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Introduction to Supports for Educating Students with Complex Instructional Needs

00:10:55 minutes
This presentation provides an introduction to Maximizing Academic Access, Expectations, and Learning including an overview of the principles of MAX, the students who are the focus of this work, and the steps to get started.

Step 2 C and D Aligning Vocabulary and Ideas

00:20:29 minutes
This presentation introduces steps 2C and D of the standards-aligned unit planning process, which include the identification of prioritized vocabulary and ideas.

Standards-Aligned Unit Planning Process

00:10:33 minutes
Overview of four step planning process and the document that supports instructional planning for students with complex needs.

Step 2 A and B Alignment of Learning Targets

00:20:14 minutes
This presentation will introduce steps A and B of the standards-aligned unit planning process, which include learning targets.

Use of Practice Profile Rubric, Discussion Guide, and Implementation Plan

00:11:15 minutes
This presentation explains how teams can utilize the self-rating MAX Practice Profile Implementation Rubric, Discussion Guide, and the Status and Implementation Plan for the purpose of action planning.

PA Core Standards and SAUPP Step 1

00:13:33 minutes
This presentation focuses on the PA Core Standards and the Standards-Aligned Unit Planning process, specifically the first step.

Windows Accessibility for Students with High-Incidence Disabilities

01:55:04 minutes
This webinar provides an overview of built-in accessibility tools, Windows operating system features, and common productivity tools that can be useful to students with high-incidence disabilities (e.g., dyslexia, learning disabilities). It includes discussion and demonstration of third-party tools that are available at low or no-cost to serve the same purposes. Participants will also find the information useful for incorporating Universal Design for Learning (UDL) approaches to their instruction and supports.

Assessment for Students who are Deaf or Hard-of-Hearing

01:57:26 minutes
The purpose of the training is to present information on assessment for deaf and hard of hearing learners across the cognitive, academic, and social, emotional, and behavioral domains. During the session, we will discuss the importance of multiple measures of assessment and the use of assessment information to make instructional decisions. We will also discuss how to accurately report and interpret assessment results, including how to avoid common mistakes.

Student Voices: Are you on track to graduate?

00:04:45 minutes
This video highlights several high school students who are involved with the State Systemic Improvement Plan (SSIP) to increase graduation rates and decrease dropout rates. They share their challenges and how to overcome them in order graduate. In addition, they note their goals after graduation and a checklist is provided to guide and encourage students to stay on track in order to complete school.

RENEW TOT and Facilitator Webinar

00:44:08 minutes
This webinar focuses on the West Greene School District and its implementation of RENEW. Their staff presents a case study and shares student level response to RENEW. Also, this webinar revisits Lance Hank and his continued growth and progress in his post-secondary life and schooling. Finally the end of year TOT Booster training, new TOT training, and data due dates are discussed.

RENEW TOT and Facilitator Webinar: We've Mapped…Now What?

01:01:15 minutes
This webinar highlights the RENEW training menu with dates and materials for the 2017-18 school year. Also, student level data is reviewed to show attendance and behavioral outcomes associated with participation in RENEW. Finally the RIT and RIC are discussed with due dates for this year.

Public Forum on Pennsylvania's UEB Implementation for Math and Technical Content

00:20:36 minutes
This recorded presentation provides a brief historical overview of the factors that led to the adoption of UEB and contrasts key features of the braille codes currently used for math and technical content in the United States.

Project MAX Parent Video

00:07:40 minutes
The testimonials in this video are from family network members who want to build awareness and empower other families to lead change in Pennsylvania for students who receive special education services. Hear firsthand how the principles of presuming competence, fostering high expectations, and collaborating on school teams has made an impact for families and professionals.

Deaf-Blindness and Autism Spectrum Disorders Look Alike: Bridging Best Practices and Interventions - Part 1

01:02:21 minutes
The purpose of this training is to look closely at the key features of ASD and deaf-blindness and consider why children who are deaf-blind might, in some cases, share many of the same features associated with ASD and how vision and hearing loss and other sensory impairments can explain these “autistic-like” features.

Mac and iOS Accessibility for Students with High-Incidence Disabilities

02:49:15 minutes
This training will provide an overview of built-in accessibility tools, Mac operating system X features, and common productivity tools that can be useful to students with high-incidence disabilities (e.g., dyslexia, learning disabilities). The program will also include discussion and demonstration of third-party tools that are available at low or no-cost to serve the same purposes. Participants will also find the information useful for incorporating Universal Design for Learning (UDL) approaches to their instruction and supports.

The Writing Toolkit for Students who are Deaf or Hard of Hearing: Genre and Discipline Specific Writing

01:58:59 minutes
In this session, participants continue to develop the knowledge and skills necessary to improve writing instruction for students who are deaf or hard of hearing. Phases of genre-specific writing instruction, such as learning about genre, evaluating genre, and writing genre, will be discussed. Because students who are knowledgeable about text structure, recall and write text better than others who aren’t, this session will highlight the importance of making text structure for the genres of narrative, informational/explanatory, and opinion/argumentative writing visually explicit.

Students Voices: HUNE Youth Program

00:06:24 minutes
The Bureau of Special Education is partnering with a number of LEAs to implement its State Systemic Improvement Plan. BSE is also partnering with the federally funded Community Parent Resource Center Hispanos Unidos para Niños Excepcionales (HUNE). Community and mentoring materials and resources developed through this partnership are being shared with other organizations. The Students Voices video showcases the program HUNE offers to ensure students stay in school, graduate, and become contributing members of society.

The Adaptive Leader's Tool Box

00:56:42 minutes
You've decided to work on an issue by bringing people together. Congratulations! You are on your way to better outcome through relationships. Making the decision is not enough. The people you want and need to work with may be reluctant to engage. They continuously take in messages about your sincerity and how you view them as partners. In this session, we will explore three stakeholder developed tools to help you focus on the human side of practice change.

Leading by Convening: The Human Side of Practice Change

01:26:00 minutes
Sometimes the most well researched and carefully implemented strategies just don't “stick.” What accounts for disconnect we often see between research and practice? What might make a difference? Over 15 years, 50 national organizations came together to address common challenges through the IDEA Partnership at the National Association of State Directors of Special Education (NASDSE). The lived experience of their members led to a focus on the human side of practice change. In this session, we will explore Leading by Convening (LbC), a blueprint for authentic engagement written entirely by stakeholders, which includes tools that are ready-to-use in your work.

Visible Learning: Collective Teacher Efficacy

01:18:48 minutes
What if you could triple the speed of student learning? According to findings by Professor John Hattie, a strong sense of Collective Teacher Efficacy can yield over three years of student growth over one school year. Now ranked the most powerful influence on achievement in the Visible Learning research, Collective Teacher Efficacy is a belief that together teachers can positively impact student learning. When efficacy is high, teachers show greater persistence and are more likely to try new learning approaches. Join Visible Learning expert, Kristin Anderson, for a review of the major factors that influence student learning and a discussion about how to create the conditions for Collective Teacher Efficacy.

Update on the Dyslexia Pilot Project

01:28:50 minutes
Act 69 of 2014, the Dyslexia Screening and Early Literacy Intervention Pilot Program became effective on June 26, 2014 (24 P.S. Article XVII-C). This Act requires the Pennsylvania Department of Education (PDE) to establish an early literacy intervention and dyslexia pilot program to provide evidence-based early screening using evidence- based services for students with potential risk factors for early reading deficiencies and dyslexia, such as low phonemic awareness, low letter and symbol naming and inability to remember sequences. This session will provide an update on the pilot program, which will operate for three full years beginning with the 2015-16 school year.

The Mindset Challenge: Preparing Educators for Meaningful Family Engagement Practices

01:19:41 minutes
This professional learning opportunity focuses on developing capacity for effective home and school partnerships focused on student academic success. This presentation will help educators and families make a mindset transition from parent involvement to family engagement. Our PD offers an inclusive and dynamic learning space for educators to learn and discuss research and best practices, it also provides practical information, tools and strategies needed for application in the field. The aim of this day of learning is to support systems change and reorganization of school family engagement efforts to connect specific student learning goals with family supported learning.

Curriculum-Based and Writing Lab Approaches to Language/Literacy Instruction and Intervention: Case Examples

01:01:13 minutes
This session will extend topics introduced in Session 1 by providing case examples of how to use curriculum-based writing projects to develop language and literacy skills for all students. The emphasis will be placed on how to address problems across language levels for students with special needs, with examples of how to develop language skills and enhance lives.

Evidence-based Practices for K-3 Reading Instruction

01:21:47 minutes
Evidence-based practices for teaching reading in grades K-3 will be presented and demonstrated with classroom videos. These practices are derived from recommendations from the Institute of Education Sciences What Works Clearinghouse practice guide on foundational reading skills, based on a systematic review of the past 20 years of reading research. The videos are part of professional learning communities’ materials developed by the Regional Educational Laboratory Southeast to accompany the guide.

Best Practices in Autism Treatment

01:26:33 minutes
Applied behavior analysis (ABA) is acknowledged as a best practice approach to providing educational and clinical services to children with autism spectrum disorders; however, ABA consists of individually tailoring interventions to meet the educational and clinical goals of each child and diagnosis is not particularly pertinent. This address will discuss systematic evaluations of clinical and teaching procedures conducted with persons with autism for building independent living skills and treating problem behavior.

Language-Literacy Connections: Combining Assessment, Instruction, and Intervention

01:27:04 minutes
This session will focus on interconnections between oral language and literacy development across the grades from kindergarten through high school. Topics will include implications for identifying typical development, difference, and disorder using standardized tools followed by curriculum- based language assessment and intervention. Classroom- and curriculum-based approaches for combining general education instruction and special education intervention, with an emphasis on communicating through writing, will be introduced.

Assessing and Treating Repetitive Behavior and Anxiety in Persons with ASDs

00:58:26 minutes
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.

Tech for Transition: Thinking Beyond the Classroom

01:13:40 minutes
Students have access to more technology in the classroom than ever before. How can we leverage the features of these tech tools to meet the unique learning needs of EVERY student? From mobile apps to browser extensions to web tools - there are so many tools available today to support the diverse learners in our classrooms. Come learn about technology to support students in the areas of reading, writing, organization, and more. We will look at tools across platforms: Chrome, iOS, Android and Web Tools. Be ready to participate - there will be opportunities for participants to share a favorite tool.

Evidence of Language Use: Progress Monitoring for English Learners in Multi tiered Systems of Support - Part II: Targeting Progress Monitoring of Language Use for English Learners

01:15:12 minutes
This session will focus on effective progress monitoring strategies for English learners, as related to language use. Participants will be able to apply these best practices to their school context.

Partners in Secondary Transition: What Families Need to Know

01:00:55 minutes
Family member support is integral to a youth transitioning from high school to adult life. Matters such as customized employment, entitlement vs eligibility, and exploring the option of a two or four year college, are just a few of the topics that may be explored during the transition process. During this webinar, PaTTAN consultants will introduce available resources such as the Family 1-Pager Guides and Planning for the Future Checklist to LEAs and discuss strategies for sharing them with parents and family members in supporting youth in preparing for post-secondary education, employment, and independent living.

Employment First State Leadership Mentoring Webinar 1

01:24:10 minutes
This session will provide an overview of SSI and the available work incentives. It will provide strategies and tools that assist in helping job seekers understand the information. It will focus on the importance of on framing the conversation as financial stability rather than just benefits planning. Recommendations on when a job seeker should be referred to a Work Incentive Planning and Assistance Service will be discussed.

The Basics of Workforce Development Best Practices in Recruiting, Hiring, Training and Retaining Staff

01:29:04 minutes
In this second installment of the EFSLMP Workforce Webinar Series, Gail, Genni and Karen continue to discuss strategies and tips to help you reach your goal of a high performing workforce. This session focused on activities and strategies after the initial orientation process. The discussion included tips for how to create an ongoing workforce development and training strategies, conduct meaningful evaluations and create teams that support continued development of highly performing staff.

Evidence of Language Use: Progress Monitoring for English Learners in Multi tiered Systems of Support - Part I: State Required Reclassification, Monitoring and Re Designation of English Learners

01:26:26 minutes
This session will focus on the interpretation and implementation of the PDE State-Required Reclassification, Monitoring and Re-Designation of English Learners (ELs) for the 2017-2018 school year. Participants will also examine how this document will impact the instruction and assessment of English learners.

Implementing Evidence-Based Practices to Increase Graduation Rates and Decrease Dropout Rates for Students with Disabilities in Pennsylvania

01:14:23 minutes
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.

The Writing Toolkit for Students who are Deaf or Hard of Hearing: The Writing Process

01:58:30 minutes
In this session, participants will develop the knowledge and skills necessary to improve writing instruction for students who are deaf or hard of hearing. Topics include how to prepare students for writing, explicitly teach the writing process, and motivate students to write. As part of this workshop, participants will discuss the importance of defining the phases of the writing process. Materials selection and the use of graphic organizers and writers’ notebooks will also be addressed.

The Writing Toolkit for Students who are Deaf or Hard of Hearing: Micro-level Writing

02:01:00 minutes
This webinar continues the examination of writing instruction for students who are deaf or hard of hearing by examining the micro-structures of writing. Components of micro-level writing, including handwriting, spelling, vocabulary, and sentence structure will be discussed with emphasis on instructional strategies for linking micro-level and macro-level structures through the use of “writing warm-ups.” Sentence stems and organizational frames will also be presented as instructional scaffolds to help bridge micro- and macro-level writing.

PA Legislation Impacting Transition

01:16:28 minutes
Recent legislation at the federal and state level has greatly impacting secondary transition requirements. During this session, presenters share the core tenants of recent legislation and policy specific to secondary transition including: Individuals with Disabilities Education Act (IDEA, 2004), Every Student Succeeds Act (ESSA), Center for Medicare and Medicaid Services Final Rule (CMS Final Rule), Workforce Innovation and Opportunities Act/& Section 511 (WIOA), Act 26 of Pennsylvania, and PA 339 (Comprehensive Guidance Plan). This session explores the relevancy of this legislation as it pertains to secondary transition planning within the educational setting.

Employment First Webinar - Overcoming the STIGMA of Living and Working with the Labels of Significant Mental Health Challenges

01:01:02 minutes
This webinar addresses the core principles and most effective means to overcome the stigma of mental illness as it relates to assisting those with a MH label to attain meaningful and satisfying employment.

Family and Community Engagement in MTSS

01:15:40 minutes
This session will focus on current standards for engaging families and communities as partners in student learning/academic achievement. There will be opportunities to explore culturally responsive best practices related to the engagement of diverse families and communities in MTSS.It will address the importance of including, as part of instruction in MTSS, strategies and resources to help secondary ELs to plan for their future.

I'm the Deaf-Blind Liaison...What Do I Do Now?

00:43:55 minutes
Deaf-Blind Liaisons serve as the point person for families and staff for LEAs who provide services to a student with deaf-blindness. This webinar will define the role of the liaison, provide foundational information on deaf-blindness and its impact on learning, as well as direct the liaison to the supports and resources which may support teams. Deaf-Blind Liaisons serve as the point person for families and staff for LEAs who provide services to a student with deaf-blindness. This webinar will define the role of the liaison, provide foundational information on deaf-blindness and its impact on learning, as well as direct the liaison to the supports and resources which may support teams.

The Language Instruction Educational Programs in MTSS - Policy and Practices for Charter Schools

01:28:33 minutes
This session will focus on legal requirements, the development, implementation of language instruction educational programs aligned to ESSA and the PA Department of Education requirements. The presentation will address how to develop a handbook aligned on the needs of their English learners using the federal and state guidance. It will also address instruction and assessment best practices to meet the federal and state requirements and support students’ academic, linguistic, and behavioral success in school in a MTSS framework. Tools and resources will be shared to empower charter schools in the development and implementation of an effective language instruction educational program.

What Families Need to Know to Support Check In Check Out At Home

00:59:21 minutes
Check In Check Out (CICO) is a highly effective research based strategy used to provide students with additional academic or behavioral feedback and reinforcement. The strategy, typically applied in the school setting, can be successfully implemented in the home environment to extend learning and consistency. During this webinar, PaTTAN consultants and participating LEA members discuss the components of the CICO strategy and explain how to support the use of this strategy at home.

Strengthening Partnerships Through Two-Way Communication

00:59:19 minutes
Effective two-way communication with families is essential for strong family-school partnerships. During this webinar, members of an LEA along with PaTTAN educational consultants will share practices and strategies they have found successful in sharing information, setting realistic goals for students, and ensuring families are well-informed, actively engaged partners in education.

IEP Team Considerations that Impact Graduation and Secondary Transition Success for Students with Deaf-Blindness

00:50:55 minutes
The purpose of this webinar is to provide specific information regarding the graduation requirements and the various pathways to graduation in the state of Pennsylvania with an emphasis on IEP team considerations for students with Deaf-Blindness.

NOREP/Prior Written Notice: Lessons Learned in the Field

00:59:31 minutes
Special education laws and regulations ensure that parents are given opportunities to participate meaningfully in their child’s special education experiences. The NOREP/PWN: Lessons Learned in the Field webinar will provide an opportunity for participants to gain a better understanding of the legal requirements and implications of the NOREP/PWN, as well as how legal concerns may transpire when parents are not provided their procedural rights from the perspective of a hearing officer.

New RENEW Training Menu and Data Collection: A RENEW TOT Webinar

00:47:12 minutes
This 45-minute webinar introduces the new RENEW training menu for Pennsylvania. Featuring location of materials, agendas and forecasted dates, this webinar motivates RENEW Trainers to take the training materials and begin programming for LEA opportunities within their intermediate unit. Use of RENEW fidelity tools and data collection and reporting protocol are also reinforced.

Classroom Management Resources and Tools: An Overview Webinar

01:00:00 minutes
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

H7. Community Partner Collaboration: Promoting Employment Among Youth Receiving SSA Benefits

01:29:27 minutes
Social Security provides Work Incentives to support a pathway to work for those receiving Social Security benefits, but the rules are individual and complex. Learn about how Community Work Incentive Coordinators (CWICs) can assist youth and their families successfully navigate these rules. CWICs will describe their special role in the community among those professionals who work with youth with disabilities.

G3. Think Big! Introducing Work Options Early

01:10:52 minutes
This session will provide participants with an overview of the development of the ThinkBIG! ‘tool box’. The ThinkBIG! project is the result of a consortium of community organizations and local education agencies that encourage students of all abilities to explore career options and begin planning for life “after the school bus stops coming”, with a focus on third and fourth grade students. ThinkBIG! provides a ‘tool box’ of time-limited activities to 3rd & 4th grade teachers in order to help their students identify early vocational interests by connecting career exploration lessons to Career Education & Work (CEW) standards in an effort to meet 3rd grade benchmarks.

F2. Special Needs & Estate Planning: What Every Caregiver Needs to Know

00:53:36 minutes
This session provides an overview of financial & estate planning for families that have dependents with disabilities. The presenter will address critical areas of concern, such as navigating and maximizing government benefits through an overview of programs such as Social Security Disability Insurance (SSDI), Supplemental Security Income (SSI), Waivers & Social Security. The session will also address important estate planning considerations such as Wills, Special Needs Trusts, and the differences between Guardianship and Powers of Attorney. Participants will learn how special needs financial planning is different than traditional financial planning. Strategies will be presented to address funding of special needs trusts, tax planning considerations, and ensuring quality of life and lifetime care are maintained for loved ones.

E12. Transition College to College for Students on the Autism Spectrum

01:32:18 minutes
The population of students on the Autism Spectrum who are headed to college is increasing. Students on the Spectrum have unique needs in preparing for post-secondary education. The transition process for students and parents must begin early and be designed appropriately in order to encourage a successful transition. Preparation and skill building are essential for the student, the family and the school team. In this session, the presenter will discuss skills needed for higher education, the development of plans for students and parents, how to build resiliency in students on the Autism Spectrum, technology supports these students may need, and appropriate transition goals for high school.

D9. Community Participation for Young Adults with Autism: What’s Important?

01:15:54 minutes
This session will present some new perspectives on community participation for young adults with autism. Community participation is an important aspect of the transition to adulthood, particularly for individuals with autism who struggle with socialization. Research has shown that once out of high school, participation in social activities often decreases for individuals with autism, although these individuals often want to be active and engaged in their communities. This session will focus on preliminary data on ways to track and measure community participation, with a strong focus on being person-centered. The session will focus on practical strategies for individuals, families and support staff to plan and help individuals be as active and engaged in their community as they want. Information will also be provided regarding opportunities and resources for community participation for young adults with autism.

