicole Chubb & Daniel Mercer, Lincoln Park Public Schools (MI)

This session will share strategies for beginning the work of decreasing disproportionality in school discipline. Topics include increasing one’s awareness of their personal culture and purpose for engaging in this work, building alliances, using data, and developing systems to support the practices that reduce disparities.

Learning Objectives:

• Describe strategies to increase one's awareness of their own culture and personal reasons for engaging in disproportionality work
• Identify characteristics of effective collaboration and describe the value of collaborating with others in the pursuit of reducing discipline disparities
• Identify different types of data that are needed to address disproportionate discipline
• Describe the foundational components of systems that sustain the work

Ashley Plumb, University of South Carolina; Shanna Hirsch, University of Maryland; Megan Carpenter, Clemson University

This session will promote meaningful learning experiences for all students, including those who experience a disability. Presenters will discuss key components of effective classwide practices, strategies for implementation, and adaptations. Participants will leave with an action plan to strengthen current systems and ensure quality implementation.

Learning Objectives:

• Participants will recognize how inclusive classroom practices promote increased engagement for all students.
• Participants will self-reflect on their implementation of key classroom practices
• Participants will develop behavior support strategies informed by student choice and community voice
• Participants will identify intentional adjustments to support the needs of students who experience a disability, including those with extensive support needs
• Participants will access resources to support implementation and adaptation of inclusive classroom practices.

María Reina Santiago-Rosario, University of Oregon; Ruthie Payno-Simmons, RPS Educational Impact

Ready to level up classroom practice? This interactive session focuses on strengthening inclusive and affirming classroom environments for all students, including those with disabilities and diverse cultural, linguistic, and social identities. Participants will learn the Promoting Positive Practices in the Classroom with Intentional Inputs Framework. This session explores key inputs for implementing effective, asset-based practices. Participants will reflect on current building or district practices and identify one actionable next step.

Learning Objectives

• Participants will understand the purpose of the Promoting Positive Practices in the Classroom with Intentional Inputs Framework and how it supports inclusive and affirming classrooms for all students
• Participants will become familiar with the nine classroom practices and explore  how intentional inputs show up in each practice through a brief high-level overview
• Participants will reflect on what is currently happening in their school building or district and identify one realistic next step they can take to strengthen inclusive classroom practices using the framework

Patti Hershfeldt, Northwest PBIS Network; Stephanie Martinez, University of South Florida; Ami Flammini, Regional Office of Education #17, (IL)

Yes, high schools are able to implement PBIS systems. During this session, attendees will have the opportunity to talk with other high schools, sharing ideas that work, and working together to brainstorm additional suggestions for implementation across the Tiers. 

Emily Baton, The May Institute (MA); Sheri Weretka, University of South Florida

This facilitated discussion will focus on enhancing family and student voice in PBIS. Strategies will be shared.

This facilitated discussion will focus on understanding the application of PBIS in non-traditional settings such as alternative schools, residential and day treatment programs, juvenile justice settings and programs, custodial care or group homes, foster care programs, etc. While the goals and structure of these settings vary, many share common challenges, needs, and opportunities in terms of capacity building, and achieving and sustaining fidelity. Participants are encouraged to bring questions, and to share the barriers and successes they have encountered.

Jennifer Freeman, Steve Goodman, & Katie Meyer, University of Connecticut; Janelle Hughes, Synergy Enterprises (MD); Jan Neureuther, Maine PBIS; Renee Bradley, US Department of Education (DC)

Join a conversation with PBIS partners and other district, regional, state and national leaders focused on strategies for organizing support for crisis prevention, preparation, response, and recovery.

Mark Weist, University of South Carolina; Tim Knoster, Bloomsburg University; Tona McGuire, University of Washington

This session will provide guidance on how the stress-response-system impacts students experiencing dysregulation and challenges with executive functioning, and how brain-based approaches can be utilized in advanced tier supports. While primary focus will be on the advanced tiers, application of brain-based strategies at the universal level will also be highlighted.

Ruthie Payno-Simmons; RPS Educational Impact; Milaney Leverson & Kent Smith, Wisconsin Equitable Multi-level System of Support Project

This facilitated discussion is designed for implementers interested in methods for reducing disproportionality in discipline. A core focus of the discussion will be around evaluating systems to determine how to cultivate learning environments accessible for every student. Participants are encouraged to bring questions, and to share the barriers and successes they have encountered.

