Keynote Speaker: Gregory Benner, Ph.D.
Dr. Gregory J. Benner is the Helen and Pat O’Sullivan Endowed Professor in the College of Education at the University of Alabama. He has a knack for collective impact—getting whole communities including families, child welfare, mental health, and schools on the same page to meet the needs of the whole child. In February 2018, he received the Presidents’ Award from the Northwest PBIS Network for his outstanding leadership of social and emotional learning and PBIS. He is the co-founder of the Tacoma Whole Child Initiative and led implementation efforts for the first six years of this transformative effort. As Professor and Executive Director of the Center for Strong Schools at the University of Washington – Tacoma, he led sustainable change efforts in urban communities.
Coercive interactions contribute to social, emotional, and health challenges across the lifespan; whereas sustained positive interactions contribute to the building of youth and adult social and emotional learning (SEL) competence. The purpose of the keynote is to build your capacity to integrate and infuse trauma-sensitive social and emotional learning strategies into your district, school, and classroom. You will come away with doable and simple strategies to establish the positive culture you envision and to keep it going throughout the rest of the year. Strategies for building youth social and emotional learning competencies while maintaining an engaging learning environment will be demonstrated as well as techniques for ending power struggles and responding effectively to disruptive behavior.
Through this interactive keynote session, learn how to:
- Build youth social and emotional learning (SEL) competence through sustained positive interactions
- Enhance adult SEL competence
- End the use of power struggles and reduce teacher burnout, stress, and exhaustion
- Boost student engagement, voice, and leadership
Breakout Sessions (click on the session title to download a copy of the presentation)
Presenter: Greg Benner, Ph.D.
Whole children, those who are academically successful with positive mental well-being and social health, achieve higher graduation rates, contribute to the community and lead happy, productive lives. The Whole Child Initiative (WCI) offers a decade-long roadmap for school and community transformation that leads to youth and adult success. To be successful, schools and community partners must embrace a common vision, language and implementation processes to sustain community-wide transformation. To this end, this session describes the data, systems, and practices across four transformative shifts—schools, community organizations, families, and neighborhoods.
Presenter: Homedale School District
Handout: Turn You Word to Gold
Presenters: Jennifer Tachell, Ed.S. and Jean Lovelace, M.Ed.
Join us for a deeper look at supporting educators in PBIS schools. The session will include ideas for building relationships with difficult students, strategies for working with oppositional students and trauma-affected students, the administrator’s role in PBIS and more. This interactive session will give you resources and next steps as you implement and enjoy PBIS.
Presenter: Hannah Calvert, Ph.D.
This session will cover several topics related to supporting the physical and mental health of both teachers and students. Participants can expect to walk away with techniques to implement classroom physical activity routines, encourage healthier snacks, and relieve stress.
5. Data-based Decision Making
Presenter: Kelsey Morris, Ph.D.
Working in the green zone? Want a status check? This session will highlight collecting and organizing data to evaluate SWPBIS implementation at the Universal, Tier 1 level. Information will focus on drilling down data to problem solving with precision and highlight a cycle of continuous quality improvement.
This session will showcase three elementary schools presenting their journey through implementing the Schoolwide Positive Behavioral Interventions and Supports framework. Attend this engaging session to learn more about the diverse successes and challenges elementary schools have experienced when implementing their behavior framework. In addition, participants will learn specific strategies for implementing PBIS and gain a greater understanding of what the framework looks like across diverse settings.
Presenter: Teri Lewis, Ph.D.
Schools, even those with strong academic and social behavior foundations that prevent issues, will have a small percent (1-5%) of students who will require intensive, individualized and comprehensive behavior interventions. Functional Behavior Assessment is the recommended assessment process for schools to determine how best to design a comprehensive behavior intervention. This session will go through the FBA-BIP process and is intended for those new to FBA-BIP and those who would like a review.
Presenters: Tate Castleton, M.A. and Nathan Anderson, M.S.
This session will provide participants with an introduction and overview to the basic building blocks of Schoolwide Positive Behavioral Interventions and Supports (SWPBIS). SWPBIS is a framework or approach comprised of intervention practices and organizational systems for establishing the social culture, effective learning, and teaching environments, and individual behavior supports needed to achieve academic and social success for ALL students.
Presenter: Katy Palmer
This session will explore the Adverse Childhood Experiences module that will be presented in Idaho’s Behavior Risk Factor Surveillance Survey (BRFSS) in 2019. Participants will be invited to take part in a conversation about ways to interpret and create programmatic modifications from BRFSS results. These topics will be explored through the lens of understanding implicit biases that may be associated with the underlying risk factors and resulting conditions (sexual violence, suicide, substance use disorders, bullying, etc.) and how they impact student success. Participants will leave with actionable ways to employ self-reflection that deepens their understanding of data from ACEs surveys and become more compassionate, trauma-informed educators.
Presenter: May Roberts Elementary
Tier II Interventions have targeted group interventions for students who are non-responders to Tier I Interventions and are at risk of developing patterns of problem behavior. These practices must be systemic with the objective of reducing problem behavior before it becomes worse over time. It is important to remember that Tier II Interventions are not meant for students with serious, chronic behavior problems who require comprehensive, individualized interventions.
In this session, the May Roberts Elementary PBIS Leadership Team will showcase their PBIS system and detail what their Check-In -Check-Out process looks like in action. The session will cover May Roberts’s struggles and successes. We invite participants to “check out” our practices and elements such as the administrative support needed, the organization required, the data collection and management, how it works within the classroom, and best of all – the RESULTS that are possible!
This session will showcase three secondary schools presenting their journey through implementing the Schoolwide Positive Behavioral Interventions and Supports framework. Attend this engaging session to learn more about the diverse successes and challenges secondary schools have experienced when implementing their behavior framework. In addition, participants will learn specific strategies for implementing PBIS and gain a greater understanding of what the framework looks like across diverse settings.
Presenter: Jennifer Tachell, Ed.S.
Increasing resiliency in students makes them better able to cope with big emotions and therefore return to the learning environment more quickly on those occasions when they have a “meltdown”. This session will help participants better understand the escalation cycle and how to support students with challenging behaviors so that they can help students to become more resilient.
3. Restorative Practices – Proactively Build Relationships and School Communities to Strengthen Academic Instruction, Social/Emotional Instruction and Respond to Disruptions in the Community
Presenter: Thomas Dickman
Restorative Practices (sometimes called Restorative Justice) can provide you an umbrella under which you can gather other best practices that you find useful, or it can be a beginning place for building your toolbox of skills to reach a broad spectrum of learners in a classroom or many other settings.
Presenter: Teri Lewis, Ph.D.
A traditional PBIS framework primarily focuses on school systems. However, the philosophy is to expand the foundation to include students, their families, and the community. By adopting this expanded framework, students are supported across all aspects of their day and the adults involved in their lives are working collaboratively to create a positive culture for all. This session will present suggestions for including students, families, and community across each of the three tiers of a PBIS framework.
5. Aligning State & Federal Resources for Greater Impact
Presenter: Matt McCarter, M.A.
This workshop will explore the state and federal funding sources, supports and technical assistance available focused on student wellness, school climate the prevention of risk factors and the promotion of protective factors. Come with questions and learn examples of how Idaho schools are maximizing the resources available to foster the health and safety of students and staff.