C2. Engaging Employers and Educating Students: Outreach and Events to Encourage Working Relationships

01:28:37 minutes
Presenters from the Reading OVR office will provide suggestions and strategies on how to conduct outreach to the business community as well as highlight events and activities incorporating local employers that can be used to prepare youth with disabilities for successful employment outcomes.

B7. Pennsylvania’s Inclusive Post-Secondary Education Programs-Inspiring Success

01:15:51 minutes
College is increasingly a reality for students with intellectual disabilities and post-secondary education programs are GROWING in Pennsylvania. Participants will learn about Pennsylvania’s six inclusive programs: Arcadia University, Drexel University, Mercyhurst University OASIS Program, Penn State-Harrisburg, Slippery Rock University, and West Chester University. Each panelist will outline their program with information on admission requirements, the role of peer mentors, academic supports for students, residential living, developing a path to competitive employment, and tuition. The DREAM Partnership will also provide a brief update on emerging programs in Pennsylvania.

A9. Connecting with Small Businesses to Create Long Term Partnerships

01:26:27 minutes
Learn how to use local small businesses in rural areas with transition aged youth by partnering for Work Base Learning Experiences, Job Shadows, Co-Operative education opportunities and mentoring youth, by partnering with local transition councils, business and education councils, CareerLinks, and your local OVR office. Presenters will discuss techniques that have succeeded and failed and will have an open discussion on what could be improved on the failures to create success. Several success stories of partnerships with local small businesses will be shared during this presentation.

2018 Guidelines for Selection and Use of Accommodations for Keystone Exams and PSSA Tests

01:58:57 minutes
The Pennsylvania Department of Education (PDE) offers the 2018 Guidelines for Selection and Use of Accommodations for Keystone Exams and PSSA Tests webinar and power point to examine the PSSA and Keystone Exams Accommodations Guidelines for Paper/Pencil and Online Assessments, highlight changes for 2018, present test security and administration procedures, and discuss appropriate use of accommodations in statewide assessments.

Getting Ready for 2018 Pennsylvania State Assessments

01:50:01 minutes
The Pennsylvania Department of Education (PDE) offers the Getting Ready for 2018 Pennsylvania State Assessments webinar and power point to assist districts and schools to prepare for the 2018 PSSA, PASA, and Keystone statewide assessments. The webinar includes the 2018 test design, 2018 testing calendar, Item Samplers, Scoring Guidelines, Assessment Anchors, glossaries, test security and calculator policy.

FERPA and Educational Records

00:34:48 minutes
IDEA B and FERPA have a lot in common. How do you read them together when facing a new issue or question?

504 or IEP

00:03:44 minutes
This video highlights two ways to provide the specialized instruction and classroom accommodation for deaf or hard of hearing students: an Individualized Education Program (IEP) and a Section 504 Plan.

Successful Inclusion: The Need for Professional Support

00:02:54 minutes
This video is intended to highlight the critical role of the teacher of the deaf/ hard of hearing in supporting students who are deaf or hard of hearing. Please view the companion video “Teaching Strategies” which highlights some of the supports that can be offered to a student with a hearing loss.

Overview

00:00:46 minutes
The Educational Resources for Children with Hearing Loss (ERCHL) committee has partnered with PaTTAN to develop brief informational videos with accompanying resources on the following topics: the need for services for students who are deaf or hard of hearing; teaching strategies; the use of a Section 504 Plan or an IEP; secondary transition and educational interpreters.

Teaching Strategies

00:03:24 minutes
Classroom setting, instructional strategies, and accommodations are introduced in this video as important ways to provide access to the child who is deaf or hard of hearing. Please view the companion video “Successful Inclusion: The Need for Professional Support” which highlights the important role of teachers of the deaf/hard of hearing in supporting students with a hearing loss.

Secondary Transition

00:04:54 minutes
This video explores some options for students who are deaf or hard of hearing to successfully transition to life after high school.

Interpreters

00:03:50 minutes
In this video you will learn what educational interpreters do, how they are qualified, and in what settings they work.

School District - Charter School Cyclical Monitoring Training

02:08:29 minutes
This training is for those school districts and charter schools who are being monitored in the upcoming school year. It will provide participants with an overview of the federally mandated components of the Special Education Cyclical Monitoring for Continuous Improvement process, involving a walk through of the documents, the process in its entirety, procedures and outcomes.

School District - Charter School Cyclical Monitoring Training

02:08:29 minutes
This training is for those school districts and charter schools who are being monitored in the upcoming school year. It will provide participants with an overview of the federally mandated components of the Special Education Cyclical Monitoring for Continuous Improvement process, involving a walk through of the documents, the process in its entirety, procedures and outcomes.

Significant Disproportionality

00:26:41 minutes
The December 2016 amendments to the Individuals with Disabilities Education Act require each state to develop a standard methodology to identify local education agencies with significant disproportionality and ensure that children with disabilities are properly identified for services, receive necessary services in the least restrictive environment, and are not disproportionately removed from their educational placements by disciplinary removals. To facilitate the regulatory process, the PDE conducted three stakeholder forums to obtain public comment on the required significant disproportionality standard methodology. The brief webinar located on this page provides information regarding the terminology for significant disproportionality, an overview for the required methodology, and the input questions for the flexible parameters within the methodology.

Dyslexia - Interdisciplinary Assessment and Instruction in Reading - Part 1

02:37:38 minutes
This session will focus on the cognitive and language components necessary for successful reading and writing. It will also provide a comprehensive evaluative framework to assist school based teams to evaluate struggling readers. The session will provide steps to identify and select evaluative tools and how to use the data collected to craft instructional recommendations. Based on the ‘science’ of reading (reading research) this session will demonstrate how the team will review data gathered, review and analyze evidence based instructional programs and then match the child´s skill needs with the specific instructional components to craft a targeted and focused reading approach that meets the child´s specific strengths and needs.

Dyslexia - Interdisciplinary Assessment and Instruction in Reading - Part 2

02:16:52 minutes
This session will focus on the cognitive and language components necessary for successful reading and writing. It will also provide a comprehensive evaluative framework to assist school based teams to evaluate struggling readers. The session will provide steps to identify and select evaluative tools and how to use the data collected to craft instructional recommendations. Based on the ‘science’ of reading (reading research) this session will demonstrate how the team will review data gathered, review and analyze evidence based instructional programs and then match the child´s skill needs with the specific instructional components to craft a targeted and focused reading approach that meets the child´s specific strengths and needs.

1. Focus on the Moments! (Opening Keynote)

01:13:12 minutes
Consider that there are 23,363 schools using Positive Behavior Interventions and Supports. That is approximately 11,762,345 students receiving supports within a PBIS framework (pbis.org). Each student attends approximately 180 days per school year which translates to 950 hours or 57,000 minutes of instruction (www.centerforpubliceducation.org). This equates to 670,453,665,000 moments per student per year. Education is a profession with challenges and demands every minute; a high rate of decision-making every minute; and, high stakes. In each moment, we have the opportunity to improve the likelihood of our students’ and educators’ success. If we have a bad moment, we can turn that moment around and make the next moment better! Let’s make every moment count!

2. Systems to Support Classroom PBIS

00:57:24 minutes
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.

4. Mapping and Action Planning at Tier 3: The Outcomes of RENEW

00:53:00 minutes
This session will focus on a Tier 3 evidence based practice for secondary age students. RENEW is an intervention built around the student strengths and self-determination. RENEW focuses on the dreams and goals of the student and developing individualized plans to stay in school and achieve those goals.

6. Implementation of PBIS in a Preschool Classroom Through Literacy

00:51:36 minutes
During this session participants will be exposed to practical ways that PBIS is taught in a preschool classroom using literature. Presenters will share a variety of books that teach across the learning domains, as well as, support PBIS principles in classrooms.

8. Check-In, Check-Out (CICO): Development, Implementation, and Troubleshooting

00:58:05 minutes
This session will provide participants with an overview of CICO, steps for developing a CICO system for your school, considerations for implementation, and strategies for troubleshooting. Procedures for running effective Tier II meetings will also be discussed. Example decision-making criteria and products will be provided.

9. PBIS in the Alternative Setting

00:36:19 minutes
CLASS Academy has taken an innovative and exciting approach to PBIS for students receiving Tier 2 and Tier 3 supports. Participants will learn ways to allow students to alter their behaviors as they transition through school. Presenters will share how they engage students to excel with clear behavioral goals, through positive reinforcements and with additional support systems such as RENEW and SAP.

10. Trustworthiness, Respect, Responsibility, Fairness, Caring & Citizenship (TRRFCC) Implementation

00:39:14 minutes
This session is designed to give your team the "BIG PICTURE" while providing an overview of the first 3 years of implementing SWPBIS at the elementary level in a collaborative style. The presenters will provide guidance on how to develop a timeline & framework, incorporate home & preschool connections as well as address proactive bullying prevention. They will share how to celebrate your successes and highlight the positives while learning how to put on the brakes and slow the "train" down.

11. Screen to Intervene: A Trauma-Informed Emotional and Behavioral Health Decision-Making Model

00:41:15 minutes
This session describes the implementation of a school-wide PBIS emotional and behavioral health assessment to intervention model within an urban school district. Presenters will discuss the evidence for and logistical challenges of a trauma-informed approach with a high-needs student population, and development of a decision-making framework.

12. PBIS: Strengthening Your Early Childhood Foundation

00:39:36 minutes
This session will focus on Tier 1 of the Teaching Pyramid, specifically on nurturing and responsive relationships at the team level. Strategies will be shared through interactive learning activities. The framework will include information on promoting a positive school culture and climate to optimize engaged learning of all students in early childhood settings.

13. A Winning Approach to Year One SWPBS Implementation

00:42:10 minutes
Members of the West Chester Area School District will discuss Year One SWPBS implementation in their elementary school. The Mary C. Howse Elementary School SWPBS Core Team devised a unique and effective timeline for Tier 1 implementation in their K-5 school. We will share how MCH students Make exCellence Happen each and every day!

15. Implementing Data Driven Universal Support Through ClassDojo

00:55:39 minutes
In this session, presenters will share how they utilize ClassDojo to implement their universal support system. ClassDojo allows the PBS team to track progress of individual students or groups on any of their essential agreements. ClassDojo also provides data on teacher usage in order to ensure fidelity throughout the school.

17. The Long and Winding Road to…Interconnected Systems Framework

00:53:11 minutes
We had questions…What do we do with our screening data? What evidence based programs should we use? Who can help us implement these programs? We will share the answers that we found to help meet the needs of our students and strive to integrate with the mental health system.

18. Using GRIT and Growth Mindset in PBIS Programming

00:53:36 minutes
How do you inspire a school of almost 1500 middle school students & over 100 staff members? GRIT! This year, Beverly Hills Middle School is igniting a fire in their staff and students using Growth Mindset (C. Dweck) and GRIT (A. Duckworth), within their PBIS programming (all Tiers & parent outreach), to be better and achieve more.

19. We Are All in the Same Framework: SAP and PBIS Integration

00:44:14 minutes
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.

20. Creating Staff and Community Buy-In

00:49:12 minutes
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.

21. The Evolution of a Core Leadership Team

00:45:15 minutes
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.

26. Connections Between Trauma-Informed Practices and PBIS: A School Application

00:57:44 minutes
Using converging research from the fields of brain science, trauma, poverty and behavior, this overview session will identify school practices that effectively support students with trauma histories. Specific connections to components of PBIS will be made. Note: definition of trauma includes poverty-related developmental/pervasive trauma.

27. Teaching School Wide Expectations to Develop Character

00:57:45 minutes
During this session, the presenters will discuss how they continually develop positive character traits of their students. The SWPBS team has chosen the traits of Responsibility, Respect, Caring, Trustworthiness, Fairness, and Citizenship. In this session the team will share experiences with the 4 Be’s and developing a character education program. These efforts are helping students to become "Motivated Millionaires".

28. Utilizing a Behavioral Response Tool: Creating a Plan for Deescalating Student Behavior

00:50:50 minutes
This session will explore the use of a tool designed to create consistent behavioral responses from adults working with students experiencing escalating behavior. The presenters will provide guidance on incorporating the use of the results into classroom practice and integration into Positive Behavior Support Plans (PBSPs).

29. Embedding Social Skills into the Early Intervention Environment

00:52:39 minutes
Are you looking for creative ways to reach students with challenging behavior? Come explore how our special education teachers are creating nurturing and safe environments for our students with disabilities. We will share specific strategies (i.e., establish and state clear behavior expectations, model and explain cool-down strategies) linked to the Pennsylvania state standards on managing emotions and behaviors.

30. Going from "I Can't" to "I Can": A Problem-Solving Framework for Implementing PBIS

00:30:24 minutes
Facing difficulties using PBIS at your early childhood center? Who isn’t?! Teams attending this session will create an action plan to overcome a current struggle they have carrying out PBIS. Having a method to think through a challenge can help teams move from being stuck in a rut to implementing with fidelity.

31. Equitable Disciplinary Practices: How to Inform Culturally Sustaining PBIS

00:59:07 minutes
Currently engaging in year three, eight collaborating local education agencies are developing materials to encourage culturally sustaining disciplinary practices. Time will be spent sharing outcomes as well as critical issues such as bias, racial anxiety, and stereotype threat and interventions that increase proportionate disciplinary practices.

33. Recognition: The Power of Feedback in a Multi-Tiered System of Support

00:50:36 minutes
Wescosville Elementary School will share how effective feedback to change behavior is a critical component in a Multi-Tiered System of Support. Specifically, this session will provide the nuts and bolts of establishing a powerful system of recognition. The team will also share the challenges and successes of maintaining the value of their SOAR tickets and how it is one component in the overall implementation of SWPBIS.

35. You Rock - SWPBS Start Up

00:53:24 minutes
At Main Street Elementary School, We ROCK. Let our team share how we started from scratch developing our SWPBS program. Team members will discuss creating a dynamic core team, developing a MATRIX, and celebrating high frequency reinforcement. We will share experiences with schools who want to jump into SWPBS.

40. Developing Capacity for Reflection: A Collaborative Approach

00:45:49 minutes
In this session, participants will learn about reflection and communication techniques - in individual and small group settings - to help delve deeper into school-wide positive behavior support data and systems. Participants will learn ways to foster these reflection strategies in their own SWPBS teams.

36. Urban Voice: Philadelphia PBIS Implementation

00:54:54 minutes
The School District of Philadelphia has built model schools that address barriers common in urban settings. Three model schools will showcase elements of their PBIS system, including addressing student voice through the use of PBIS student councils, building strong acknowledgements with low resources, and adopting strategies to build staff buy-in.

38. Training Bus Drivers in PBIS Procedures

00:48:31 minutes
This session is designed to share the process of delivering training in PBIS to bus drivers. Discussion will include: Integrating the training with currently established PBIS methodology, securing administrative buy-in, the importance of a survey, user-friendly terminology, dealing with time constraints and scheduling, and progress monitoring.

39. Enjoy the Ride! Lancaster Head Start's Lessons Learned Along the Journey into PBIS!

00:58:49 minutes
This session will outline Lancaster Head Start’s journey in starting and maintaining fidelity to Pyramid Model and PW PBIS implementation. Topics discussed will include building the program’s Mental Health system; promoting staff buy-in and capacity building program-wide; professional development; and data collection and analysis for continued quality improvement.

43. Promoting Systems and Supports for All Students (Keynote Address)

00:29:08 minutes
Secretary Rivera will share highlights regarding work in which the PA Department of Education is engaged to promote whole-child/student success. Areas of focus will include the important role schools and community partners share in individualizing supports as well as recognizing the impact of trauma, removing barriers to accessing needed interventions, and building resilience to promote future success.

44. Team-Initiated Problem Solving (TIPS) Model: Process for Team Meetings and Data-Based Decision Making

01:05:49 minutes
This session will provide an overview of the recently updated TIPS model including strategies for effective team meetings and how to use data for decision making. Presenters will model how to use data to make decisions and facilitate practice with identifying a problem, developing a problem statement, intervention planning, and progress monitoring.

45. PBIS & GRIT: A Powerful Duo

01:06:09 minutes
If you have PBIS and Character Education in place and are looking for something to give your students that extra push, then try adding some GRIT! GRIT can be used to teach students to "go the extra mile", persevere, show determination, and put forth their best effort. Presenters will discuss their new PBIS/Character Education initiative, as well as, discuss universal supports.

46. Interconnected System Framework with Community and Enhanced Tier II/III Supports

01:27:44 minutes
Carbon Lehigh Intermediate Unit #21, in collaboration with Lehigh County Systems of Care (SoC), is one of three schools entities in Pennsylvania that is the recipient of the Safe School Healthy Student Grant. The team will provide information on the systematic process used for developing collaborative partnerships between schools implementing PBIS and County Systems of Care (SOC). An Interconnected Systems Framework in collaboration with community partners provides the mental health supports for high risk students to prevent bullying, decrease violent behavior and substance abuse through scale up of multi-tiered SWPBIS.

47. Using Data for Tier 1 Decisions in a TIPS-II Framework

01:26:28 minutes
The Team-Initiated Problem Solving Model II (TIPS II) will be shared with participants as a process used during school-based problem solving team meetings in order to identify, address, and resolve student social and academic behavior problems through specific interactions with data and data systems. This session will focus on an elementary school’s method of guiding conversations around whole school data in Tier 1 meetings using TIPS-II.

49. Elementary School Framework for PBIS Implementation with a Focus on Family Engagement

01:31:15 minutes
The success of PBIS implementation has greatly impacted the school culture and community in two small rural schools in Karns City School District. With the many systems at work, including, SAP, MTSS, SWPBIS and Title I, the presenters will share how the coordination of their efforts have created a fun and engaged student, staff, and family environment within their schools.

50. Parent Involvement is an Integral Part of Program-Wide Success

01:24:14 minutes
What role do parents play in your PBIS program? Is your parent communication regarding PBIS effective? Do your parents buy into the PBIS program? Join us in sharing ways to partner with parents through your PBIS program and to build a two way communication system that increases the program’s effectiveness.

55. Kicking-Off Positively

01:00:35 minutes
Participants will learn the processes and procedures used for the initial implementation of PBIS. Specific examples shared will include creation of a matrix, hallway and voice level procedural lesson plans, reinforcement materials, how to create a kick-off video, and Tiger Club rewards program.

58. Making "Moves" with Program Wide PBIS

00:56:57 minutes
During this interactive session, participants will explore how Easter Seals is using music, songs, and rhymes to teach behavioral expectations in diverse classroom settings. The presenters will share how the use of music and music therapy can be an integral part of establishing universal supports and teaching of targeted social emotional skills.

59. SIZE MATTERS: SWPBIS in a Large, Consolidated School

00:59:05 minutes
After consolidating five schools, Clearfield Elementary grew overnight to 1,200 students and 200 staff. To meet the demands of their new environment, SWPBIS was the starting point for bringing together their students and staff. During this session, the presenters will focus on student and staff acknowledgement systems, character education, SAP integration, and school morale.

61. Psychological Counseling as a Related Service

01:01:44 minutes
This session will highlight a new guidance document, Psychological Counseling as a Related Service, from the Bureau of Special Education. The session will feature the following: the special education process of assessment, identification of student need, implementation of the related service, and monitoring the continued need for eligible students within a service delivery system.

64. "We Work Together" - PBIS & Family Involvement

00:47:23 minutes
To implement PBIS with fidelity, parent involvement is essential. This session is designed to share ideas on how to involve parents in PBIS. Lancaster Head Start’s goal is to educate families on the benefits of PBIS strategies to promote their child’s success in the home, school and community.

65. From Reactive to Proactive: A Shift in Focus

00:41:15 minutes
During this session, presenters will discuss the elements that proved successful for creating a schoolwide positive behavior system in an urban school setting. The school successfully shifted from a consequence based discipline system to proactive teaching with reinforcement of the values and virtues upon which the school’s foundation is based. Celebrations of students’ success replaced emphasis upon restrictive systems.

66. Prevention Works! Providing Tier 2 Support Through Your Student Assistance Program

00:52:38 minutes
This session will impress upon participants the importance of “effective” staff collaboration and follow-through, administrative support, networking with outside supports and services, and parent involvement.

67. PBIS Family Nights: Bridging the Gap Between Home & School

00:45:33 minutes
Staff and family buy-in is a huge part of successful PBIS imlementation. Come learn how PBIS Family Nights, with activities led by teachers, have had a positive effect on the school community. All activities require that parents and students talk and play together as a family unit, so that they can discover the benefits of using our High 5 Expectations at home and in the community.

68. Coaching Young Children Through Social Problem-Solving

00:56:45 minutes
Join us for a lively discussion on social coaching from an infant/toddler through preschool perspective. We will talk about what it looks like at each age and different ways to encourage its’ development in your classroom.

