2008 National Forum for Implementers of School-wide PBS
| 7:30am | Registration & Continental Breakfast |
| 8:30am | Welcome, Purpose, Advance Organizer |
| 8:45am - 9:40am | Plenary Session Maximizing the Benefit of Your Participation: An Advanced Organizer for the Forum George Sugai, Co-Director of National PBIS Center, University of Connecticut |
| 9:40am - 9:55am | Team Planning Time |
| 10:00am - 11:15am | Breakout Sessions |
A-1 |
Practices, Systems, Data and Outcomes of School-wide PBS Strand: School-wide PBS Basics The SWPBS approach is characterized generally by the systematic integration of four essential implementation elements: data-based decision making, measurable outcomes, evidence-based practices, and systems implementation support. The purpose of this session is to define these elements, and describe guidelines and examples for their applied use to enhance the effectiveness, efficiency, and relevance of SWPBS implementation action planning. Participants will have opportunities to discuss their implementation successes, challenges, and questions with each other and the presenter. |
A-2 |
School-wide PBS in Alternative Settings Strand: School-wide PBS Basics There are few studies assessing the effectiveness of programs that combine School-wide PBS with specialized supports for high-risk adolescents. This session will describe the background and procedures of a comprehensive approach to support at-risk students, implemented in concert with School-Wide PBS. Methods for building school capacity and collaborating with families and community agencies will be presented. |
A-3 |
Using FBA to Build Behavior Intervention Plans that Are Efficient and Effective Strand: Specific Skill Fluency Building This session will focus on the use of functional behavioral assessment information to build efficient and effective behavior support plans. This session will emphasize use of the competing behavior model format and incorporation of contextual fit considerations in the design of behavior support. Too often functional behavioral assessments are completed but do not inform comprehensive behavior support planning. This session will describe practical steps for applying FBA information within wraparound, person-centered planning, and/or traditional behavior intervention planning. |
A-4 |
Establishing Training Capacity for Classroom Management Strand: Specific Skill Fluency Building This session will focus on protocol for ensuring successful classroom management training and building capacity across states, districts, and individual schools. Both Illinois and Florida systems will review the essential components of training, integration, and the various methods of delivery. |
A-5 |
Teacher Developed Supports for At-Risk Students Strand: Specific Skill Fluency Building While many schools have the benefit of having behavioral expertise on their PBS team or within their building/district, most schools continue to struggle in building effective systems to support the development and implementation of individual student plans from an early intervention/prevention level to intensive. This session will focus on building a systemic process to implement individual plans with middle school teams and will serve as a follow-up to last year's session in which initial plans were discussed. Progress to date and student outcomes will be discussed. |
A-6 |
Progress Monitoring Tertiary & Intensive Social Behavior Interventions: Efficient & Effective Measurement Strand: Systems Implementation Targeted and intensive interventions often are implemented within the context of SWPBS; the goal is to intervene effectively with students requiring support behind universal interventions. FOr these students, frequent progress monitoring (I.e., weekly or more often) is required to ensure that the intervention is having the desired effects and to guide modifications if needed. In this session we provide information on key features of progress monitoring, including tools for assessing outcomes and treatment integrity. Sample measurement tools and systems will be provided. |
A-7 |
Integrating Academic & Behavior Concerns at the State Leadership Level Strand: Systems Implementation The PBS effort is Utah is being developed as an integrated system for facilitating student success in all facets of school. This presentation will provide examples, discussions, and issues associated with full integration of behavior, math, reading, early childhood and mental health. Integrated system features and assessment plans will be discussed. |
A-8 |
Building Evaluation Capacity for States & Districts Strand: Systems Implementation One of the state or district leadership team's primary objectives is to evaluate the impact of SWPBS (Implementer's Blueprint 2005). This session will explore features of a large scale evaluation effort, provide specific examples of an evaluation plan, forms matrix, database and reports. Presenters will also include ways the information is used to guide district coordinators, develop action plans, training curriculum and marketing materials. |
| 11:30am - 12:45pm | Breakout Sessions |
B-1
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Data-Based Decision-Making at the Tertiary Tier Using meaningful data for decision-making for youth in need of tertiary level supports is still a challenge for most schools, districts and community agencies. In this session, we will demonstrate the use of integrated data-based decision-making into individualized planning for students with tertiary level needs. Case study examples will show how Illinois' "SIMEO" tools have guided teams in creating effective plans for students in need of Tier 2 and Tier 3 supports and how this data can be used for district- and state-level planning. |
B-2
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Implementation of School-wide PBS in Diverse Cultural Contexts The basic features of SWPBS will be presented, along with successes and challenges faced when implementing SWPBS in diverse cultural contexts. The development of SWPBS in Guam will be featured, along with lessons learned for implementing in urban, highly diverse schools and communities. |
B-3 |
How to Train & Coach FBA/BIP Fluency This session will help participants understand each component of the competing behavior pathway: defining desired and replacement behaviors, creating the setting event, antecedent, behavior teaching and consequence strategies to increase likelihood of student success. |