Lauren Kowalski & Cat Raulerson, University of South Florida

This facilitated discussion will provide information for those interested in getting started with PBIS implementation at Tier 1 in a school. Participants are encouraged to bring questions and to share their successes with the group. 

Kimberly Yanek, University of South Carolina; Karen Robbie, University of Connecticut; Kacey Rodenbush, Behavioral Health Services Manager II

This session will begin with a brief grounding moment led by Kacey Rodenbush from Monterey County, CA. Creating thriving spaces where everyone can flourish starts with normalizing self-care—both for individuals and for those they serve. Following this grounding, participants will transition into small groups for a facilitated dialogue to explore the ideas shared throughout the classroom strand and connect with fellow PBIS Forum attendees from across the country.

Kimberly Yanek, University of South Carolina; Lisa Powers, University of Missouri; Jodie Soracco, Virginia Commonwealth University  

Classrooms in which educators and students thrive, connect, and engage in meaningful teaching and learning will not happen by accident. This session will explore considerations for state, district, and school leaders engaged in designing effective and flourishing classrooms for both educators and students. The education field has decades of research to inform evidence-based classroom practices, so what to do is known. This session will focus on the how to do it by prioritizing intentional systems of support.

Learning Objectives: 

• Explore current approaches to systems of support for Classroom PBIS
• Identify micro-movements towards strengthening current systems
• Ensure movements align with practices and data to achieve identified outcomes for relevant contexts.

Katie Conley, Boise State University; Katie Meyer, University of Connecticut; Diana Morgan, Kylie Atkinson & Nate Anderson, Idaho Integrated Tiered Behavioral Supports

How do teams move from collecting data to using it well? This session will explore how to advance beyond student-level decision routines toward a sustainable, comprehensive Tier 3 school-wide decision system. Idaho’s Integrated Tiered Behavioral Supports (ITBS) will share Tier 3 data tools and protocols used across the state.

Learning Objectives:

• Describe features of coaching that support implementation of individualized, function-based Tier 3 supports in schools
• Examine a practitioner-centered example of coaching to support behavior plan implementation
• Explain how coaching intensity can be adjusted based on educator needs
• Identify engaging strategies that build confidence and fluency with Tier 3 implementation

Nicole Peterson, University of Connecticut; Diana Autin, SPAN Parent Advocacy Network (NJ)

This session will describe the work of local parent centers, a valuable resource available to PBIS teams implementing nationwide. This session will also model what collaboration with parent centers could look like, provide authentic examples, and provide clear action steps to begin building this partnership.

Learning Objectives:

• Increase understanding of parent centers including their mission, focus on equitable outcomes for students with disabilities, and available resources
• Explore ways to collaborate with local parent centers to strengthen PBIS implementation and achieve identified goals, including family partnership
• Identify precise implementation steps and opportunities for collaboration based on participants’ local context

Aimee Hackney, University of New Mexico

This session will emphasize using data to drive decisions for PBIS effectiveness in alternative settings. It will cover monitoring the impact of PBIS through disciplinary and outcome data, screening for youth needs, and assessing implementation fidelity. The session will demonstrate using disaggregated data to identify trends, address disproportionality, and initiate action planning with specific steps to refine practices and foster a more instructional and supportive environment.

Learning Objectives:

• Participants will understand why and how to plan for...
  • Using formal and informal fidelity measures to assess and provide staff feedback on PBIS implementation
  • Using disaggregated data to analyze trends, address disproportionality, and drive continuous PBIS action planning
  • Using screening data to identify youth needing Tier 2 and Tier 3 supports

Sara Estrapala, University of Missouri; Katie Pohlman, Midwest PBIS Network (IL)

Best practices suggest offering a variety of Tier 2 interventions to address a range of behavioral functions and needs. In this session, we will review five Tier 2 intervention categories, describe a framework for selecting contextually appropriate interventions, and share how one school successfully adopted a range of Tier 2 interventions.

Learning Objectives:

• Identify at least one evidence-based intervention for each Tier 2 intervention category: academic skills and dropout prevention, CICO and variations, mental health supports, self-management, and social skills
• Match a range of behavioral functions and needs to different Tier 2 intervention categories
• Describe a research-based framework for identifying and adopting contextually appropriate Tier 2 interventions

Chad Rose, University of of South Carolina; Sara McDaniel, University of Alabama

This session presents evidence-based strategies for preventing, reporting, and responding to bullying within a schoolwide PBIS framework. Participants will examine how bullying prevention aligns across PBIS tiers, including universal practices, targeted supports, and consistent response protocols. The session addresses common challenges in defining and identifying bullying, while emphasizing clear policies, staff training, and data-based decision making. Real-world examples illustrate effective reporting systems, adult responses, and supports for students involved in bullying, with attention to vulnerable populations. Participants will leave with actionable strategies to strengthen prevention, consistency, and outcomes within existing PBIS systems.