72. 10 Years of Progress: A Reflection on PBIS Expansion in Pennsylvania (Closing Keynote)

00:33:23 minutes
The 2016-17 school year marks the 10 year anniversary of the initial installation and scale-up of Positive Behavior Intervention and Supports (PBIS). The PBIS efforts are supported by the Bureau of Special Education, via the PaTTAN system, in partnership with member agencies of Pennsylvania’s Community of Practice (CoP) for School Based Behavioral Health (SBBH). This session highlights the role of the CoP and the growth of PBIS in Pennsylvania. This session will also feature the evolution of focused projects including culturally responsive approaches to managing PBIS, integration of the Student Assistance Program with advanced tier core teams, family engagement at the core team level, and collaboration with Systems of Care via the Pennsylvania Safe Schools-Healthy Students Partnership. During these closing comments celebrate with the PA Positive Behavior Support (PaPBS) Network the impact of PBIS in both program-wide and school-based settings.

69. Preventative Classroom Management: Positive Behavior Support in the Classroom

01:00:41 minutes
This session will highlight effective instructional practices that facilitate responsible student behavior and achievement in the classroom. The importance of preventive, evidenced-based approaches through application of PBS in the classroom will be highlighted with practical strategies shared throughout the session.

3. SRSS: If You Screen You Must Intervene

00:55:00 minutes
At Owen J. Roberts, staff have been using the Student Risk Screening Scale (SRSS) for three years. The presenters will share their experiences and processes for implementation as well as how they use the data to intervene.

Extended School Year (ESY)

00:27:45 minutes
Extended School Year (ESY) services are special education and related services provided to students with disabilities beyond the regular school year. Federal and state special regulations require that each local education agency (LEA) make available extended school year services to each eligible student whose Individualized Education Program (IEP) team has determined that ESY services are necessary for the child to receive a free appropriate public education (FAPE). This recorded webinar describes the process the IEP team utilizes in making ESY eligibility decisions, including the seven factors that must be considered, reliable data sources, and service delivery models. Timelines and procedures regarding the Armstrong Target Group are discussed.

Introduction to Supports for Students with Complex Instructional Needs

00:10:55 minutes
This recording will provide an overview of the principles of MAX or Maximizing Academic Access, Expectations, and Learning for students with complex instructional needs. It offers a description of students who are the focus of this work and the steps you can take to get started.

How to Dispel Myths about SSI to Increase Employment Outcomes

01:06:11 minutes
This webinar will provide an overview of SSI and the available work incentives. It will provide strategies and tools that assist in helping job seekers understand the information. It will focus on the importance of on framing the conversation as financial stability rather than just benefits planning. Recommendations on when a job seeker should be referred to a Work Incentive Planning and Assistance Service will be discussed.

2017 Academic MTSS Implementers Forum Welcomes STEM: Innovation, Implementation and Evolution in PA - Informational Kick-off Video

00:03:35 minutes
As of 2017, roughly 1 in every 2 school districts across Pennsylvania has established a multi-tiered system of support! That’s over 250 districts! Hear how these schools have made great strides in improving student outcomes.

2017 Academic MTSS Implementers Forum Welcomes STEM: Innovation, Implementation and Evolution in PA - Promotional Video

00:00:59 minutes
This year, the MTSS Academic Initiative welcomes STEM! School practitioners K-12, administrators and families will have multiple opportunities to engage in meaningful professional learning sessions across ALL disciplines, including science, technology and engineering! Attend this year's forum to gain deep content, move forward with sound implementation across the tiers and expand your continuum of data-based decision-making tools and evidence-based practices.

Building Strong Employer Relationships Managing the Employer Engagement Process

01:02:23 minutes
This webinar will provide methodology and strategies for provider organizations to manage the employer engagement process to achieve stronger employer relationships. This webinar is intended to foster coordination and commitment amongst employment staff who work with local employers to offer consistent, quality employment services that benefit local employer’s business operations. Key learning objectives of this session include: 1. Contrast staff development to staff training 2. Establish an employer engagement process 3. Track and support staff activity related to employer engagement 4. Support inexperienced job developers as they start to work with employers 5. Develop an employer engagement plan to expand the number of employment services and employers served

Open Hands Open Access Intervener Learning Modules Related to Students who are Deaf-Blind

01:01:30 minutes
The participants will be provided information on the on-line training resource The Open Hands Open Access (OHOA) Intervener Learning Modules which are a national resource related to the intervention for students who are deaf-blind and are being served in educational settings, and how the Pennsylvania Deaf-Blind Project is supporting this learning resource for module participants across the Commonwealth. During this one-hour webinar learn about PaTTAN’s upcoming OHOA Module training, training schedule and its “kick off”. Meet the staff of the Pennsylvania Deaf-Blind Project and your module co-hosts. The primary purpose of the modules was to provide a resource for the acquisition of specialized skills for paraeducators working with students with deaf-blindness functioning in the role of the intervener. An intervener provides a bridge to the world for the student who is deafblind. The intervener helps the student gather information, learn concepts and skills, develop communication and language, and establish relationships that lead to greater independence. The intervener is a support person who does with, not for the student. The module content was created by a diverse group of experts in the field of deaf-blindness including state and national deaf-blind project staff, parents of children who are deaf-blind, higher education faculty,teachers, educational interpreters, and interveners.

Employment Networks & Ticket to Work

00:50:33 minutes
In this webinar Sharyn Hancock, Disability Resource Coordinator from Workforce Essentials Inc. presented information regarding Ticket to Work and Employment Networks. The Ticket to Work and Self Sufficiency (Ticket) program is a Federally-funded employment program designed to provide Social Security disability beneficiaries (i.e., individuals receiving Social Security Disability Insurance and/or Supplemental Security Income benefits based on disability) the choices, opportunities and support they need to enter the workforce and maintain employment with the goal of becoming economically self-supporting over time. An Employment Network (EN) is an entity that enters into an agreement with the Social Security Administration (Social Security) to either provide or coordinate the delivery of services to Social Security disability beneficiaries. The EN can be an individual, a partnership/alliance (public or private) or a consortium of organizations collaborating to combine resources to serve eligible individuals. ENs participating in the Ticket to Work program (Ticket program) must adhere to certain rules and regulations.

WIOA and PETS - Discussion and Planning for the 2017-18 School Year Webinar

01:39:37 minutes
The Workforce Innovation and Opportunity Act (WIOA) requires vocational rehabilitation (VR) agencies to set aside at least 15% of their federal funds to provide "pre-employment transition services" to "students with disabilities who are eligible or potentially eligible for VR services." During this webinar sponsored by the Pennsylvania Community of Practice on Secondary Transition and presented by representatives from OVR and PaTTAN provided information regarding how to assist transition age students in accessing and engaging in pre-employment transition services during the 2017-18 school year.

Linking Families to School: Technology Tips

00:43:01 minutes
Improved communication between home and school, increased access to student grades and assignments, and sharing resources to support student learning are all ways in which technology can be used to link families to school. During this webinar, members of a Local Educational Agency (LEA) along with PaTTAN educational consultants will share their implementation strategies using available technology resources and tools.

2017 Implementer's Forum Film Fest

01:05:21 minutes
Come watch how schools and early childhood programs are teaching positive school, program-wide, and setting specific behavioral expectations. The 2017 film festival highlights early childhood through high school implementation of positive behavior interventions and supports.

2016 Implementer's Forum Film Fest

01:02:22 minutes
Come watch how schools and early childhood programs are teaching positive school, program-wide, and setting specific behavioral expectations. The 2016 film festival highlights early childhood through high school implementation of positive behavior interventions and supports.

Engaging Families and Communities

01:00:11 minutes
In this session Corey Smith from Griffin-Hammis Associates presents information regarding how to effectively engage families and community stakeholders in supporting individuals in obtaining and maintaining competitive integrated employment. Included in this discussion is information regarding building social capital and utilization of the Discovering Personal Genius (DPG), or Discovery methodology. DPG, is a structured method of revealing an individual’s existing or emerging skills, the tasks they perform or desire to learn, and their preferred conditions of employment (e.g., work schedule, job duties/tasks, pay, company culture). DPG results in knowing the employment seeker in a more personal way and“discovering” the most important factors for employment, including their unique skills, interests, learning style, support needs, and personal preferences.

Communicating Discovery and Customized Employment to Individuals and Families

00:55:52 minutes
Customized Employment can be a confusing yet exciting adventure for all stakeholders. People who receive supports, families and staff may have heard the term but not know how it fits into their lives. This one hour webinar will give you practical ideas for how, when and where to introduce the topic of customized employment to stakeholders. Join Karen Lee, Executive Director of SEEC in Silver Spring Maryland as she shares the tools they used in becoming a customized employment agency.

Career Preparation and Work-Based Learning

02:27:13 minutes
As part of the secondary transition process, youth and young adults learn to apply knowledge and skills in real life, real work, and real world situations. Work-based learning opportunities provide the gateway for post-secondary education and employment success. In this webinar offered in collaboration with the National Community of Practice on Secondary Transition, presenters from across the country will present examples of effective career preparation and work-based learning strategies, activities and resources.

Youth Development and Youth Leadership

01:58:51 minutes
Self-determination and self-advocacy are keys to success for youth and young adults as they transition from high school to adult life. During this session, presented in collaboration with the National Community of Practice on Secondary Transition, information regarding resources and strategies to enhance inclusive youth engagement and leadership will be shared from a variety of presenters from across the country.

The Other 3-Tier Model for Reading, Writing, Oral Language, and Math

01:40:54 minutes
The focus of this presentation will be on interdisciplinary collaboration for services in inclusive settings to provide FAPE for all students. Dr. Berninger will present evidence based, instructionally relevant approaches to diagnosing and treating dysgraphia, dyslexia, OWL LD, and dyscalculia. A brief overview of genetics and brain research for these biologically based invisible disabilities that respond to specially designed instruction will be presented.

Update on the Dyslexia Pilot Project

01:04:42 minutes
Act 69 of 2014, the Dyslexia Screening and Early Literacy Intervention Pilot Program became effective on June 26, 2014 (24 P.S. Article XVII-C). This Act requires the Pennsylvania Department of Education (PDE) to establish an early literacy intervention and dyslexia pilot program to provide evidence-based early screening using evidence-based services for students with potential risk factors for early reading deficiencies and dyslexia, such as low phonemic awareness, low letter and symbol naming and inability to remember sequences. This session will provide an update on the pilot program, which will operate for three full years beginning with the 2015-16 school year.

Effective Core Writing Instruction: The Writing Process Grades K-2

00:58:43 minutes
This webinar series provides optional, supplemental information for K-2 (Spelling, handwriting) specific instruction as well as a Tier 1 assessment.

Quick Pick: Alphabet Knowledge

00:32:00 minutes
A Quick Pick is a mini training module teachers can access on their own time and work through at their own pace. This Quick Pick is focused on alphabet knowledge. Teachers will gain an understanding of the alphabetic principle, how alphabet knowledge is a key component of early literacy development, and instructional practices to help foster alphabet knowledge in the classroom.

PowerAAC Module 11: Collect Evidence

00:38:34 minutes
This module provides guidelines, resources, and some starting points for collecting data on students’ progress in their use of their personal AAC systems.

PowerAAC Module 7: Practice Partner Skills

01:03:24 minutes
This module covers the important topic of communication partner skills. AAC literature reports that adult communication partners facilitate communication growth for their students when they learn how to model language using the form of AAC the student is learning to use, create communication opportunities, and respond to students’ use of their systems with descriptive feedback.

PowerAAC Module 8: Teach Vocabulary

01:21:11 minutes
This module presents a variety of strategies for teaching core and extended vocabulary for an AAC system. These strategies provide starting points for guiding POWER:AAC classroom teams in developing their own systematic approach to teaching vocabulary use with their students.

PowerAAC Module 9: Use AAC In Class

01:12:18 minutes
This Module addresses the four purposes of communication as defined by Janice Light in her work on Communicative Competence – wants and needs, information transfer, social closeness, and social etiquette. For students who use AAC, learning to communicate for these purposes puts them on a path towards increasing communication competence. IEP goals are also discussed in this module.

PowerAAC Module 10: Use AAC At Home

00:40:50 minutes
The focus of Module 10 on the role of parents and the family in their child’s AAC communication program. This module is designed to help school staff support parents and families as they use their child’s AAC system and core vocabulary at home.

English Learners Career and Readiness Skills for Life After Graduation in an MTSS Framework

01:24:02 minutes
The webinar will address the importance of including, as part of instruction in a MTSS Framework, strategies and resources to help secondary ELs to plan for their future.

PA Alternate System of Assessment (PASA) Writing Pilot 2017

00:13:43 minutes
This recorded presentation from the PA Department of Education, Bureau of Special Education provides a high level overview for special education administrators, PASA test coordinators, and other special education personnel pertaining to the administration of the writing pilot for PA’s alternate assessment (PASA) that is scheduled for Spring 2017. The presentation provides information regarding the redesign of the Reading PASA to an ELA PASA. Included will be information about item development and specific details pertaining to the actual writing pilot. Participants will gain knowledge about details such as, the pilot testing window, identification process of school districts and students, and delivery/return of testing materials.

Models for Transition Success

02:05:26 minutes
Since the late 1980s there have been a number of research-based, effective practice models developed to assist in supporting youth and young adults with disabilities to successfully transition from school to adult life. This session will present an overview of the most effective secondary transition models along with related strategies and resources.

Pre-Employment Transition Services

02:07:14 minutes
The Workforce Innovation and Opportunity Act (WIOA) requires vocational rehabilitation (VR) agencies to set aside at least 15% of their federal funds to provide "pre-employment transition services" to "students with disabilities who are eligible or potentially eligible for VR services." During this webinar, offered in collaboration with the National Community of Practice on Secondary Transition, presenters from across the country will present examples of effective strategies activities and resources that are currently being implemented in a variety of states to meet the five required pre-employment transition services areas.

Maximizing Academic Access, Expectations, and Learning: Supports for Educating Students with Complex Instructional Needs

00:15:36 minutes
This video provides an overview of Project MAX, a State Personnel Development Grant awarded to the Pennsylvania Department of Education by the Office of Special Education Programs. Intermediate Unit and Local Education Agency team members across Pennsylvania describe the benefits and their experiences as they implement the practices of the project.

Using Alternate Eligible Content to Develop IEPs: 2017 Update

00:59:28 minutes
This series will provide participants up to date information around implementation of alternate eligible content through instruction and assessment. Topics will include application of alternate eligible content to IEPs and implementation of essentialization with alternate eligible content using essentialized examples, lesson/unit plans and data based decision making. Additional examples of essentialization of writing and science alternate eligible content will be shared.

Review of the new Annotated Reevaluation Report

01:02:23 minutes
A new version of the annotated Reevaluation Report has been developed and is now available on the PaTTAN web site. The new edition of this tool has been released to provide more specific information to practitioners and families about the contents of the Reevaluation Report and is not due to any change in the law, regulations or state forms associated with these documents. This webinar is designed to walk participants through the document, highlighting the information included in the new annotations.

Converting EBAE (English Braille American Edition) to UEB (Unified English Braille) with Duxbury

00:53:15 minutes
The course will explain how to manipulate braille from the old braille code (EBAE) to the new braille code (UEB), while maintaining the integrity of accuracy and format.

LEA to LEA Family Engagement Webinar Series Collaborating with Community

00:50:31 minutes
Learning to navigate the many facets of special education can be daunting to families. During this webinar, members of a Local Educational Agency (LEA) along with PaTTAN educational consultants shared effective practices and strategies for other LEAs to consider as a means to support families.

Alternate Eligible Content: Introduction to Writing

00:45:38 minutes
Participants will have the opportunity to examine the newly developed Writing Alternate Eligible Content. The content development process and assessment considerations will be discussed. Essentialized examples used to design content targets will be provided.

Effective Core Writing Instruction - Assessment Grades K-2

00:59:38 minutes
This webinar series provides optional, supplemental information for K-2 (Spelling, handwriting) specific instruction as well as a Tier 1 assessment.

Effective Core Writing Instruction - Spelling Grades K-2

00:53:07 minutes
This webinar series provides optional, supplemental information for K-2 (Spelling, handwriting) specific instruction as well as a Tier 1 assessment.

Engaging Culturally and Linguistically Diverse Families and Communities in a MTSS Framework

01:29:58 minutes
The development of a positive family/school/community engagement relationship is discussed as a direct influence upon the English learner’s academic progress in a MTSS Framework. Strategies related to the initiation and strengthening of culturally and linguistically diverse family/community engagement within the school and classroom are presented with a focus on the acculturation process. Participants will learn of the importance of family engagement as an essential segment of the English learner’s academic plan.

Effective Core Writing Instruction - Handwriting Grades K-2

01:02:38 minutes
In conjunction with the Effective Core Writing Instruction series, this webinar provides optional, supplemental information for K-2 handwriting specific instruction as well as a Tier 1 assessment.

Indicator 13 Compliance Module 6

00:14:20 minutes
This module provides a compliance and effective practices overview of Measurable Annual Goals.

Indicator 13 Compliance Module 5

00:22:06 minutes
This module provides a compliance and effective practices overview of the "transition grid" section of the IEP. Included in this section is a discussion regarding Courses of Study, Activities and Services related to the Post-Secondary Goals.

Indicator 13 Compliance Module 4

00:15:05 minutes
This module provides a compliance and effective practices overview of how to annually update the three Post-Secondary Goal areas.

Indicator 13 Compliance Module 3

00:20:32 minutes
This module provides a compliance and effective practices overview of Post-Secondary Goals related to education/training, employment, and independent living.

Indicator 13 Compliance Module 2

00:16:15 minutes
This module provides a compliance and effective practices overview of interest/preference, academic, and functional assessment.

Indicator 13 Compliance Module 1

00:17:01 minutes
This module provides a compliance and effective practices overview of outside agency and student involvement in the IEP meeting.

Indicator 13 Compliance Module Overview

00:17:44 minutes
The Overview module provides and introduction to the Indicator 13 Compliance Module Series and explains the format of each of the six modules in this series.

Addressing the Needs of Adolescent EL Populations in a MTSS Framework

00:56:58 minutes
This three-part webinar will focus on providing information regarding the specific characteristics of long-term adolescent ELs, adolescent refugees, and adolescent students with limited or interrupted formal education in a MTSS framework.

Career Pathways

02:01:12 minutes
Career Pathways enable youth to choose a pathway that will prepare them for employment in the career cluster that best fits their interests and abilities. Youth can explore a range of career options by focusing attention on broad areas (pathways), rather than specific occupations. This session will present information regarding how Career Pathways are being implemented in Pennsylvania to assist students prepare for a specific career goal area.

Alternate Eligible Content: Voices from the Field

01:03:56 minutes
The Alternate Eligible Content Fall/Winter Series 2016 will have a focus on supports for teachers. To ensure students learn content targets identified in the alternate eligible content, teachers need to be proficient with the essentialization process. This series outlines supports that will help to implement this knowledge in the classroom. Participants will have an opportunity to hear from teachers in the field, review examples of essentialized content and learned where they are located, as well as be introduced to the new Writing Alternate Eligible Content.

2016 Dyslexia Awareness Day: A Parent Shares Her Story

00:07:21 minutes
Listen to Ashley’s heartfelt story about her first-born child and their journey as she struggled to learn how to read. Reflect on Dr. Sally Shaywitz’s words as she spoke with Ashley about meeting the needs of students with dyslexia. Be inspired by the resiliency in our children.

Keystone Exam Accommodation Guidelines for Students with Individualized Education Programs and 504 Plans

01:18:49 minutes
The Pennsylvania Department of Education (PDE) is offering the following opportunities to participate in a webinar on accommodations for the PSSA and Keystone Exams. PDE strongly encourages the participation of teachers who directly administer the PSSAs or Keystone Exams and are responsible for the implementation of accommodations for all students, including students with individualized education programs and 504 Plans, and all English language learner students. Presenters from PDE will examine the PSSA and Keystone Exams Accommodations Guidelines for Paper/Pencil and Online Assessments. During this session, presenters will highlight changes and discuss appropriate use of accommodations in statewide assessments. Please note there are several significant changes regarding Unique Accommodations procedures. Test security and administration procedures will also be discussed.

Engaging Families in Rural and Urban Communities

00:54:24 minutes
Working with families from culturally and linguistically diverse backgrounds poses unique challenges to educators. During this webinar, members of a Local Educational Agency (LEA) along with PaTTAN educational consultants will share practices and strategies for other LEAs to consider as a means to effectively engage all families in the school community. Specific strategies regarding how to build upon community assets and incorporate cultural knowledge into family engagement efforts will be highlighted.