B-4 |
High School Implementation: Systems, Data, Practices This session will discuss PBIS implementing high schools. While the components of the process are largely similar across grade levels, issues unique to high schools and the vision of implementation at the high school level will be examined. |
B-5 |
Ensuring Full Implementation at Tier 1 of School-wide PBS This presentation will share the experiences of a district that has moved from demonstration school implementation to district-wide implementation. Critical events and activities that promoted PBS growth and implementation will be shared. Strategies for overcoming barriers at the school, district and state level will also be discussed. |
B-6 |
Integrating Academic & Behavior Support In this presentation, we will provide a brief summary of research supporting the relationship between achievement and behavior. We will also describe critical features and evidence of effectiveness from a comprehensive school-wide reading and behavior support model implemented in a large urban school district. |
B-7 |
State & District Evaluation Tools This presentation will provide an overview of the available SWPBS measurement tools, their technical adequacies, and their related uses in evaluation planning. Participants will receive information related to selecting appropriate measures for an array of uses relevant to documenting school-wide PBS implementation. |
B-8 |
Systems to Increase Universal Implementation in the Classroom An essential feature of school-wide systems of PBS is implementation of universal classroom practices to prevent problem behavior and increase academic achievement. Yet many schools find it difficult to devise and implement systems to improve the consistent implementation of practices across classrooms. This session will review a systems approach used to increase implementation of universal procedures in all classrooms. |
| 12:45pm - 1:30pm | Lunch |
| 1:30pm - 2:00pm | Team Action Planning |
| 2:15pm - 3:30pm | Breakout Sessions |
C-1 |
Teaching School-wide Expectations: What Trainers & Coaches Should Know An essential element of SWPBS is teaching social skills at the individual student, small group, or school-wide levels. The purpose of this session is to give participants the rationale, critical features, and guidelines for teaching school-wide expectations. Emphasis will be focused on individuals who have coaching and training responsibilities. In addition, Lori Poston, PBS Coordinator in Arkansas, will provide a specific example of how trainers and coaches are supported and prepared to teach school teams how to develop and teach school-wide expectations. Participants also will have opportunities to discuss and share strengths, challenges, and questions related to their own efforts. |
C-2 |
Using the Academic - Behavior Link to Improve Student Outcomes The link between academics and behavior is a critical factor affecting students' school experiences and outcomes. This session will provide a) current research on the relation between academic skills and problem behavior., and b) data from school implementing an integrat4ed approach to supporting academics and behavior. Participants will learn important avenues for intervention and see exemplars of systems to improve outcomes in both areas. |
C-3 |
Organizing Data for State, Regional and District Reports This session will provide a structure and foundation for reporting outcome data for academic achievement, discipline and attendance at a state, regional and/or district level. |
C-4 |
Bully-Proofing in Elementary Schools This session will focus on an efficient approach for adding "bully-proofing" to you existing school-wide positive behavior support effort. Both detailed description of the program and results from a 2008 research analysis will be presented. Results from the program indicate (a) reduction of bullying behavior, (b) reduction of social recognition of bullying behavior by peers and bystanders, and (c) more consistent intervention by adults. (a) Research results from a preliminary field test and formal experimental analysis will be presented. |
C-5 |
Identification & Progress Monitoring at Tier 3: Prevent-Teach-Reinforce The Prevent-Teach-Reinforce Model is a teacher-driven prescriptive tertiary behavior support process. The process is currently being evaluated with 200 students using randomized control trials that compare PTR to typical interventions (i.e., "business as usual"). Results from the study, as well as the step-by-step process with practical adaptations, will be presented. |
C-6 |
Powering Up PBS with Parents When families are engaged in school efforts to improve behavior the results are amplified. Exemplars will describe strategies used to encourage family involvement in PBS initiatives in schools at universal and individual student levels. Participants will also learn about additional resources and materials to further parents' PBS knowledge and skills. |
C-7 |
Integrating Mental Health Partners into All Three Tiers of School-wide PBS This session will provide information and options for integrating mental health and other community partners into all three tiers of SWPBS. Challenges, strategies and examples of how to initiate planning for integration of community partners with SWPBS will be included. |
C-8 |
Using the Implementers Blueprint to Build Local Infrastructure: Expanding & Sustaining School-wide PBS Successful implementation of evidence-based practices are influenced by three components: Core Implementation, (i.e., training and coaching), organizational components (i.e., evaluation and administration), and external factors (i.e., social, economic and political variables) NIRN 2006. Learn how the SWPBS Implementers Blueprint assists states and districts to minimize barriers to implementation and maximize school achievement. Features of sustainability will also be discussed. |
| 3:45pm - 4:30pm | Question & Answer Session with Presenters
Each room will feature four to six presenters, stationed individually at tables throughout a room, to answer questions and dialogue with participants about content covered in sessions. Participants are encouraged to ask questions and engage in situation-specific discussions with presenters. Room Topics: |
| 5:00pm - 7:00pm | Poster Session/Networking Reception |