Learning Objectives:

• Analyze how bullying prevention and response practices are integrated across PBIS tiers, including universal, targeted, and intensive supports.
• Differentiate bullying from other forms of peer conflict and apply consistent, data-based reporting and response procedures.
• Evaluate current schoolwide practices and design strategies to strengthen bullying prevention efforts within existing PBIS systems, with attention to vulnerable student populations.

Kelly Perales, Midwest PBIS Network (IL); Ashley Greenwald & Brandi March, Clark County School District

This session will explore why strategic planning and school improvement will be strongest when grounded in an interconnected approach to academics, behavior, and health. Participants will examine how Multi-tiered Systems of Support function as the organizing framework that translates improvement plans into aligned practices, outcome-driven implementation, and measurable results responsive to student and system needs.

Learning Objectives:

• Explain why an interconnected approach is critical to successfully implementing district strategic plans and school improvement goals
• Describe how Multi-tiered Systems of Support function as the organizing framework for aligning initiatives, supports and resources matched to strategic priorities
• Identify specific measurable outcomes from planning and improvement processes and align Multi-tiered System of Support practices to monitor progress and impact

Kent McIntosh, University of Oregon; Dawnyell Goolsby, Inglewood Unified School District (CA)

The most effective PBIS systems reflect the strengths, values, and needs of students, families, and school personnel. This session will provide practical guidance on using climate and feedback survey data to understand how systems are experienced by those they serve. Participants will explore tools, interpret data, and incorporate them into decision systems.

Learning Objectives:

• Identify key types of perception data and freely-available surveys for assessment
• Analyze and interpret perception data to understand experiences and impact of PBIS systems on diverse groups
• Integrate student, staff, and family voice into typical data-based decision making routines

Bill Braniff, American University

This session will explore the studies of online harms at the Polarization and Extremism Research and Innovation Lab (PERIL) at American University, to develop and test novel online and offline public health-informed interventions that will help keep young people safe. For example, Developing & Using Critical Comprehension (DUCC) - a K-5 digital literacy and social emotional learning curriculum - will be presented to help children learn to navigate the online world safely before they are exposed to harms in earnest.

Learning Objectives:

• Gain awareness about this free, evidence-based and tested curriculum
• Gain awareness of the intersectional harms that face children online and PERIL’s related toolkits and guides for educators and caregivers
• Gain awareness of additional relevant public health strategies, such as attitudinal inoculation, to mitigate online harms
• Gain awareness of how to tether primary prevention strategies like those described above to secondary prevention strategies for at-risk students who may need more support

Bob Putnam, Allie Rader & Mariangela Perrella, May Institute (MA)

Students who attend specialized programs separate from the general education setting benefit from PBIS. Students with intensive support needs have significant, individualized needs as indicated in their IEPs. Additionally, these environments have specialized staffing structures, physical environments, and data reporting requirements. Although key PBIS principles apply in these settings, their implementation must fit the needs of students, staff, and families. This session will highlight the unique contextual adaptations necessary to successfully implement PBIS in Center-Based programs.

Learning Objectives:

• Participants will understand the unique context of center-based special programs serving students with intensive support needs
•  Participants will learn how PBIS is adapted to fit within the context of center-based special programs
•  Participants will learn about common implementation challenges in center programs and suggestions on how to address these challenges

Betsy Lazega, University of South Florida; Karen Robbie, University of Connecticut

What does successful Tier 1 implementation look like? This session will explore how using data in PBIS can help to improve outcomes in districts and schools. Learn how goal setting and progress monitoring from the start allows a team to improve PBIS implementation over time.

Learning Objectives:

• Describe the role data plays as an essential element of effective Tier 1 implementation at the district and school level.
• Explain how goal setting, progress monitoring, and key data tools support continuous improvement within Tier 1 systems.
• Analyze the role of the implementation cascade in aligning district, school, and classroom practices through the strategic use of data.
• Differentiate between outcome data and fidelity data and apply both to make informed decisions that strengthen Tier 1 implementation over time.