Strategies for Higher Education Success

02:31:58 minutes
This session will include strategies for preparing students to successfully attend and complete a post-secondary college or training program. Included in this session will be information regarding Pennsylvania specific programs designed to assist youth and young adults with disabilities in this process.

Alternate Eligible Content: Updated Essentialization Examples

00:55:50 minutes
The Alternate Eligible Content Fall/Winter Series 2016 will have a focus on supports for teachers. To ensure students learn content targets identified in the alternate eligible content, teachers need to be proficient with the essentialization process. This series outlines supports that will help to implement this knowledge in the classroom. Participants will have an opportunity to hear from teachers in the field, review examples of essentialized content and learned where they are located, as well as be introduced to the new Writing Alternate Eligible Content.

Addressing the Needs of Adolescent EL Populations in a MTSS Framework

00:51:19 minutes
This three-part webinar will focus on providing information regarding the specific characteristics of long-term adolescent ELs, adolescent refugees, and adolescent students with limited or interrupted formal education in a MTSS framework.

Preparing Transition Age Youth with Autism for College and Employment

04:26:25 minutes
This training will cover definitions of neurodiversity, as well as the challenges, and opportunities regarding college and employment of students with Autism. SAP, the global leader in enterprise software, will discuss trends among high profile employers and the creation of successful workforce programs. We will also offer an overview on training modules informed by the work at SAP. These materials provide practical approaches to preparing students for college and employment. Presenters will share the specifics of the new Workforce Innovation and Opportunity Act as well as the role the Office for Vocational Rehabilitation (OVR) plays in Secondary Transition, Early Reach, and Pre-Employment Transition Services.

Student Inspiration

00:00:12 minutes

Keynote - Don't Limit Me! (or Students Like Me)

00:56:19 minutes
This keynote session highlights Megan's 'Don't Limit Me!' video, which received nearly 400,000 hits on YouTube. As an adult with Down syndrome, Megan addresses teaching special students the 'right way' - by teaching them independence, respect, and holding them to high standards. Megan discusses her careers as a fashion model, public speaker, event planner, entrepreneur, and, now, TV celebrity. Kris Bomgaars talks about her journey as a single mother. To better understand and navigate the educational system, Kris became a special ed teacher, herself. She has been instrumental in helping Megan grow up to be independent and follow her dreams.

Traumatic Brain Injury: High Incidence Medical Diagnosis Disguised as a Low Incidence Educational Disability

02:47:58 minutes
Traumatic Brain Injury (TBI) is fast becoming a hot topic in the field of education. TBI is now considered a "developing disease." Following TBI, many students return to school without appropriate educational supports in place. Over time, students may exhibit more intensive learning needs that can be connected back to their earlier brain injury. Regardless if the TBI is classified as mild (concussion), moderate or severe in nature, students may exhibit moderate/severe functional needs in school that impact the ability to learn new information. Information about the differences between students who sustain TBI versus other disability categories, the importance of early identification & screening, and a plethora of specific educational strategies will be discussed. A BrainSTEPS student will also share his personal journey.

Project MAX - Maximizing Access and Learning for Students with Complex Instructional Needs

01:42:07 minutes
The Bureau of Special Education's vision is to improve the instruction for all students including those with complex instructional needs. Project MAX was created to increase the capacity of Pennsylvania schools to provide all students, including those with complex instructional needs, with maximum access to and learning of the general education curriculum and the Pennsylvania Core Standards. This session will focus on the purpose of Project MAX, program structures, and benefits of the program. The presenters will share their teams' journey implementing Project MAX.

Multisensory Sight Word Activities

00:12:46 minutes
This video created by Amy Lawrence from Crawford Central School District addresses how to teach the 13-15% of words in the English language that don't follow common spelling patterns. It is imperative to teach decodable words by sounding out the words. But, there are those that require a bit of memory, usually the vowel sound. This video shares several multisensory-based activities that can reinforce the learning of irregularly spelled words.

Students Referred for Suspected SLD in the Dyslexia Pilot Program: Where Do We Go From Here?

04:01:33 minutes
After viewing this video, participants will have information about understanding the Pattern of Strengths and Weaknesses (PSW) method and be able to: -Describe the PSW method and the conceptual similarities among the most widely used PSW approaches -Recognize how PSW models differ and the implications for those differences -Use data from a comprehensive evaluation and PSW analysis to inform SLD identification and intervention -Identify why and how measurement of specific academic skills and measurement of specific cognitive abilities and processes inform intervention in different ways

PBIS 2016 Thursday Lunch

00:12:58 minutes

Overview of Labor Laws and Employment Related Issues

01:58:55 minutes
During this webinar, targeted for professionals who are involved with obtaining and providing work experiences for youth and young adults with disabilities, information will be presented on the Fair Labor Standards Act, in particular Section 64c08 and the PA Child Labor laws as they apply to youth with disabilities. Participants will learn how the Federal and PA State laws affect work experiences for youths aged 14 – 21.

Overview of the Workforce Innovation and Opportunity Act

02:01:05 minutes
The Workforce Innovation and Opportunity Act (WIOA) was signed into law in July of 2014. There were significant changes as a result of WIOA that will be discussed during this webinar. Specific emphasis will focus on Title IV of WIOA that re-authorized the Rehabilitation Act, the governing legislation for the Office of Vocational Rehabilitation (OVR).

Making the Connections with Local Transition Coordinating Councils

02:02:07 minutes
There are over fifty Local Transition Coordinating Councils (LTCCs) throughout Pennsylvania that provide trainings, resources, and supports to youth, families, and professionals involved in the secondary transition process. During this session, LTCCs’ projects, products, and activities will be shared. This session will also feature strategies to strengthen your LTCC’s efforts.

Integrated Youth Development and Youth Leadership

01:56:48 minutes
Self-determination and self-advocacy are keys to youth and young adults success as they transition from high school to adult life. This session, presented in collaboration with the Pennsylvania Youth Leadership Network (PYLN) and the Lehigh Valley Center for Independent Living (LVCIL), will provide information regarding resources and strategies to enhance active, integrated youth engagement and leadership.

Assistive Technology for Youth with Complex Needs

02:05:53 minutes
Assistive Technology (AT) is an essential component of success for transition-age students with complex needs. Students who have the opportunity to experience and use a variety of tools in school for such tasks as communication, organization, navigation, and recall are more likely to transition successfully to adult life. This session will provide participants with a fresh perspective on the role of AT in transition as well as provide guiding questions and suggestions for addressing AT during multiple points throughout IEP development.

E1. Been There Done That

01:23:42 minutes
A panel made up of young adults, family members, and support people will provide insight into young peoples’ journeys through the transition years, where the students are now, and their future plans. Audience participation is encouraged to gain knowledge, information and understanding of real life transition experiences.

F9. Preparing Transition Age Youth with Autism for Employment

01:28:39 minutes
This presentation will cover neurodiversity’s definition, challenges, and opportunities, as well as the role the Office for Vocational Rehabilitation plays in Secondary Transition, Early Reach, and Pre-Employment Training. Presenters will engage participants in sharing the specifics of the new Workforce Innovation and Opportunity Act. Information regarding how to access resources and understand Pre-Employment Transition Services will also be discussed.

H12. Supports and Resources Provided Through the Center for Workforce Information & Analysis

01:13:47 minutes
Come learn about the resources and supports provided by the PA Center for Workforce Information and Analysis including: Occupational Data Sets, High Priority Occupations, PA Career Guides and Pennsylvania’s Job Gateway system. Included in this interactive session will be a description and demonstration on the basics of Job Gateway including: how to set up a profile in Job Gateway, how to create or upload a resume, how to search for and apply for jobs, and how to use the system to locate employers, or suitable internship or apprenticeship opportunities.

J3. Promoting Employment Among Youth Who Receive Social Security Administration Benefits

01:19:29 minutes
There are over 76,000 children with disabilities in PA who receive income support from Social Security. Based on state and national trends, the majority will retain eligibility as adults at age 18. While some of these youth will be unable to work, many have potential for careers and greater economic self-sufficiency. This presentation will provide attendees with an understanding of the Social Security Administration (SSA) and related government benefits, work incentives and how “work incentive counseling” can help students, their parents, and professional educators address this critical element of transition. It is recommended that any youth who receives SSA benefits and their parent have access to work incentive counseling early in their transition planning.

L12. Building the Bridge to 21st Century Transitions: Methods, Materials, and Strategies to Promote Self-Determination and Student Involvement

01:34:13 minutes
This session will overview research and evidence-based practices to promote the self-determination of students with disabilities, enhance student involvement in transition planning, and to assess self-determination. Attendees will be provided information about resources that will enable them to implement effective practices to promote self-determination and promote student involvement in planning.

K2. Self-Determination and Strengths-Based Approaches to Disability: A Bridge for 21st Century Transitions

01:02:40 minutes
Research has established that promoting the self-determination of youth with disabilities results in more positive school and transition outcomes. This session will examine self-determination, its application to the field of transition, and the central role of self-determination in newly emerging strengths-based models of disability. The session will overview research knowledge with regard to self-determination and student involvement in education and transition planning and explore how changing understandings of disability are impacting the education of students with and without disabilities.

G11. ABLE: All You Want to Know About the New ABLE Accounts in Pennsylvania

01:31:22 minutes
Achieving a Better Life Experience (ABLE) Act gives individuals with disabilities the opportunity to establish savings accounts to help maintain their independence and control their own finances without jeopardizing government benefits. Presenters will discuss the ABLE legislation in Pennsylvania and provide information about how to set up and use an account.

2016 PA Transition Pre-Conference - Pat Hozella

00:06:39 minutes
The following video is one of four in a series addressing integrated competitive employment in Pennsylvania. The video was presented during the 2016 PA Transition Pre-Conference, which was held in State College PA on July 19, 2016. The purpose of the video series is to explain how the following four agencies support the post-secondary goal of integrated employment for all transitioning youth and young adults with disabilities: the Bureau of Special Education, the Office of Vocational Rehabilitation, the Office of Developmental Program, and the Office of Mental Health and Substance Abuse Services. This video features Pat Hozella, Bureau of Special Education.

2016 PA Transition Pre-Conference - Nancy Thaler

00:02:13 minutes
The following video is one of four in a series addressing integrated competitive employment in Pennsylvania. The video was presented during the 2016 PA Transition Pre-Conference, which was held in State College PA on July 19, 2016. The purpose of the video series is to explain how the following four agencies support the post-secondary goal of integrated employment for all transitioning youth and young adults with disabilities: the Bureau of Special Education, the Office of Vocational Rehabilitation, the Office of Developmental Program, and the Office of Mental Health and Substance Abuse Services. This video features Nancy Thaler, Office of Developmental Programs.

2016 PA Transition Pre-Conference - Dennis Marion

00:06:36 minutes
The following video is one of four in a series addressing integrated competitive employment in Pennsylvania. The video was presented during the 2016 PA Transition Pre-Conference, which was held in State College PA on July 19, 2016. The purpose of the video series is to explain how the following four agencies support the post-secondary goal of integrated employment for all transitioning youth and young adults with disabilities: the Bureau of Special Education, the Office of Vocational Rehabilitation, the Office of Developmental Program, and the Office of Mental Health and Substance Abuse Services. This video features Dennis Marion, Office of Mental Health and Substance Abuse Services.

2016 PA Transition Pre-Conference - David DeNotaris

00:03:45 minutes
The following video is one of four in a series addressing integrated competitive employment in Pennsylvania. The video was presented during the 2016 PA Transition Pre-Conference, which was held in State College PA on July 19, 2016. The purpose of the video series is to explain how the following four agencies support the post-secondary goal of integrated employment for all transitioning youth and young adults with disabilities: the Bureau of Special Education, the Office of Vocational Rehabilitation, the Office of Developmental Program, and the Office of Mental Health and Substance Abuse Services. This video features David DeNotaris, Office of Vocational Rehabilitation.

RENEW: Successes and Outcomes

00:05:40 minutes
RENEW is a youth-directed planning and support process designed to meet the needs of young people with emotional and behavioral challenges transitioning from school to adult life. This video is part of a series following student’s experiences with RENEW: Sara, Lance, and Ashlyn. The perspectives in this video are those of the adults working with the youth participating in the process.

RENEW: Going Through the Training

00:04:18 minutes
RENEW is a youth-directed planning and support process designed to meet the needs of young people with emotional and behavioral challenges transitioning from school to adult life. This video is part of a series following student’s experiences with RENEW: Sara, Lance, and Ashlyn. The perspectives in this video are those of the adults working with the youth participating in the process.

RENEW: Going Through the Process

00:12:17 minutes
RENEW is a youth-directed planning and support process designed to meet the needs of young people with emotional and behavioral challenges transitioning from school to adult life. This video is part of a series following student’s experiences with RENEW: Sara, Lance, and Ashlyn. The perspectives in this video are those of the adults working with the youth participating in the process.

1. Preventing Behavior and Mental Health Problems through Improved School Climate

01:20:18 minutes
Schools often struggle to address student behavior problems, and rarely consider the importance of school climate as a contextual factor influencing these outcomes. This session will highlight the role of school climate in preventing and addressing student behavioral and mental health problems. We will also consider the role of student and staff connectedness in school climate, and ways to leverage the tiered PBIS framework to improve school climate, and in turn promote favorable behavioral and mental health for students.

2. Promoting Culturally Responsive Behavior Management through PBIS: The Double Check Model

00:59:34 minutes
Culturally diverse students are disproportionately represented in special education programs and receive disproportionately high rates of office disciplinary referrals and suspensions. Research suggests that teachers require additional professional development on issues related to culturally responsive education in order to manage and understand the behaviors of culturally diverse students and to engage diverse learners in the curriculum. This session provides an overview of the Double Check (Bradshaw & Rosenberg, 2016) model, which is a framework for helping teachers and school staff to reflect on, and ultimately address, the following five core components associated with culturally responsive practices: Reflective Thinking, Authentic Relationship, and Connection to Curriculum, Effective Communication, and Sensitivity to Student’s Cultural and Situational Messages. The self-reflection process is facilitated through professional development and coaching, which help to increase awareness of one’s own cultural sensitivities.

3. PBIS & Character Education: The Perfect Pair

01:03:47 minutes
Members of Penn Delco School District will discuss how they have paired PBIS and Character Education in their K-5 elementary school. The PBIS/Character Education Program is key to developing students’ academic, social, emotional, and behavioral success at Coebourn Elementary School. Students receive various levels of recognition daily, weekly, and monthly for being respectful, responsible, and ready to learn. Presenters will highlight their expectation stations, cougar coins, golden tickets, Cougar 200 Club, 3 Rs posters, character trait of the month linked to student of the month, Morning Meetings, bus of the month, signage around the building, and the Coebourn pledge.

4. Mental Health Challenges and Disorders in Youth

00:55:54 minutes
This session will discuss mental health challenges and disorders including facts and statistics nationally and in Pennsylvania; typical adolescent development and risk factors; warning signs and symptoms; the impact of mental health challenges on education and Pennsylvania’s movement to address these issues.

5. Prevent Teach Reinforce for Young Children

00:55:05 minutes
This session will be a summary of the published Functional Behavior Assessment approach called Prevent Teach Reinforce for Young Children with examples of how this approach was used in a preschool classroom.

6. PBIS at the Secondary Level: From Information to Transformation

01:01:43 minutes
Interested in transforming your high school’s climate and culture into one of respect, collaboration, and pride with positive school outcomes? Then this is the session for you! Participants will leave with a practical guide and the resources necessary to implement secondary PBIS with fidelity .Surveying staff and students along with action planning and implementation will be discussed.

8. Parent Involvement, Staff Participation & Accountability for Middle School PBS Programming

01:01:53 minutes
Parent involvement in education is a key component to students’ success. This presentation will highlight the multi-faceted approach our school has taken to engage parents in the PBIS process. At the middle school level, staff involvement can be a particular challenge. This presentation will highlight some strategies, incentives, and overall climate and culture improvements that help to engage teachers at this instructional level.

12. Hosting a Student Symposium: Encouraging Regional PBIS Teams to Include Student Voice

00:54:09 minutes
A student symposium was hosted in February 2016. Student PBIS members from Sun Valley HS and Upper Darby HS shared their experiences with both staff and students from middle and high schools. Themes to be addressed in this session will include how to encourage student voice, tips for changing the culture of schools both in urban and suburban schools, and making the most of the student team.

14. How to Raise Funds with a Limited Budget!

00:48:13 minutes
This session will provide participants with multiple strategies to raise funds to enhance their school-wide program. The strategies range from simple school activities to more extensive community outreach. If funds are holding you back, this session is for you!

15. Creating Strong Communications & Connections with Staff for PaPBS Fidelity & Sustainability

00:47:43 minutes
This session will provide a description of practical tools and tips for keeping staff informed and implementing with fidelity. Communication plans include the process and scheduling of multi-tier team meetings, a staff feedback loop, a comprehensive PaPBS binder, and PaPBS connections to other school initiatives.

18. Keys to Family Engagement

00:54:18 minutes
During this session, presenters will share their school’s practices to enhance and maintain parent engagement through the Family Resource Center. Self-assessment opportunities will be included in this session and resources will be shared that schools can use to scale up their efforts to reach out to families in a positive way. Presenters will highlight universal screening practices, staff acknowledgement ideas, events and outreach activities, and the Positive Family Check-Up process. Check-in/Check-out is discussed in the context of creating parent partnerships to enhance student social behavioral development within a framework supported through school-based counseling and student assistance program personnel.

20. Capturing Culturally Responsive Data Practices in PBIS Implementation: Secondary & Elementary Settings

01:03:12 minutes
This session will feature 2 schools working to embed culturally responsive data practices as part of their PBIS implementation. Each school, one elementary and one secondary, will share their journey towards assuring their PBIS data analysis includes data informing the team of disproportionate disciplinary practices for students by race, disability and gender.

21. Trauma-Informed School Practices

01:01:24 minutes
Using converging research from the fields of brain science, trauma, poverty, and behavior, this session will identify school practices that effectively support students with trauma-histories. Specific connections to components of PBIS will be made. Note: definition of trauma includes poverty-related developmental trauma.

22. The Advanced Tiers

01:00:20 minutes
Learn from our ups and downs with the Advanced Tiers. This session will focus on Tier 2 & 3 Interventions: Universal Screening, Check-In Check-Out, Mentoring and Prevent Teach Reinforce. Other evidenced-based programs/interventions will be discussed including RFS/SSS (Ready for Success/Student Success Skills) and SSIS (Social Skills Improvement System).

23. Don’t Panic! You’ve Got This!

00:59:26 minutes
We will prepare you for the implementation process of SWPBS! We will show you how we successfully implemented School Wide in two years by getting student buy-in, staff buy-in, and community buy-in using efficient, cost effective ideas and promoting lots of school pride in the process!

30. Initial Line of Inquiry (ILI): A Process for Function-Based Intervention Planning

00:58:48 minutes
This session will provide an overview of the ILI, a team-based problem-solving process for students in need of individualized supports and/or a comprehensive FBA (Functional Behavior Assessment). Presenters will model how to use the ILI process for decision making and share resources to support the use of the ILI in your setting.

29. Improving Implementation through Collaborative Reflection

00:42:05 minutes
The development of an effective process for addressing challenging behavior is critical to Program-Wide PBIS implementation. This session will describe how one program’s Core Leadership Team reevaluated this process by recognizing its successes and challenges, addressing the inefficiencies and, using the Benchmarks of Quality as a guide to create an improved process, which supports children, families and staff.

26. A High School Behavior Education Program (HSBEP) in Action: Shaler Area High School’s Bridge Program

00:56:20 minutes
The Bridge program at Shaler Area High School is an implementation of the HS-BEP (High School Behavior Education Program). The Bridge program provides Tier II support for students in regular education who have been screened through the SAP process. The Bridge program focuses on enhancing the development of life skills, leadership skills, organization/study skills through structured study skills classes as well as a Check-In/Check-Out program. Additionally, the program serves to improve communication between families and the school.

25. Is Discipline Race-Neutral? How Data Can Tell Your Story

00:53:43 minutes
Schools must regularly monitor indices of disciplinary practices. Ethically-responsible schools calculate risk indices and risk ratios to evaluate, and as appropriate, adjust their practices so that discipline is administered equitably for all students. Attendees will learn how to calculate these indices and evaluate whether disproportionate disciplinary practices are occurring.

57. Renovate, Revitalize, Rebrand

00:44:02 minutes
Our school was recently renovated and we have worked to revitalize the culture of our school through many PBIS initiatives. Through the implementation of spirit days and pep rallies, the school morale has improved. A student PBIS Committee was formed to increase student participation and gain a student perspective on the program. Students and faculty have worked together to collect food and gifts, as well as wrap and package them for families in need at Thanksgiving and Christmas. Participants will learn about our efforts to reward teachers and praise their efforts through the rebranding of our school mascot and school vision.

31. Build on Tier I: Make it Your Own

00:50:58 minutes
The team will discuss the building blocks of Tier I implementation and share ways we personalized Tier I to meet the needs of our students and staff including the utilization of resources, community involvement, a SWPBS mascot, student and staff incentives, and alternatives to a school store.

32. What’s the Buzz About? Creating Family and Community Involvement

00:56:35 minutes
Are you looking for ideas to publicize, share, and invite participation from your school’s families and local community? Then this session is for YOU! You’ll leave this session feeling energized and excited about drawing in your biggest supporters to PBIS. Practical strategies and examples will be shared with participants. Please join us!

34. Tier I Cafeteria and Bus Program Implementations for 2015-2016

00:51:31 minutes
Strategies will be shared for Tier I reward systems within specific areas of the school such as bus and cafeteria. The team will also share overall school-wide programming strategies and techniques that have been successful.

35. Practical Ways to Involve the Student Body

00:52:44 minutes
This session will provide practical methods for involving students in the SWPBIS implementation. Participants will gain practical and useful strategies to increase student participation and ownership of the program. Methods for creating student leadership within the program will also be presented.

36. SAP & PBIS: The Gateway to Implementation and Management of Tier 2 & 3 Interventions

00:59:01 minutes
The purpose of SAP (Student Assistance Program), is to identify and eliminate barriers to learning. Its natural partnership with PBIS allows Shaler Area High School to utilize SAP as a screening tool for implementing and managing Tier 2 & 3 interventions and supports. This session will provide participants with guidance based on our experiences to enhance this partnership.

39. Building Strong Universal Foundations in Program-Wide PBIS Settings

00:56:05 minutes
This session focuses on the key elements of The Pyramid Model Universal practices of PBIS at Lancaster Head Start (LHS). As a program, we hold the belief that strong foundational practices will reduce the need for intervention at the higher levels of the Pyramid Model. Main elements of strong universal practices, as adopted by LHS, will be the focus. The shift to targeted and tertiary supports will be shared as well.

41. What It Takes: Providing High Quality Instruction within PBIS Implementation

00:57:40 minutes
The implementation of PBIS creates a climate for ensuring every student and child can be engaged in meaningful learning opportunities and achieve academic and social outcomes. In addition to a positive learning climate, what are the practices that every early educator and educator should consider as they meet this ambitious goal? This session will provide a critical examination of PBIS implementation within classrooms from preschool to high school and the importance of effective instructional practices that promote student engaged in learning opportunities.

43. Check & Connect: Student Engagement

01:11:59 minutes
This session will provide an overview of Check & Connect, which is a comprehensive advanced tier intervention designed to enhance student engagement. Participants will learn how Check & Connect fits into a PBIS framework and how the student and mentor relationship fosters academic and social competence.

45. Trauma Informed Care: What Educators Need to Know

01:17:39 minutes
We know that trauma is pervasive and affects a student’s ability to learn. This session will include valuable resources for educators to use back in their school to create “trauma-informed” environments that benefit both students and staff.

48. Playing and Learning Together: Implementing Program-Wide PBIS in Early Education

01:38:07 minutes
How do we go deep with our implementation of PBIS within the early education classroom and program? How does PBIS provide a context for ensuring child engagement in learning opportunities? How do we power up our intervention through meaningful partnerships with families? This presentation will focus on the implementation of effective and developmentally appropriate practices that promote child outcomes within a PBIS classroom.

50. Team-Initiated Problem Solving (TIPS) Model: Process for Team Meetings and Data-Based Decision Making

01:26:57 minutes
This session will provide an overview of the TIPS model including strategies for effective team meetings and how to use data for decision making. Presenters will model how to use data to make decisions and facilitate practice with identifying a problem, developing a problem statement, intervention planning, and progress monitoring.

51. You Can Do MTSS District Wide in Behavior and Academics!

01:22:59 minutes
Participants in this presentation will hear from administrators, principals, and teachers about just how designing, training, and implementing MTSS for academics and behavior can and does work. Participants will hear the why, the what, and the how two western region school districts are working to make this model the way of doing business for their students and staff!

55. Examining Equity: A Personal, School-wide, and Community-Based Approach

00:46:28 minutes
During this session, presenters will discuss one school’s approach to developing teachers’ equity literacy within the CR-PBIS framework. Techniques for examining issues of equity on personal, school-wide, and community-based levels will be shared. Additionally, this session will provide ideas for creating and disseminating action plans to address inequities within schools.

57. Renovate, Revitalize, Rebrand

00:44:02 minutes
Our school was recently renovated and we have worked to revitalize the culture of our school through many PBIS initiatives. Through the implementation of spirit days and pep rallies, the school morale has improved. A student PBIS Committee was formed to increase student participation and gain a student perspective on the program. Students and faculty have worked together to collect food and gifts, as well as wrap and package them for families in need at Thanksgiving and Christmas. Participants will learn about our efforts to reward teachers and praise their efforts through the rebranding of our school mascot and school vision.

59. Trauma Sensitive Program-Wide PBIS

00:54:08 minutes
This session will provide information about the impact of stress and trauma on very young children and how it may be expressed through challenging behaviors in the early learning setting. Join us to engage in an interactive discussion to identify how a trauma sensitive approach can be embedded within PW-PBIS and Pyramid Model practices.

61. Aligning Initiatives to Meet the Educational and Behavioral Health Needs of our Students

00:21:57 minutes
The closing keynote will briefly describe the PaPBS Network’s priority to advance the Interconnected System Framework (ISF). The concepts inherent in the ISF support the establishment of positive school climate for all students, including students in need of behavioral health supports. With a focus on advancing cross-sector partnerships across the tiers, the PaPBS Network recognizes the important role educational leaders play in advancing the ISF at the local level. Keystone Central School District Superintendent, Kelly Hastings, will speak to the district’s experiences with cross-sector collaborations with community-based agencies.

60. The Youth Voice of RENEW

00:52:34 minutes
In this session participants will experience RENEW first hand through the eyes of youth who have taken the RENEW journey from the mapping process, through action planning, into the wrap-around supports and the transition support that the teens needed to meet their goals and experience success. Participants will hear their stories, and participants will be touched by the results.

47. Tier Three Implementation: A Focus on Extreme Behavior, Trauma and Mental Health

01:29:19 minutes
We will explore how trauma informed care and school wide interventions and supports can help students with extreme behavior in the academic setting.

Family Engagement: LEA to LEA Webinar Series 2015-2016 - School Efforts to Partner with Families

00:52:40 minutes
School staff who are prepared to engage in partnerships with families honor families’ knowledge, help in creating a welcoming environment, and connect family events and activities directly to student learning. During this webinar, members of a Local Educational Agency (LEA) along with PaTTAN educational consultants will share novel strategies for other LEAs to consider as a means to partner with families. Strategies such as increasing communication opportunities, accessing community services, and social marketing within your district to connect with the families will be shared.

Bookshare: Lifelong Learning - Day 3

01:01:18 minutes
This three-part webinar will provide participants with information about decision-making tools that assist teams in the assessment process as well as the benefits of audio-supported reading in the context of “listening to learn,” and how Bookshare membership can provide lifelong learning opportunities. Specifically, participants will learn about the AEM Navigator and AEM Explorer, Protocol for Accommodations in Reading (PAR), the SETT Framework, and PA’s Guidelines for the Provision of Accessible Instructional Materials as decision-making tools. Participants will also learn how students can utilize audio-assisted reading to access curricular content and gain needed information using Bookshare books. During the third session, participants will learn about the importance of effective transition planning and how Bookshare membership can benefit students as they leave secondary school and move on to higher education, employment, and independent living.

Bookshare: Lifelong Learning - Day 2

01:05:06 minutes
This three-part webinar will provide participants with information about decision-making tools that assist teams in the assessment process as well as the benefits of audio-supported reading in the context of “listening to learn,” and how Bookshare membership can provide lifelong learning opportunities. Specifically, participants will learn about the AEM Navigator and AEM Explorer, Protocol for Accommodations in Reading (PAR), the SETT Framework, and PA’s Guidelines for the Provision of Accessible Instructional Materials as decision-making tools. Participants will also learn how students can utilize audio-assisted reading to access curricular content and gain needed information using Bookshare books. During the third session, participants will learn about the importance of effective transition planning and how Bookshare membership can benefit students as they leave secondary school and move on to higher education, employment, and independent living.

Bookshare: Lifelong Learning - Day 1

01:01:05 minutes
This three-part webinar will provide participants with information about decision-making tools that assist teams in the assessment process as well as the benefits of audio-supported reading in the context of “listening to learn,” and how Bookshare membership can provide lifelong learning opportunities. Specifically, participants will learn about the AEM Navigator and AEM Explorer, Protocol for Accommodations in Reading (PAR), the SETT Framework, and PA’s Guidelines for the Provision of Accessible Instructional Materials as decision-making tools. Participants will also learn how students can utilize audio-assisted reading to access curricular content and gain needed information using Bookshare books. During the third session, participants will learn about the importance of effective transition planning and how Bookshare membership can benefit students as they leave secondary school and move on to higher education, employment, and independent living.

Bookshare: Accessible Education Materials (AEM) and Information Tools - Day 2

00:58:08 minutes
This two-part webinar provides participants with information on specific Bookshare features and widely used assistive reading tools including: NIMAS (National Instructional Materials Accessibility Standard) and NIMAC (National Instructional Materials Access Center), the legal requirements to provide Accessible Educational Materials (AEM), how to manage Bookshare member accounts, how to provide access to the Bookshare Web Reader through an organizational membership, and how to create and share Reading Lists with students. The second webinar will include: Reading Bookshare books using assistive reading tools, such as Kurzweil 3000, Read & Write Gold, and Bookshare Web Reader, and using the accessibility features of the programs, including text-to-speech synthesis, navigation options, and study skills tools, to support students’ reading.

Bookshare: Accessible Education Materials (AEM) and Information Tools - Day 1

01:07:25 minutes
This two-part webinar provides participants with information on specific Bookshare features and widely used assistive reading tools including: NIMAS (National Instructional Materials Accessibility Standard) and NIMAC (National Instructional Materials Access Center), the legal requirements to provide Accessible Educational Materials (AEM), how to manage Bookshare member accounts, how to provide access to the Bookshare Web Reader through an organizational membership, and how to create and share Reading Lists with students. The second webinar will include: Reading Bookshare books using assistive reading tools, such as Kurzweil 3000, Read & Write Gold, and Bookshare Web Reader, and using the accessibility features of the programs, including text-to-speech synthesis, navigation options, and study skills tools, to support students’ reading.

Bookshare: Overview and Downloading - Day 2

01:03:12 minutes
This two-part webinar provides participants with an introduction to Bookshare. During the first session, participants will learn about the essential features of Bookshare including: the Bookshare library, types of Bookshare memberships, signing up for Bookshare, qualification requirements, and Bookshare as a source of Accessible Educational Materials (AEM). During the second session, participants will learn how to utilize materials housed in Bookshare including: Bookshare’s specialized formats, downloading and saving Bookshare books, and options for reading Bookshare books.

Bookshare: Overview and Downloading - Day 1

01:17:55 minutes
This two-part webinar provides participants with an introduction to Bookshare. During the first session, participants will learn about the essential features of Bookshare including: the Bookshare library, types of Bookshare memberships, signing up for Bookshare, qualification requirements, and Bookshare as a source of Accessible Educational Materials (AEM). During the second session, participants will learn how to utilize materials housed in Bookshare including: Bookshare’s specialized formats, downloading and saving Bookshare books, and options for reading Bookshare books.

Alternate Eligible Content: Tips for Reducing Complexity Across ELA/Reading and Math

01:04:08 minutes
As teachers across the state are engaged with essentialization of alternate eligible content, more is learned each day of ways to simplify and assist with the essentializing process . This presentation will provide participants with tips and strategies that have been helpful to the field as the content is reduced, even to the least complex level. Considerations of defining students’ current levels of performance as it relates to the content will be discussed.

School Psychology Spring Series: Reading and Writing Process

01:03:31 minutes
Assessing cognitive processes related to reading and writing.

Using Writing to Enhance Students' Mathematical Understanding

01:24:26 minutes
This webinar will explore how to enhance students’ understanding of mathematical concepts using vocabulary instruction and the writing process. We will examine the complex nature of the writing process as well as techniques to develop students’ use of strong mathematics vocabulary.

Alternate Eligible Content and Grade Appropriate Text: Options for Selecting and Modifying Text

01:08:35 minutes
Participants will be provided with a definition of grade appropriate text. Options of where to locate text as well as determining which text to select will be explored. Finally, a variety of ways to reduce the complexity of the text in order to increase opportunity for comprehension based upon a student’s current level of performance will be shared.

Math Instruction to Support Student Success

00:56:09 minutes
Engaging families substantively in their children’s math learning can be rewarding. During this webinar session, members of a Local Educational Agency (LEA) along with PaTTAN educational consultants will share practices and strategies for other LEAs to consider as a means to engage families, so they can actively support math learning at home.

Alternate Eligible Content and Instruction: Prioritizing, Connecting and Planning Across Grades

00:59:02 minutes
Participants will have an opportunity to explore considerations for selecting and prioritizing alternate eligible content through and across grade levels 3-8 and High School in the content areas of Math and ELA/Reading. In addition, connections of learning and instructional implications for students eligible for the PASA included in grade level ELA/Reading and Math classrooms will be addressed.

School Psychology Spring Series: Overview of Current Reading Research

01:07:01 minutes
Current research on the processing skills deficits related to dyslexia and other disorders of written language.

Creating Self-Regulation Intervention Plans for Students with Traumatic Brain Injuries

02:43:42 minutes
The purpose of this presentation is to provide a framework for the development of supports for individuals with organizational impairments, attention difficulties, and/or challenging behaviors focusing on assessment that is context-sensitive and collaborative, and on the development of intervention plans that are pro-active and developed to prevent problems from emerging. Within this framework, intervention plans are developed that integrate cognitive and communicative approaches, focus on the inclusion of meaningful activities in an individual’s daily routine, and, most importantly, are developed with the goal of helping individuals with multiple cognitive, communication and behavioral challenges learn to regulate themselves.

It Can Be Done: Creating a Dynamic Parent/Professional Partnership

02:03:34 minutes
This interactive workshop will explore the dynamics that can affect the relationship between a family and the professionals who serve them. We will discuss how education, culture, family interactions (ex. siblings) have an impact on both parents and professionals as they strive to provide the best care for the child with special needs. Strategies for positive collaboration will be developed.

Successful Inclusion of Students with Low Incidence Disabilities into Adapted Programs

02:00:18 minutes
This session will describe Federal and state requirements regarding the provision of physical education services to students with disabilities and will offer practical activities and modifications to specific audience concerns for physical education services in the public schools for students with low incidence disabilities.

I Can See Clearer Now

00:46:49 minutes
Raising a child with "extra-special" needs can be one of the most challenging yet rewarding experiences of our lives. Using real-life examples (the good, bad and the not so pretty), Djenne will take the audience on her own cyclical journey from parent to professional and back again. She will talk about the “tools” she has gathered along the way that have made this journey a very productive and successful one.

Preservice, Inservice, Daily Service: Teachers and Acquired Brain Injury

02:51:05 minutes
This session provides updates on national trends for educators who work with students with Acquired Brain Injuries (both traumatic and non-traumatic brain injuries). Best practices for providing information to educators, (including interprofessional education), current thinking about TBI as a chronic condition, and suggestions for providing support in the classroom and community will be discussed.

CVI Spring Training: Past the Basics

04:05:10 minutes
Evaluation and Instruction for Every Team Player

From Presence to Achievement: Raising the Bar for Our Students, Our Children, and Ourselves

00:51:48 minutes
From the perspective of this parent/educator, what does it take for all us in education –meaning educators and families – to raise the bar that is our own expectations? It’s not the job of education to fix my child; it’s the job of education to uncover her capacity, create access to learning and community, and provide opportunities and invitations for her to find her own contribution. The least dangerous assumption is that what our children’s/students’ bodies and brains can demonstrate to us is the floor, not the ceiling, of what they comprehend. Our children, our students with”Low Incidence Disabilities” are not buckets of needs or labels who can be easily measured or quantified. They are each a person who the world needs to hear from. The world needs what they have to offer. Education is the process of ensuring that they can make that contribution. Let’s start there.

Access and Opportunity: Parents and Teachers as Advocates for Participation

02:31:24 minutes
Families and professionals are invited to join this discussion, led by our keynote speaker, which begins with what the research tells us about parent advocacy and the reasons why parents may do as they do in advocating for their children. The Participation Model, (Beukelman and Mirenda) will serve as a means for hearing from both parents and educators about access and opportunity barriers in educational settings and acknowledging that no amount of technology can surmount certain barriers. Participants will recognize that teachers experience many of the same advocacy issues as parents, and discuss various means of addressing those shared barriers.

AT for Emergent Literacy: Making Comprehensive Literacy Instruction Accessible to All Students

02:56:45 minutes
This session will explore comprehensive emergent literacy instruction and assistive technology options for students with complex instructional needs. Emergent literacy is the foundation upon which conventional literacy skills develop, but the nature of complex disabilities creates barriers to participation in early literacy experiences. Students with significant disabilities stagnate in their literacy growth unless school teams systematically create access to comprehensive instruction. This session will demonstrate how school teams can analyze the nature of a student’s disabilities to create access (both with assistive technology and with changes to their instruction) to participation in shared reading, listening comprehension, alphabet instruction, phonological awareness, word study, and writing for all students.

Writing for ALL: Tools, Strategies, and Everyday Expectations for Students with Complex Needs

02:42:08 minutes
From the very start, writing is an essential, unquestioned component of literacy development for students without disabilities. For students with significant disabilities who are unable hold a pencil, writing may be laborious, frustrating, and may seem just impossible. However, with the right tools, activities and supports, it is completely possible. With an emphasis on early writing, from scribble to writing beginning words for students of all ages, a range of writing tools and teaching strategies will be demonstrated, such as "alternative pencils," AAC devices, and iPads.

Alternate Eligible Content: Defining Expectations and Intent

00:56:05 minutes
Participants will examine and explore the expectations and intent of alternate eligible content across ELA/Reading and Math as it relates to college, career and community readiness. Opportunities will be provided to rethink the academic focus through examination of the vocabulary used within the content and the conceptual meaning behind each piece of the alternate eligible content.

2015-16 Community of Practice Webinar Series - Navigating Financial Considerations for Secondary Transition: SSA and Waivers

02:12:16 minutes
There are a number of financial issues that need to be understood and considered as a youth transitions from school to adult life. During this session, information regarding the Social Security Administration and related work incentives offered through SSA are presented. This session also addresses issues related to Medical Home and Community Based Services Waivers.

2015-16 Community of Practice Webinar Series - Navigating Financial Considerations for Secondary Transition: Medical Assistance/Medicaid Waivers and Financial Education

02:13:32 minutes
This webinar provides information regarding financial issues that need to be understood and considered as a youth transitions from school to adult life including Medical Assistance/Medicaid waivers and financial education strategies for transitioning age youth and young adults.

2015-16 Community of Practice Webinar Series - Navigating Financial Considerations for Secondary Transition: SSA and Waivers

02:12:16 minutes
There are a number of financial issues that need to be understood and considered as a youth transitions from school to adult life. During this session, information regarding the Social Security Administration and related work incentives offered through SSA are presented. This session also addresses issues related to Medical Home and Community Based Services Waivers.

What Administrators Need to Know About Family Engagement

01:08:03 minutes
Family engagement is critical to a child’s success in school, but it remains one of the most challenging areas to authentically cultivate and sustain in most schools. A myriad of resources and tools have recently been developed by the United States Department of Education, national organizations, and PaTTAN to support LEAs implementation of effective family engagement practices. During this webinar, members of a Local Educational Agency (LEA) along with PaTTAN educational consultants will share their implementation strategies using the available resources and tools.

Alternate Eligible Content: Math Essentialization Samples

00:55:41 minutes
Participants will be provided with an overview of the essentialization process. Multiple examples across grades and throughout the math content areas of numbers and operations, algebra, geometry and measurement/data will be shared as the focus of this session. Participants will be provided opportunity to interact with the PSSA Math Glossary as a resource when determining targets and essentializing.

PowerAAC Module 2: Assess Classroom Practices

00:21:03 minutes
Module 2 of the POWER AAC series addresses common classroom practices with students who use of require AAC systems, including those that should be retained or strengthened and POWER AAC practices to introduce. Use of flexible, generative, "core" vocabulary is explained.

PowerAAC Module 3: Develop Personal AAC Systems

00:23:05 minutes
Module 3 of the POWER AAC series reviews the various multi-modal AAC options to consider for students who need/use AAC, from no-tech, through low-tech, and up to high tech. A guide for making one such option- a simple manual communication board - is introduced.

PowerAAC Module 4: Select Core Vocabulary Words

00:21:57 minutes
Module 4 of the POWER AAC series covers the important topic of selecting words for a student’s AAC system. It focuses on the importance of core vocabulary words and planning for providing sufficient vocabulary in student AAC systems.

PowerAAC Module 5: Represent Vocabulary Words

00:32:17 minutes
Module 5 addresses issues regarding the representation of vocabulary words with pictures. It provides simple strategies for teaching pictures for core vocabulary words, and managing pictures on other visual support materials in classrooms.

PowerAAC Module 6: Provide Support and Scaffolds

01:02:36 minutes
Module 6 covers the visual supports and educational scaffolds that are essential in a POWER AAC classroom environment, including tools to help students communicate with their AAC systems.

Pennsylvania's Sate Systemic Improvement Plan (SSIP) Introduction

00:05:31 minutes
This recorded presentation introduces the State Systemic Improvement Plan (SSIP) a comprehensive, ambitious, yet achievable multi-year plan for increasing graduation rates of students with disabilities.

Pennsylvania’s State Systemic Improvement Plan (SSIP) Theory of Action

00:07:49 minutes
This recorded presentation reviews the SSIP Theory of Action.

Pennsylvania's SSIP Coherent Improvement Strategy #1 - Early Warning System

00:08:31 minutes
This recorded presentation provides a brief overview of SSIP Coherent Improvement Strategy #1 - Early Warning System (EWS).

Pennsylvania's SSIP Coherent Improvement Strategy #2 - MTSS Academic

00:06:45 minutes
This recorded presentation provides a brief overview of SSIP Coherent Improvement Strategy #2 – Multi-Tiered System of Supports (MTSS) for Academics.

Pennsylvania's SSIP Coherent Improvement Strategy #3 - MTSS Behavior

00:13:48 minutes
This recorded presentation provides a brief overview of SSIP Coherent Improvement Strategy #3 – Multi-Tiered System of Supports (MTSS) for Behavior.

Pennsylvania's SSIP Coherent Improvement Strategy #4 - Attendance and Alternative Programming

00:02:33 minutes
This recorded presentation provides a brief overview of SSIP Coherent Improvement Strategy #4 – Attendance and Alternative Programming.

Pennsylvania's SSIP Coherent Improvement Strategy #5 - Culturally Responsive Practices

00:10:24 minutes
This recorded presentation provides a brief overview of SSIP Coherent Improvement Strategy #5 – Culturally Responsive Practices.

Pennsylvania's SSIP Coherent Improvement Strategy #6 - Family Engagement

00:06:54 minutes
This recorded presentation provides a brief overview of SSIP Coherent Improvement Strategy #6 – Family Engagement.

Pennsylvania's SSIP Coherent Improvement Strategy #7 - Secondary Transition

00:21:23 minutes
This recorded presentation provides a brief overview of SSIP Coherent Improvement Strategy #7 – Secondary Transition.

PowerAAC Module 1: Welcome to POWERAAC

00:14:36 minutes
POWER AAC is a series of modules designed to build the capacity of those who serve students with complex communication needs who require the use of of augmentative and alternative communication (AAC) systems. The materials are appropriate for self-directed or professional learning community use. Module 1 provides an overview of the series and materials.

Pennsylvania's State Systemic Improvement Plan-Full Presentation

01:23:50 minutes
The State Systemic Improvement Plan (SSIP) is a comprehensive, ambitious, yet achievable multi-year plan for increasing graduation rates of students with disabilities. This recorded presentation includes an overview of SSIP, the Theory of Action, and information regarding each of the seven coherent improvement strategies.

Special Education Plan Training for Administrators

02:14:52 minutes
This training is designed for Phase 2 school districts whose Special Education Plans are due to be developed and approved during the current school year. The Bureau of Special Education will conduct a two-part training at each of the PaTTAN offices. The training will review the Plan’s content and requirements based on Federal law. Content will focus on information from compliance monitoring, professional development activities, teacher caseloads and classes, contracted services, methods of identification, behavioral supports, out of district placements, etc. Presenters will also review the technical training necessary to enter information into the Comprehensive Planning Web based tool.

Transportation Resources and Strategies

01:34:13 minutes
As youth and young adults prepare to transition into post-secondary education/training, employment, and independent living opportunities, a critical aspect to maintaining success is having the knowledge and skills to safely and efficiently travel to-and-from a variety of end destinations. Direct and explicit instruction regarding transportation options to access one’s community is provided through travel instruction. This session will provide a broad overview of the established competencies to support the travel instructors’ service and instruction during community-based.

Transition Tools of Engagement for Youth and Young Adults

01:57:22 minutes
Self-determination and self-advocacy are keys to youth and young adults success as they transition from high school to adult life. This session, presented in collaboration with the Pennsylvania Youth Leadership Network (PYLN) and the Lehigh Valley Center for Independent Living (LVCIL), will provide information regarding.

Career and Technical Education and Special Education - A Partnership for Success

02:06:52 minutes
Career and technical education (CTE) in Pennsylvania is focused on preparing young people with the academic foundation, career direction, and workplace skills that will help them succeed personally, and contribute to an innovative and competitive economy in our commonwealth. For a student with an IEP, enrolling in a career and technical education program may be an appropriate option to consider during the secondary transition process. This session will present information regarding how to best support youth with disabilities to fully engage in career and technical education programs that can lead to successful opportunities in adult life, including higher education, training and/or employment.

ESL Program Implementation for Charter Schools in Multi-tiered Systems of Support - Monitoring the Effectiveness of the ESL Program

00:59:15 minutes
Participants will learn about legal requirements, the development, implementation, and monitoring of ESL programs, as well as the accountability measures, as specified by the PA Department of Education.

Planning for the Future Checklist - Ian Howard

00:08:36 minutes
The Planning for the Future Checklist is designed to support youth with disabilities, as well as their family and IEP team members, to ensure they are reviewing all aspects of transition planning at age appropriate intervals. This video depicts how the Planning for the Future Checklist could be utilized during an IEP meeting for a high school senior with an intellectual disability and physical mobility needs.

Planning for the Future Checklist - Ian Breen

00:06:25 minutes
The Planning for the Future Checklist is designed to support youth with disabilities, as well as their family and IEP team members, to ensure they are reviewing all aspects of transition planning at age appropriate intervals. This video depicts how the Planning for the Future Checklist could be utilized during an IEP meeting for a high school senior with a learning disability.

ESL Program Implementation for Charter Schools in Multi-tiered Systems of Support

01:00:37 minutes
Participants will learn about legal requirements, the development, implementation, and monitoring of ESL programs, as well as the accountability measures, as specified by the PA Department of Education.

Introducing Special Education to Families

00:37:24 minutes
Learning to navigate the many facets of special education can be daunting to families. During this webinar, members of a Local Educational Agency (LEA) along with PaTTAN educational consultants will share effective practices and strategies for other LEAs to consider as a means to support families in understanding special education terminology, legal requirements, and timelines. Increasing families’ knowledge and understanding is important to establishing partnerships with educators in support of student learning.

Alternate Eligible Content: ELA/Reading Essentialization Samples

00:59:02 minutes
Participants will be provided with an overview of the essentialization process. Multiple examples across grades and throughout the Literature and Informational Text content areas along with suggested text resources will be shared as the focus of this session. Participants will be provided opportunity to interact with the PSSA ELA Glossary as a resource when determining targets and essentializing.

2015-2016 Guidelines for Selection and Use of Accommodations for Keystone Exams and PSSA Tests

02:20:16 minutes
PDE strongly encourages the participation of teachers who directly administer the PSSAs or Keystone Exams and are responsible for the implementation of accommodations for all students, including students with individualized education programs and 504 Plans, and all English language learner students. Presenters from PDE will examine the PSSA and Keystone Exams Accommodations Guidelines for Paper/Pencil and Online Assessments. During this session, presenters will highlight changes and discuss appropriate use of accommodations in statewide assessments. Please note there are several significant changes regarding Unique Accommodations procedures. Test security and administration procedures will also be discussed.

ESL Program Implementation for Charter Schools in Multi-tiered Systems of Support - The Legal Framework

01:01:14 minutes
Participants will learn about legal requirements, the development, implementation, and monitoring of ESL programs, as well as the accountability measures, as specified by the PA Department of Education.

Alternate Eligible Content: Across the Grades - Math and ELA/Reading

01:00:31 minutes
Participants will have an opportunity to explore the connections of the alternate eligible content across grade levels 3-8 and 11 in the content areas of Math and ELA/Reading. Particular attention will be given to highlight the changes that occur within and across the content.

RENEW - Sara

00:06:10 minutes
RENEW is a youth-directed planning and support process designed to meet the needs of young people with emotional and behavioral challenges transitioning from school to adult life. This video tells the story of a student, Sara, and how RENEW has made a positive impact on her school experiences and her planning for post-school goals.

RENEW - Lance

00:09:58 minutes
RENEW is a youth-directed planning and support process designed to meet the needs of young people with emotional and behavioral challenges transitioning from school to adult life. This video tells the story of a student, Lance, and how RENEW has made a positive impact on his school experiences and his planning for post-school goals.

RENEW - Ashlyn

00:05:13 minutes
RENEW is a youth-directed planning and support process designed to meet the needs of young people with emotional and behavioral challenges transitioning from school to adult life. This video tells the story of a student, Ashlyn, and how RENEW has made a positive impact on her school experiences and her planning for post-school goals.

LEA to LEA Webinar - Culturally Responsive Approaches to Engaging Families

00:40:21 minutes
Working with families from culturally and linguistically diverse backgrounds poses unique challenges to educators. During this webinar, members of a Local Educational Agency (LEA) along with PaTTAN educational consultants shared practices and strategies for other LEAs to consider as a means to effectively engage all families in the school community. Specific strategies regarding how to build upon community assets and incorporate cultural knowledge into family engagement efforts were highlighted.

PaPBS Institute Conference

02:59:53 minutes

2015 PAPBS Implementer’s Forum: Film Festival

01:04:40 minutes
Come watch how schools and early childhood programs are teaching positive school, program-wide, and setting specific behavioral expectations. The film festival will highlight early childhood through high school implementation of positive behavior interventions and supports.

1. Using PBIS to Make Schools More Effective and More Equitable

01:34:54 minutes
This keynote presentation will be provided by Dr. Rob Horner from the University of Oregon. He has directed over twenty million dollars in federal grants, and currently co-directs the Office of Special Education Programs (OSEP) Technical Assistance Center on Positive Behavioral Interventions and Supports and the OSEP Research and Demonstration Center on School-wide Behavior Support. Dr. Horner also co-directs the Positive Behavior Research and Support research unit at the University of Oregon. During this keynote presentation, Dr. Horner will define the core features of PBIS and its installation from a national perspective. Additionally, Dr. Horner will explain how PBIS assists schools in being more efficient and equitable learning environments for all students.

2. SWPBIS Implementation at the Secondary Level

01:22:22 minutes
This session will provide building-level teams and coaches strategies to consider in order to overcome the challenges of implementing SWPBIS at the secondary level. Dr. Horner will focus on systems change, data analysis, and securing staff and student buy-in.

3. Using Reward Data to Motivate Students and Staff

01:15:35 minutes
By collecting and analyzing the distribution of Acknowledgements and “Wildcat” Tickets, the team has generated a culture of strong staff participation and student excitement! This session will provide participants with practical strategies and suggestions on how to create and maintain a positive school culture.

4. The Benefits of Joining the PAPBS Network

01:10:11 minutes
Come explore the many benefits the PAPBS Network has to offer. This session will address the unique support the PAPBS network can provide early childhood, program-wide PBIS implementation. Training for coaches and facilitators, support with data-driven decision making, and access to fidelity measures and accountability will be discussed.

5. Engaging and Sustaining Families in Program-Wide PBIS

00:52:55 minutes
Staff will share ideas on how to involve families in understanding and using PBIS from the start of the year. Early childhood staff will share tips and ideas on ways to share program–wide expectations with families and how they can support and sustain these expectations at home.

6. Installation of Positive Family Support, Family Check-Up Into a PBIS Framework

01:18:10 minutes
This session will introduce participants to Positive Family Support, Family Check-Up and the steps needed to layer authentic family engagement and support into an existing PBIS framework. Lessons learned and family partnerships will be highlighted by three schools currently implementing this practice.

7. Successfully Integrating Your School’s SAP Program with School-Wide PBIS

01:05:44 minutes
Clairview School is a community-based school servicing 17 school districts in Westmoreland County. Even with a diverse population of students, they have found great success in the implementation of a school-wide PBIS program. As they sought out ways to move down the pyramid of prevention, they found the integration of other established programming, the school’s SAP team, to be an invaluable resource. The presenters will share successes of integrating PBIS and SAP and creating a new approach to managing student behavior driven by a psycho-educational framework.

9. Coordinating SWPBIS and Olweus in a Middle School

00:50:52 minutes
Phoenixville Area Middle School staff will present their efforts to implement Olweus and SWPBIS programs with two separate teams. Staff will discuss the struggles of blending two teams into one coordinated effort to affect change in their middle school. Struggles and successes will be shared.

13. Blending Families Into Your PBIS Implementation Through Positive Family Support, Family Check-Up: A National Perspective

01:00:28 minutes
This session will orientate participants to Positive Family Support, Family Check-Up and the outcomes that are being realized nationally. Data trends and improvements with positive school climates will be shared. Advancements and gains at each tier can be actualized by partnering with families and focusing on common goals that lead to instructional success.

14. Implementing PBIS with Infants and Toddlers

00:51:03 minutes
Participants will gain practical strategies for infant and toddler classrooms in PBIS implementation. Resources for working within the tiers of the pyramid will be provided.

15. Student Leadership: The Key to a Successful High School Implementation

00:52:34 minutes
Upper Darby staff will share how their student leadership group has been the key to getting student buy-in, creating an effective acknowledgement system, and creating events to support the school and the community. Students have played a major role in the development and execution of their Tier 1 plan.

18. Transforming Our School Using Real-Time Application of Data Analysis

00:56:25 minutes
An alternative high school shares their school-wide positive behavior support journey of designing, implementing, and evaluating multi-tiered systems of support. Through the use of multiple data sources, including universal screeners for social, emotional and behavior skills, a variety of academic data, attendance rates, individual behavior data and advanced reports using SWIS, the team will discuss their outcomes.

19. Universal Screening and Tier 2/3 Interventions

00:51:37 minutes
Learn how an elementary school has implemented universal screening to drive how Tier 2 and Tier 3 interventions are being used. The staff also collaborated with graduate students from local universities to create their own booklet of Tier 2/3 interventions that are appropriate for their school population. Find out the answers to "why, how, and when" universal screening became the logical next step for PBIS implementation.

20. PBIS and SAP: Ideas from the Trenches

00:58:38 minutes
Schools continue to look for better ways to “scale-up” their Student Assistance Program (SAP) services as they implement their multi-tiered systems of support. Join us in sharing your lessons learned, great ideas and best practices. Participants will do a little digging via survey monkey and ultimately create a document of best practices to begin the process of braiding SAP services within the PBIS framework.

22. Using Data to Inform Program Systems, Practices, and Professional Development

00:54:51 minutes
Lancaster Head Start will share the types of data collected by the program and how the data is used to inform program-wide PBIS systems, practices, and professional development.

23. Staff Buy-In at the High School Level: Successful PBIS Implementation

00:51:27 minutes
West Scranton High School has successfully implemented Tier One SWPBIS within the past year. One of the keys to successful implementation has been staff buy-in. The administration and Tier One team members will discuss some of the steps taken and lessons learned as a result of their efforts.

25. Behavior Resources for Educators

00:49:34 minutes
The Behavior Resources for Educators tool is a compilation of the many behavior-related videos, articles, and publications found on the PaTTAN website. The tool was designed to provide educators with quick access to resources that are aligned to the Framework for Teaching, with explicit connections to Domain 2: Classroom Environment. Users of the tool will find information on the following topics: Behavioral Health, Classroom Management, Data-Based Decision Making, Family and Community Engagement, Multi-Tiered Systems of Support, and Positive Behavior Support. Participants will learn to navigate this user-friendly tool and identify ways it can be used to support a teacher’s professional growth.

26. Implementing Youth Mental Health First Aid in Schools

00:55:40 minutes
Youth Mental Health First Aid (YMHFA) is a training designed to teach methods of assisting youth who are in the early stages of a mental health problem or crisis. YMHFA is offered to school teams to build capacity and support for students. This session will provide an overview of the training and implementation efforts from a local school district.

27. You Too Can Do PBIS District-Wide!

00:58:41 minutes
This session will provide participants with the opportunity to engage in and see the implementation of both district-wide and school-wide positive behavior support, from the planning stages to the realization of students, staff, and community being “RAMS 4 Life” – individuals who are Respectful, Accountable, Motivated, and Safe. This presenters will highlight the implementation of mental health services, tiered supports, family engagement and support, RENEW and student-centered planning, and universal screeners to ensure cohesive and successful programming for all students, staff, families, and community.

28. Safe Schools – Healthy Students: First Year Update

00:54:06 minutes
The Pennsylvania Safe Schools Healthy Students Partnership is designed to develop exemplary safe and supportive schools and communities. This effort partners PBIS with Systems of Care. This session will provide an update of the partnership’s comprehensive plan, including successes, challenges, and lessons learned from the first year of grant implementation.

30. Teaching and Acknowledging Program-Wide Expectations: A Collaborative Approach

00:49:36 minutes
The Benchmarks of Quality identify strategies for teaching and acknowledging the program-wide expectations as a critical element for PBIS implementation. The development of a comprehensive approach for accomplishing this requires intentional planning, preparation, and strategies for engaging all staff. Participants will learn about the successes and challenges of a program-wide “roll-out” plan that includes infants through kindergarten-age children, families, and all program staff (yes, that means food service and support staff, too!).

31. We Call It "Top Hat Pride"

01:04:28 minutes
It’s more than an initiative, its changing a school’s culture. The Williamsport Area High School focused on the successful implementation of a Tier 1 universal comprehensive program. Through focusing on administrative team support, data, accountability, and student/staff buy in, their high school now has Top Hat Pride!

33. Staff and Student Buy-In

01:06:55 minutes
This session will feature the stories and experiences of two different schools with obtaining staff and student buy-in for SWPBIS. Participants will be provided with practical strategies and suggestions for implementation in a school context.

35. The Prevent-Teach-Reinforce (PTR) Model of FBA: A Case Study and Lessons Learned

01:06:33 minutes
Through a case study, this session will illustrate how the PTR model of FBAs fits within the data, systems, and practices of Tier 3, as well as discuss lessons learned. The presenters will highlight how the PTR model addresses components of the fidelity tool, Benchmarks of Advanced Tiers (BAT).

36. Multi-Levels of Support in a Center-Based Emotional Support High School: Bridging Community Supports

01:16:37 minutes
This session will highlight a multi-level system of support using PBIS in a center-based emotional support program. The team will discuss Tier 1-3 implementation along with community resources used to support each level. Resources include the utilization of mental health services through transition services providing a comprehensive educational program for students.

37. Team-Initiated Problem Solving Model: A Process for Team Meetings and Data-Based Decision Making

01:14:59 minutes
This session will provide an overview of the Team-Initiated Problem Solving (TIPS II) model. Emphasis will be placed on strategies for effective team meetings and how to use data for decision making. Presenters will model how to use data to make decisions across the tiers, as well as facilitate practice with identifying a problem, developing a problem statement, intervention planning, and progress monitoring.

38. Prevent-Teach-Reinforce (PTR) for Young Children in Real Life

01:11:12 minutes
Participants will be introduced to the process of the newly manualized Prevent-Teach-Reinforce for Young Children and listen to real life accounts of its success in a local PAPBS Network child care center.

41. PBIS in Urban Schools

01:18:22 minutes
The School Districts of Philadelphia and Lancaster were awarded five-year School Climate Transformation grants to build and maintain SWPBIS. Presenters will provide information on plans to implement the grant. Topics include coaching, data-based decision making, integrating climate initiatives, using a behavioral tracking module and early warning system, engagement, and community partners.

42. The Nuts and Bolts of Preventive Classroom Management: PBS in the Classroom

01:30:26 minutes
This session highlights effective instructional practices that facilitate responsible student behavior and achievement in the classroom. The importance of preventive, evidenced-based approaches through the application of PBS in the classroom will be highlighted along with practical strategies shared throughout the session.

47. Engaging Staff in Program-Wide WPBIS Implementation: How Do You Get Buy-In?

01:19:39 minutes
PW-PBIS is a collaborative process in which all program staff must be engaged in order to promote optimal success. Awareness of and commitment to the systems, data, and practices necessary for effective implementation is critical. While early childhood settings pose an array of distinctive challenges, this session will take you through one program’s journey toward building staff buy-in and making PBIS an integral part of its culture.

48. Bellefonte Area High School’s Journey with SWPBIS: The Importance of Student Voice

01:20:33 minutes
Bellefonte Area High School (BAHS) is in its third year of implementing SWPBIS. After a year of planning and preparation, BAHS jumped into PBIS with two feet. There are documented, dramatic decreases in office disciple referrals yet the team had to be creative to encourage staff and student buy-in. This was most successfully achieved by creating an avenue for student voice.

53. Tier 3 Implementation: A Focus on Extreme Behavior, Trauma, and Mental Health

01:02:36 minutes
This session will focus on Tier 3 intervention strategies for a school or district’s most behaviorally and academically challenged students. The presenters will share and discuss how to evaluate data, work in professional learning communities, incorporate trauma informed care, and use de-escalation techniques for students in need of tier 3 supports.

54. Does Excitement About SWPBIS Translate to Implementation and Positive Outcomes?

00:55:49 minutes
Large numbers of schools receive training on School-Wide Positive Behavioral Interventions and Supports. While not every school trained achieves high fidelity implementation, those that do, observe numerous positive outcomes. A review of training, implementation, and outcomes associated with Pennsylvania’s SWPBIS initiative will be offered.

55. Low Cost, Highly Motivating Rewards

01:00:38 minutes
This session will introduce attendees to resources that may be available within their community that can be used for their reward system at little or no cost.

56. Connecting Mental Health and Education Within a Tiered Model of Support

00:53:01 minutes
The PAPBS Network has been recognized as having exemplar demonstration sites for the Interconnected Systems Framework. Currently, the Network has begun the process of replicating this work in other local school districts and communities. This session will highlight early learning of the critical elements of replication. This includes readiness, resource mapping, and developing a district and community leadership team.

57. If You Sell It, They Will Buy It

00:55:38 minutes
What if staff’s buy-in to PBIS is challenged by constant transition, changes and resistance? The core teams from Wesley Spectrum K-9 School and High School, alternative education programs, share their challenges and successes as they have allowed PBIS to be the anchor for both students and staff during such times.

58. Which Role Do I Play and When? The Dual Roles of Coaching and Supervision

01:04:15 minutes
Back by popular demand! In this interactive session, participants will review components of an effective coaching model, review programmatic supports for starting and sustaining coaching, learn about coaching competencies, and discuss challenges and opportunities with the dual roles of coaching and supervision.

RENEW and the PA Department of Drug and Alcohol Programs

00:13:09 minutes
This presentation addresses information RENEW Facilitators need to know about the Pennsylvania Department of Drug and Alcohol Programs (DDAP). Highlights of the presentation include DDAP programing and the means by which RENEW Facilitators can access supports for youth engaged in the RENEW process.

Maria IEP

00:07:11 minutes
The Planning for the Future Checklist is designed to support youth with disabilities, as well as their family and IEP team members, to ensure they are reviewing all aspects of transition planning at age appropriate intervals. This video depicts how the Planning for the Future Checklist could be utilized during an IEP meeting for a student with behavioral health and learning needs who is just entering the transition process at age 14.

Caleb IEP

00:09:09 minutes
The Planning for the Future Checklist is designed to support youth with disabilities, as well as their family and IEP team members, to ensure they are reviewing all aspects of transition planning at age appropriate intervals. This video depicts how the Planning for the Future Checklist could be utilized during an IEP meeting for a high school student with multiple disabilities and communication needs.

60. Turning the Keys of Culturally Responsive PBIS Approaches to Achieve Successful Growth for All

00:44:11 minutes
Disproportionality by student race and ethnicity presents one of the most significant challenges in education today. With challenge, however, comes keys to opportunity! This interactive message will describe keys to understanding national trends and implications regarding inequitable outcomes among students of color and share PAPBS Network’s keys to strategic implementation of culturally responsive approaches to PBIS programming in response to such trends.

49. Integrating Autistic Support and Emotional Support Programs Into An Existing SWPBIS System

01:21:37 minutes
The staff will provide information for the planning and preparation for the arrival of new AS and ES programs. The team will also share their approach for including “ALL” students in teaching, acknowledging and rewarding at the Universal Tier 1 Level. Additional strategies and accommodations that were implemented to continue growth and ensure behavioral and academic success for all students will be discussed.

46. Integrating Behavior and Academic Teams

01:16:32 minutes
The team will share their approach to integrating the behavior and academic teams and how it positively impacted students and staff. The successes and challenges of integrating the two disciplines into one team will also be discussed.

39. Screen to Intervene: Lessons Learned About Universal Screening at the Secondary Level

01:13:52 minutes
Lehigh Career & Technical Institute has been implementing the S.T.A.R. PBIS Program with fidelity for several years. As a next step in this process, a universal screener for behavior was added to their data collection tools. This year, the teachers screened the ninth grade students that attended Lehigh Career & Technical Institute in the half day career and technical programs. This project and the data collected by the screener offered an opportunity to proactively meet the needs of students. Lehigh Career & Technical Institute will reflect on the process and share the outcomes of their first year of implementation.

11. Pennsylvania System of Care Partnership Expansion

00:58:58 minutes
During this session, participants will learn about Pennsylvania’s System of Care Partnership and their expansion efforts across the Commonwealth. The Pennsylvania System of Care Partnership is a comprehensive collaboration among child-serving systems (Education, Behavioral Health, Juvenile Justice, Children’s Services, and Drug and Alcohol) with youth and family leaders in equal partnership across the Commonwealth, to integrate the systems so that desired outcomes are achieved cost effectively through evidence-based practices and natural supports. The Pennsylvania System of Care Partnership focuses on 8-18 year olds, and their families, who have complex behavioral health challenges, along with involvement in the juvenile justice and/or child welfare systems and are in or at risk of out-of-home placement.

10. Check-In/Check-Out: A Tier II Intervention

00:59:15 minutes
The Penn-Kidder Campus K-8 building of the Jim Thorpe Area School District will share their SWPBIS Tier 2 intervention check-in/check-out. The team will explain how the system is used throughout the building, including the referral process, data collection, and team meetings.

Interdisciplinary Transition Team Initiative for Students with Deaf-Blindness

00:03:36 minutes
This is a description of the focused support for school teams for students with deaf-blindness around the secondary transition process. Teams participated in monthly webinars and applied concepts learned to the individual student’s plan. Each year new teams are selected to participate. For more information, contact your regional PaTTAN office.

Intensive Interagency Process: Overview for Intermediate Unit Interagency Coordinators

01:59:03 minutes
This session will review Intensive Interagency, Homebound and Instruction Conducted in the Home. Learners will review intensive interagency reporting forms and how to facilitate an interagency team meeting. Resources will be provided on whom to contact if interagency is needed.

2015 Spring Keystone Exam Administration Training Sessions

01:12:51 minutes
This training is a Train The Trainer event with critical information for the administration of the Keystone Exams. It is required that every LEA participating in the 2015 Keystone Exams that did not attend a 2014 Winter Keystone Exam training session conducted in November 2014 send at least one representative to a training session. It is expected that the representative deliver the information presented to their coordinators and administrators. The Keystone Exams are end-of-course assessments designed to assess proficiency in the subject areas of Algebra I, Biology, and Literature. The Keystone Exams are one component of Pennsylvania’s new system of high school graduation requirements. Keystone Exams will help school districts guide students toward meeting state standards.

Keeping the Momentum Going: Summer Strategies to Keep Families and Students Engaged in Learning

01:00:34 minutes
Summer can be the perfect time to offer opportunities that support and accelerate student learning. During this webinar, members of a Local Educational Agency (LEA) along with PaTTAN educational consultants will share novel practices and strategies for other LEAs to consider as a means to engage students and their families during the summer months. Learn ways to bring together creative and innovative educational activities and events for all families and students will enjoy.

Increasing Academic Expectations with the Alternate Eligible Content: Creating Lessons

01:01:43 minutes
Instruction and student mastery of content can be linked to carefully crafted and implemented lessons. Based on previous webinars that discussed strategies and necessary components to teach academic content aligned to the alternate eligible content, this webinar will pull it all together with explicit examples of lesson plans across grade and Math/ELA content.

Increasing Academic Expectations with the Alternate Eligible Content: A Closer Look at ELA/Reading

00:54:35 minutes
Participants will be provided with potential strategies and examples to support instruction of ELA/Reading aligned to the PA Alternate Eligible Content.

Engaging Families in Literacy to Support Student Learning

00:41:36 minutes
Engaging families substantively in their student’s literacy learning can be rewarding. During this webinar session, members of a Local Educational Agency (LEA) along with PaTTAN educational consultants shared practices and strategies for other LEAs to consider as a means to engage families so they can actively support their students’ literacy learning at home.

Engaging Families in the IEP Process

00:33:02 minutes
Members of a Local Educational Agency (LEA), along with PaTTAN educational consultants, share current, effective practices and strategies for other LEAs to consider as a means to engage families in the development and monitoring of their students’ Individualized Education Programs. Communication strategies as well as effective ways to share data and resources are featured.

Increasing Academic Expectations with the Alternate Eligible Content: A Closer Look at Math

01:00:52 minutes
Participants will be provided with potential strategies and examples to support instruction of Math aligned to the PA Alternate Eligible Content.

Engaging Families in the Secondary Transition Process

01:04:24 minutes
During this webinar, local agencies along with PaTTAN educational consultants will share effective secondary transition practices and strategies for other LEAs to consider as a means to engage families in supporting their students during school as well as in preparation for post-secondary life. Resources, such as the “Planning for the Future Checklist” will be shared during the session.

Increasing Academic Expectations with the Alternate Eligible Content: Increasing Communication/Language Expectations

00:55:41 minutes
Participants will be provided with examples of the connections between increased academic expectations via the Alternate Eligible Content and its direct correlation to increased communication and language expectations for students eligible for an alternate assessment. Various classroom strategies to identify student communication/language preferences will be described as well as integration ideas of communication/language opportunities within academic instruction.

Transition Tools of Engagement for Families and Caregivers

02:22:31 minutes
Families and caregivers are crucial partners in assisting youth in transitioning from high school to adult life. This session will present information regarding effective practices and resources to enhance family and caregiver engagement in the transition process. Included in this presentation is information regarding the Pennsylvania Secondary Transition Checklist developed in collaboration with the United Way of Allegheny Counties 21 and Able project.

Effective Practices in Transition for Youth and Young Adults with Behavioral Health Needs

01:22:50 minutes
This session will focus on understanding and clarifying the behavioral health needs of transition age youth and young adults. A focus will include the available mental health resources in the community and how to match the needs of the youth with the adult services to enhance post secondary outcomes.

BrainSTEPS: Return to Learn Fall 2014 Webinar Series: Students (K-12) with Concussion - Supporting Emotional and Mental Health of Students with Protracted Recovery

01:18:01 minutes
In this presentation we will first briefly review the symptomatic presentation of youth with prolonged recovery and identify the demographic, injury-related, and symptomatic risk factors for prolonged recovery. The correlates and sequelae of prolonged recovery will also be reviewed, such as depression, anxiety, attentional and concentration difficulties, sleep problems, headache, and suicidal ideation and behavior. Next, we will describe a current best practice for management of prolonged recovery, deciding which set of symptoms and impairments to target first, and psychosocial and pharmacological approaches to management of prolonged recovery. Finally, we will suggest approaches to parent education, school and athletic management, and screening for behavioral health issues that may prevent development of prolonged recovery and will lead to earlier identification of youth at risk for prolonged recovery.

Special Education Plan Training for Administrators

02:38:13 minutes
This training is designed for Phase 1 school districts whose Special Education Plans are due to be developed and approved during the current school year. The training will review the Plan’s content and requirements based on Federal law. Content will focus on information from compliance monitoring, professional development activities, teacher caseloads and classes, contracted services, methods of identification, behavioral supports, out of district placements, etc. Presenters will also review the technical training necessary to enter information into the Comprehensive Planning Web based tool.

Alternate Eligible Content: Winter Series 2015 - Instructing Math and Reading/ELA

00:58:04 minutes
Participants will be provided with an overview of strategies to support instruction of Math and ELA aligned to the PA Alternate Eligible Content.

Employment Options 1: Transition and Employment Services for Youth with Disabilities

02:07:37 minutes
This webinar covers the following information: A wide array of services exists to assist youth with disabilities and their families make the transition from school-to-work. Regardless of individual circumstances, youth and young adults with disabilities can benefit from a multitude of services that are customized to their specific strengths, abilities, interests and needs including: Career Exploration, Career Assessment, Community Based Work Assessment, Job Shadowing, Assistive Technology Evaluation and Training, Soft Skills/Job Readiness Training, On-the-Job Training, Supported Employment, Post-Secondary Education and Vocational Training. This session will address these topics as well as discuss the following program models utilized by the Office of Vocational Rehabilitation (OVR) throughout Pennsylvania: Early Reach, Project Promoting Academic Success (PAS), Jobs for ALL OJT Project, Project SEARCH, and the Employment How to Guide.

Employment Options 2: Transition and Employment Services for Youth with Intellectual Disabilities

02:01:52 minutes
This session will address the following: The Office of Vocational Rehabilitation (OVR) in collaboration with its partner agencies has developed a number of innovative projects to increase and improve post-secondary outcomes for youth and young adults with intellectual disabilities. Agency collaboration, service coordination and braided funding have emerged as “promising practices” in several new service models. Learn about the Berks CTC – OVR Work Partners Project, Greene County ID Transition Project, Dream Partnership/ACES grant, Discovery/Customized Employment Pilot, and the continued expansion of Project SEARCH and the Jobs for All OJT program.

BrainSTEPS: Students (K-12) with Concussion - Educational Impacts, Symptom Based Accommodations, Return to School Progression

01:28:30 minutes
The 2nd webinar in the BrainSTEPS: Return to Learn Fall 2014 Webinar Series: K-12 Students with Concussion Webinar Series focuses on managing concussions within the classroom setting. Returning to the full demands of school too soon following concussion can significantly increase and prolong symptoms. This period of recovery should be appropriately planned for and supported by school personnel until the concussion has resolved. Most concussions resolve within the first 3-4 weeks, but 80-90% can linger several months or more. If the student does not recover within 4 weeks, a referral to the local IU based BrainSTEPS team should occur. Teachers should be equipped with a solid understanding of what concussions are, how symptoms manifest in the classroom, and what accommodations should be implemented immediately to promote student recovery. Current Return to Learn/School Progression Steps will be discussed. Stressed throughout will be the importance of having concussed students return to the classroom setting as soon as possible, after several initial days of brain rest, as long as accommodations are in place. This webinar will also emphasize the importance of school districts joining the 670+ district based “Return to Learn Concussion Management Teams (CMTs)” currently in PA who have been trained by the BrainSTEPS Program (www.brainsteps.net). CMTs play a key role in the ongoing monitoring of symptoms and academics until recovery, as well immediate implementation of symptom based accommodations to lessen high levels of cognitive over exertion that can prolong student recovery.

Alternate Eligible Content: Winter Series 2015 - Using the Alternate Eligible Content to Write Standards Aligned IEPs

01:00:02 minutes
Participants will be provided with a framework to apply grade level Alternate Eligible Content to write meaningful goals and objectives aligned to the PA Core Standards within IEPs.

BrainSTEPS: Return to Learn Fall 2014 Webinar Series: Students (K-12) with Concussion - Vision Issues that Impact Academics and School Day Function

01:12:18 minutes
Concussion is widespread and prevailing injury in children and adolescents. The CDC estimates upwards of 4 million concussions occur each year. With estimates stating at least ¼ of students with concussion experience visual dysfunction; teachers, counselors, and educational administrators play an important role when making academic accommodations to ensure a proper road to recovery for the concussed student. Physical and occupational therapists have the potential to be gatekeepers in detection of visual dysfunction, as well as co-management of student therapy. Therapists treating vestibular deficits in persons following concussion must be familiar with screening, gross evaluation, and treatment techniques for common ocular motor and vestibular related pathology. This lecture will provide educators, therapists and counselors alike with the tools to better understand the role of the visual system when encountering students have persistent post-concussion syndrome.

BrainSTEPS: Return to Learn Fall 2014 Webinar Series: Students (K-12) with Concussion - Vestibular/Balance Issues that Impact Academics and School Day Function

00:42:19 minutes
This lecture will provide educators, therapists and counselors with the tools to better understand the role of the vestibular system when working with students who have sustained concussion. Following concussion, students may experience dizziness, have difficulty focusing their eyes, or have difficulty maintaining balance; all which can have negative impacts in the school setting. This webinar will explain the importance of what the vestibular system is, how it can be impacted following a concussion, and accommodations to employ for students in the school setting.

BrainSTEPS: Return to Learn Fall 2014 Webinar Series: Students (K-12) with Concussion - Legal Dimensions for Schools

01:31:54 minutes
The 3rd webinar in the concussion series will provide an overview of a) the IDEA, Section 504, and state laws in relation to K-12 students with concussions, b) legal developments to date, including hearing officer and court decisions, specific to the eligibility and entitlement issues for these students; and (c) recommendations for legal defensibility of local policies and practices.

Planned Instruction for ELLs in Multi-Tier Systems of Support - Webinar 3 - Developing Assessments

00:45:30 minutes
This session will expand on the Progress Monitoring of ESL Planned Instruction, for English Language Learners, including ELLs with disabilities. What is the evidence of implementation and effectiveness?

Planned Instruction for ELLs in Multi-Tier Systems of Support - Webinar 1 - Know Your Students

00:41:32 minutes
This session will discuss the alignment of ESL Planned Instruction to the needs of English Language Learners, including ELLs with disabilities.

What’s New: PA Alternate Eligible Content, Assessment and Instruction

00:59:53 minutes
This session will provide participants up to date information about the Alternate Eligible Content which is aligned to the PA Core Standards. The Alternate Eligible Content will be used for assessment of students eligible for the PASA. Examples of the content as it relates to IEP development and instruction will be shared. Participants will be asked to complete a short survey upon registration that will provide opportunity for input to the content.

PBIS at Sun Valley High School

00:05:37 minutes
Student voice is an important aspect to implementing Positive Behavior Intervention System (PBIS) at the high school level. This video clip introduces high school students from Sun Valley High School in the Penn-Delco School District in Aston, PA. The students discuss their experiences being on a student-led team, the types of activities they have been involved with in PBIS, suggestions for selecting students for a team, and the difference PBIS has made to them and to the overall school climate.

PSSA and Keystone Exam Accommodation Guidelines for Students with IEPs and 504 Plans

01:52:16 minutes
Presenters from PDE will examine the PSSA and Keystone Exams Accommodations Guidelines for Paper/Pencil and Online Assessments. During this session, presenters will highlight changes and discuss appropriate use of accommodations in statewide assessments. Test security and administration procedures will also be discussed.

Planned Instruction for ELLs in Multi-Tier Systems of Support - Webinar 2

01:02:20 minutes
This session will explain how to design 9-week objectives when developing ESL Planned Instruction, within an MTSS.

2014 PAPBS Film Festival

01:33:57 minutes

2013-2014 Expanding the Literacy Toolkit: Interventions for Students who are Deaf and Hard of Hearing: Content Engagement Toolkit: Building Comprehension with Quality Questioning

02:02:19 minutes
The Literacy Toolkit is a training series consisting of a progressive sequence of interactive webinars focused on expanding the instructional interventions used to promote the literacy achievement of students who are deaf or hard of hearing. Presentations in the training series will focus on how to plan and implement instructional interventions based on student learning needs and evidenced-based assessments (norm-referenced, criterion-referenced, and progress monitoring). Instructional delivery "techniques" and implementation "tips and tricks" will be discussed. Additionally, a set of intervention resources, materials, weblinks, and e-learning applications will be assembled for each topic to assist with implementation.

Supplementary Aids and Services (SaS) Consideration Toolkit On-Demand Facilitator Training

01:49:26 minutes
This video is the presentation component of the on-demand training package specifically designed to prepare IU TaC and targeted school district personnel to become facilitators of the SaS Consideration Toolkit. Participants are expected to independently access the online training and materials at their own pace and co-facilitate a SaS Consideration Toolkit with a student team with guidance from an experienced SaS Consideration Toolkit facilitator.

Enhance Team Functioning through Facilitation Skills, PLC and Multi-Tiered Systems of Support (RtII)

01:23:06 minutes
This 90-minute training will be devoted to the enhancement of team functioning through expert facilitation skills and the establishment of a professional learning community (PLC). Conceptual and practical connections to RtII implementation will be made and high quality resources for sustaining the aforementioned efforts will be provided.

CCSS and Writing Instruction Across the Tiers

01:30:26 minutes
In this session participants will be exploring research-based, sustainable approaches for teaching writing that are aligned with the goals of RtII and The Common Core State Standards. This session will focus on cognitive strategies to improve student summary and argumentative writing across tiers and content areas, and how to use writing to support student comprehension of content area material.

Critical Levers of School Change: Technical Process of Establishing Equitable Practices in Schools

01:08:11 minutes
The Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center), founded in 1978, is a comprehensive, university-based center that focuses on educational research, policy, and practice. The center is a partner and resource at the local and national levels in strengthening and improving access, opportunity, and the quality of education in schools. Its mission is to target issues related to educational equity by providing leadership and support to students, parents, teachers, administrators, and policy makers. Today’s session will provide a general overview of Metro’s Technical Assistance Center on Disproportionality (TACD), which will include a discussion on the following: • The 5 levers of school change that drive the technical assistance TACD provides to schools that have been cited for disproportionately classifying and/or suspending students of color • Examples of how a culturally responsive philosophy is integrated in TACD’s technical assistance structure • Sample products used to progress monitor technical assistance

Cracking the Inference Mystery: A Few Clues

01:28:06 minutes
Inference making is a critical contributor to reading proficiency and a necessary competency for meeting the PA Core Standards. This session will address the inference mystery by exploring the nature of inference, its contributions to skilled reading, sources of student difficulty and instructional techniques that can facilitate construction of meaning and the reading of complex texts.

All Learners Learning with Primary Sources

01:29:24 minutes
Discover how historical sources provide irresistible invitations to learning that support all students in achieving the Common Core Learning Standards. Attendees will explore hands-on strategies to help students with diverse learning needs read carefully, think strategically, and support claims with evidence from a text.

Facilitating Fluency and Automaticity through Purposeful, Planned, and Targeted Practice Activities

01:25:19 minutes
Fluency is an essential skill for students to develop in their mathematical learning and clearly embedded in the Common Core State Standards-Mathematics. This session highlights the importance of developing fluency and automaticity with certain critical skills at all grade levels. Three specific instructional and practice activities will be presented to help students of all skill levels achieve desired levels of fluency important to the development of proficiency in mathematics.

Organizing Instruction & Study Time to Improve Student Learning of Key Concepts and Skills

01:22:29 minutes
Effective mathematics teachers provide a continuum of instructional supports to help students learn essential mathematical concepts and master new important skills. Additionally, teachers devote significant efforts and instructional time to ensure students retain what they have previously learned. This session will provide teachers specific strategies for organizing instruction and students’ studying of material to facilitate learning, remembering, and applying critical mathematical concepts and skills in new situations.

Accessing PA Core Standards for Students with Significant Disabilities

02:33:07 minutes
This session will provide participants with an opportunity to identify what instructional change looks like to support access, involvement, and success with the PA Core for students with significant disabilities. Information regarding the changes in alternate assessment over the next two years will be shared. Participants can expect to learn strategies for planning, delivering, monitoring and documenting achievement with Math and English Language Arts content aligned to the PA Core standards. Resources to support and assist with implementation such as IEP examples will be included. Opportunities for follow up support with implementation of the content shared in this session will be available.

Fortifying Academic Literacy with Constructive Conversations

01:24:07 minutes
New standards (Common Core, ELD, Next Generation Science) place extra challenging language and literacy demands on diverse students. In order to effectively meet these demands, we must engage in eight instructional shifts focused on the needs of academic English learners (AELs). The presentation introduces these “AEL Shifts” and zooms in on four that emphasize the connections between language and literacy. Participants will also use formative assessment tools, reflect on video examples, and engage in simulated classroom activities.

An Overview of PATTAN Autism Initiative ABA Supports Outcomes

00:05:00 minutes
The brief report features data PATTAN Autism Initiative consultants were asked to present at the Association for Behavior Analysis International Second Education Conference held in Chicago, Illinois in November of 2013. It includes a summary of PATTAN’s Autism Initiative Applied Behavior Analysis supports. The efforts described are evidence based and reflect outcomes of a team effort that includes many collaborators including school districts, Intermediate Units, Approved Private Schools, PATTAN and the Bureau of Special Education for the Pennsylvania Department of Education.

Assessment in School-Age TBI: Focus on Executive Functions for BrainSTEPS - Part 2

01:23:17 minutes
The assessment of school-age students following a Traumatic Brain Injury (TBI) requires not only knowledge of TBI, but understanding of assessment and management strategies that are multidimensional in nature. The complexity of this multidimensionality is underscored in our understanding of executive functions. In general, our executive functions provide most of the regulatory capabilities that permit us to organize and manage our day-to-day functioning. This professional development session will provide an overview of the numerous definitions of executive functions, with a particular eye toward its multidimensionality and ultimate manifestations in school-age students following a TBI. The neurological underpinnings of executive functions will be presented and the importance of the neurodevelopmental process in understanding TBI at specific developmental time points. Attention will be devoted to both specific assessment strategies for measuring executive capabilities and the available intervention practices for executive dysfunctions. For the advanced BrainSTEPS professional, the day will conclude with ample time for discussion and questions.

Assessment in School-Age TBI: Focus on Executive Functions for BrainSTEPS - Part 1

02:33:20 minutes
The assessment of school-age students following a Traumatic Brain Injury (TBI) requires not only knowledge of TBI, but understanding of assessment and management strategies that are multidimensional in nature. The complexity of this multidimensionality is underscored in our understanding of executive functions. In general, our executive functions provide most of the regulatory capabilities that permit us to organize and manage our day-to-day functioning. This professional development session will provide an overview of the numerous definitions of executive functions, with a particular eye toward its multidimensionality and ultimate manifestations in school-age students following a TBI. The neurological underpinnings of executive functions will be presented and the importance of the neurodevelopmental process in understanding TBI at specific developmental time points. Attention will be devoted to both specific assessment strategies for measuring executive capabilities and the available intervention practices for executive dysfunctions. For the advanced BrainSTEPS professional, the day will conclude with ample time for discussion and questions.

Child Find: Emotional Disturbance

00:57:46 minutes
This webinar will begin with a clear outline of the requirements of Child Find in Pennsylvania and a district’s responsibilities. The unique features of Emotional Disturbance, the definition and characteristics, will be explored as well as the process of referral, screening, and identification of students suspected of having an Emotional Disturbance.

Tactile Sign

00:35:51 minutes
Susanne Morgan Morrow presents this short video on tactile sign. In the video she will discuss the importance of reducing visual clutter, hand placement, touch and respect of touch.

Project-Based Assessment

00:44:23 minutes
This webinar is designed to provide an overview of the procedures for administration of project-based assessment for students with disabilities and specific details regarding the development of the Individualized Education Program in the areas of student participation in assessment, accommodations, and specially designed instruction.

Calculating Amount of Supports & Educational Environment

00:38:23 minutes
The purpose of this webinar is to provide information about how to calculate the Least Restrictive Environment (LRE) percentage as reported in the Penn Data/PIMs systems. This webinar will give guidance regarding the fundamental differences between the amount of special education services a student with a disability receives and the LRE percentage.

4. Enhancing Student Outcomes: Connecting RENEW to PBIS and Secondary Transition

01:18:15 minutes
RENEW (Rehabilitation for Empowerment, Natural Supports, Education and Work) is a tier three intervention that is currently being implemented in eighteen sites across Pennsylvania. It is a person-centered planning process that supports students at risk for academic failure, dropping out of school and /or emotional disruptions that adversely affect achievement. Pennsylvania state-level RENEW facilitators will provide an overview of the RENEW process and its role within the PBIS framework. Additionally, an Intermediate Unit Secondary Transition consultant will demonstrate the relationship RENEW has per its person-centered planning and mapping process in preparing students for post-secondary outcomes.

5. Program Data that Supports Sustainability of Program-Wide PBIS

00:50:39 minutes
Implementing program-wide PBIS requires investment in time and resources. Are you considering all the areas in which it may be impacting your program? This session will identify program data that can help determine the impact PBIS is having and provide feedback about ways to further improve results. Examples from local and national program implementation will be included.

2. Integrating a Bully Prevention Program within a Multi-Tiered System of Support

01:13:45 minutes
This session will focus on the integration of the Olweus Bully Prevention Program and the School-Wide Positive Behavior Support framework. The presenters will show how data supported the need for interventions in the classroom setting lending itself to the Olweus Bully Prevention program. They will discuss the parallel structures of both systems and how they intersect to make positive changes in school climate.

1. Hear Me - Messages about PBIS in Pennsylvania

01:32:50 minutes
The history of Pennsylvania’s program and school-wide Positive Behavior Interventions and Supports (PBIS) efforts is rooted in cross-systems collaborations and is complemented by concerted efforts to make visible the outcomes associated with these practices. This keynote session highlights the collaboration and visibility strategies of the Pennsylvania’s Positive Behavior Support Network. The session presenters will speak to collaboration and visibility as interrelated and powerful means to further state, regional and local PBIS installation and expansion efforts. Staff members from the HEAR ME project will feature the project’s PBIS campaign as a powerful example through which student voice on PBIS can be used to inspire such efforts. Actual student messages recorded through the PBIS campaign will be a core feature of the opening address. Schools will be acknowledged for implementing PBIS at Tier 1 with high fidelity. School names will be announced at this time.

6. Positive Family Support – Family Check Up: A Pilot Project in Pennsylvania

01:23:17 minutes
Positive Family Support – Family Check Up (PFS-FCU) is designed to support several goals: increase the effectiveness and reduce the stress of home-school communications, encourage appropriate family support, involve families in the monitoring of student progress and provide a tested strategy of constructively engaging families to effectively address and remediate student behavioral or academic difficulties. This session features an overview of the project as well as the preliminary experiences of three local middle school teams piloting PFS-FCU. Facilitated by Dr. Kevin Moore, the session will provide opportunities for representatives of the pilot sites to address their initial response to how PFS-FCU supports their school’s mission, how they leveraged staff to support the project and their progress to date with their installation efforts.

7. Action Planning After a SET

01:22:30 minutes
Hillcrest Intermediate is 5/6 grade school located in a suburban district outside of Pittsburgh. The first year of SWPBIS coincided with the implementation of a district-wide character education initiative. During the session, the team will share the process they used to incorporate student feedback provided during the School-wide Evaluation Tool (SET). The comments provided by students during the student interview portion of the SET provided useful feedback regarding the students’ understanding of the character traits and behavioral expectations at Hillcrest. The presenters will discuss the ways that they were able to capitalize on the similarities between SWPBIS and character education to develop an action plan to improve student performance. The information provided will help those at an introductory level of implementation as this session will focus on “lessons learned” after completion of a SET at the end of the initial roll-out of universal supports.

15. PBS at the Secondary Level: Living the CAV CORE at East Stroudsburg High School South

00:52:36 minutes
The implementation of Tier 1 PBIS has created a positive effect on the culture of East Stroudsburg High School South. This session will focus on the various aspects of their PBIS program which is currently in year two. The presenters, including the principal, assistant principal, teachers and students, will discuss the rollout on the first day of school, the CAV CASH incentive program, the once a month lessons, the student ownership aspect of the program, school pride events and their timeline for keeping the program fresh.

16. Tips for Running an Effective Core Team Meeting and How It Impacts Implementation Success

00:49:59 minutes
This session will focus on the journey of Barrett Elementary over the past 6 years of SWPBIS implementation with a focus on how the core team maintains momentum through effective distribution of assignments. They will review core team meeting strategies, note taking, member roles, and daily operations of a functional team. There will be a focus on how the core team uses data to make decisions and how that data has changed the culture of their building. Resources and scheduling tips will also be shared.

17. Evaluating PBIS: Let the Data Speak

00:51:36 minutes
PBIS lends itself to meeting the demands of increased accountability with limited resources given the data-based nature of the framework. To that end, a general model of building and district-level program evaluation will be presented that highlights key fidelity and outcomes data teams should use in their effort to sustain and expand implementation. Specific examples and considerations of locally unique options will be reviewed.

19. How Implementing Program-Wide PBIS Helps Programs Meet Regulations and Standards

00:38:15 minutes
Many early childhood program leaders worry that they don’t have the time or resources to implement program-wide positive behavior interventions and supports. During this session, participants will be able to match PBIS Benchmarks with state and/or federal expectations for their program as the presenter will illustrate how implementing the Benchmarks of Quality contributes to or meets many of the requirements of quality early childhood programming.

21. Working Together… Improving the Lives of Youth and their Families in School, Home and the Community

00:49:24 minutes
This session will highlight the communication and relationship improvements when youth, family, community provider of High Fidelity Wraparound (HFW), education personnel and natural supports work together to ensure that the SWPBIS and HFW processes create a seamless encirclement from the school building to the home and community. The efforts will lead to improved youth behavior and academic improvements when triangulation is reduced and all team members feel supported, more confident and more effective in their roles.

23. Evaluating Collaboration in YOUR School: Actionable Guidance for Practitioners

00:42:08 minutes
There is increasing recognition that effective strategies to assist youth and promote their mental health and success in school, rests on a “shared agenda” involving genuine collaboration among leaders and staff from mental health and schools systems, along with youth, families and other stakeholders (Andis et al. 2002). Such collaboration plausibly underpins well-functioning programs and effective services, yet the research literature on School Mental Health collaboration is limited (Mellin, 2009). This session will focus on describing the role of collaboration in PBIS and other approaches to school mental health, highlight research findings on collaboration and provide actionable guidance to practitioners interested in evaluating and strengthening current collaborations.

25. Partnering with Families to Reinforce Positive Behaviors at Home

01:30:30 minutes
In a school implementing PBIS, the communication that occurs between the teachers, staff and administrators, and families is deliberate, targeted and consistent. This communication helps families keep informed of their child’s progress in school. Once a youth moves into Tier 2 or Tier 3, communication increases so families know what assignments are missing and when disruptive behaviors are occurring outside of the school-wide norms. This communication allows for school staff to remind the families of the pre-determined consequences. However, communication is often more informative than collaborative. Inviting and including families, clinical staff (if the youth has behavioral health issues), natural supports and other people involved in the youth’s life to meetings to develop a course of action can be very effective. This provides caring adults outside of the school with information about PBIS and allows opportunities for the team to find ways to reinforce school-wide behaviors and improve home behavior as well. Standards such as “follow adult direction” and “use quiet voices” are two of the behaviors that can be school-wide as well as desired goals at home. Including families to help determine what would work best for their child is very important and helps to ensure buy-in because they have contributed to the plan.

27. Interconnected Systems Framework Monograph: Lessons from the Field

01:14:05 minutes
The Interconnected Systems Framework (ISF) uses the structure of PBIS and Implementation Science to blend education and mental health systems, allowing for greater efficiency and effectiveness. This session will describe ISF and the new ISF monograph, which has involved a significant collaboration among leaders in PBIS and school mental health, and represents school, district, state and national perspectives. During the session, current resources and tools used by learning sites will be shared.

29. CHAMPS: An Effective Tool for Coaching Classroom Management within a SWPBIS Framework

01:07:59 minutes
During this session participants will learn the purpose of why and how the CHAMPS program has become such an integral part within the successful implementation and sustained efforts of Kerr Elementary’s SWPBIS framework. The presenters will discuss the process of developing, establishing and implementing clear and consistent expectations across the entire school environment; share the guiding principles of the CHAMPS program; and explain how the CHAMPS program is successfully maintained through coaching and consistency. They will discuss how data helps guide the PBS team’s decision-making, and how data helps to clarify the success of their program.

31. Middle School Motivators: Rewards that Really Work

01:27:06 minutes
Educators from Bensalem School District will share their ideas for rewards that truly work in the scope of a middle school school-wide positive behavior support program. Participants will learn about successes, the obstacles they’ve overcome and the rewards designed to show their students how much their staff appreciates the positive choices they make each and every day.

32. Using the Behavior Matrix with Families in Early Learning Centers and at Home

00:51:54 minutes
The behavior matrix is the primary tool for translating program-wide or family expectations into the explicit behaviors we want children to learn. This session will share strategies used to encourage families to provide feedback on early learning center behavior matrixes and provide time and strategies to plan how to teach families to develop their own behavior matrixes.

34. When Students Become Teachers: The Positive Impact of Allowing Students to Take the Lead

01:07:03 minutes
This session will inform educators on the importance of incorporating students in the planning and implementation of the SWPBIS framework. Educators will learn effective strategies to create and maintain a school culture that is internally driven by student choice rather than administrative mandate. Presenters will share ways data management can directly guide student created multi-media lessons.

35. Classroom Management Approaches to Improve Tier 1 SWPBIS Implementation

01:19:50 minutes
This session will feature information as well as a discussion of techniques and tools to help implement and integrate Responsive Classroom into a Multi-Tiered System of Support (PBIS). Each member of the team (teacher, administrator and school psychologist) contributes different perspectives on the joining of these two frameworks. Participants will look at data driven research on the integration of PBIS and Responsive Classroom and discuss planning and implementing these programs.

36. School Mental Health: A Team Approach

01:09:59 minutes
During this session, members of Laurel School District’s school mental health team will discuss the process they follow to facilitate student, family, staff and community access to a continuum of mental health supports. This will include a review of the SWPBIS 3-Tier Framework as the essential frame of reference for intervention. Ongoing planning and support results in a dynamic system of individual empowerment, increased systematic capacity through flexibility and skill building that will assist short-term and long-term self-awareness, self-advocacy, self-determination and self-identified success. Discussions will include the critical role of shared goals, ongoing data review, goal-setting, collaborative planning, effective communication and sustainable efforts.

37. PBIS and SAP: Making the Connection and Achieving the Best Outcomes for Our Students

01:22:05 minutes
The goals of this session are to assess participants’ knowledge of the Student Assistance Program (SAP) and PBIS and examine the strengths and challenges of both. Common frameworks for substance abuse prevention and mental health promotion will be explored while reviewing the basics of SAP practice. Tools for improving SAP while expanding communication and collaboration between PBIS and SAP will be shared. Participants will leave with ideas for further refining and coordinating their SAP related services while enhancing the work of PBIS.

38. Train-Coach-Train: Supporting PBIS Classroom Implementation

01:14:42 minutes
Train-Coach-Train is a simultaneous training and classroom coaching method that links Teaching Pyramid training sessions with data-driven coaching to achieve stronger classroom implementation outcomes for staff and children. During the session, participants will be introduced to the Train-Coach-Train model and strategies used to implement PBIS at the classroom level.

39. How Responsive is Our SWPBIS Model to Diverse Populations? Data-Based Mechanisms to Understand Disproportionate Disciplinary Practices

01:22:18 minutes
Responsible implementation of SWPBIS requires that schools monitor indices of disciplinary practices with all students. To that end, schools are encouraged to calculate risk indices and risk ratios to evaluate the extent to which subgroup populations are removed from classrooms for behavioral infractions. Attendees will learn how to calculate these indices and evaluate whether disproportionate disciplinary practices are occurring. Additional data sources will be offered to understand the nature of disproportionate practices. A broad overview of how to make SWPBIS practices more responsive to minority groups will be provided.

40. How Applied Behavior Analysis Shaped Positive Behavior Interventions and Supports

01:21:49 minutes
The purpose of this session is to describe how Applied Behavior Analysis (ABA) has shaped and influenced PBIS practices, systems, data and outcomes. Sameness and differences will illustrate how and why PBIS and ABA should be integrative and collaborative.

41. Engaging Families in School-Wide Positive Behavior Support

01:24:39 minutes
This session will provide participants with strategies successfully utilized at both McKinley Elementary School in the Abington School District and Sharon City Middle – High School to engage families in SWPBIS. Examples shared will highlight family engagement and the generalized benefits that occur as a result of community endorsement and connections with the home environment. Instances to be shared that yielded increased outcomes and heightened student climate due to family engagement as well as examples of activities and partnering events to embed family engagement practices within PBIS. A summary of longitudinal data for Tier 1 and Tier 2 outcomes and the strengths and benefits that were gleaned after family engagement was formally embedded into their PBIS implementation efforts will be provided.

42. Cultural PBIS Considerations: Culture Matters To Our Understanding Of Children's Social Development

01:20:19 minutes
Research suggests we interpret behaviors, information, and situations through our own cultural lenses (Delpit 1995, 2006). The importance of understanding the relevance of culture as it relates to the education of students and their families has immense ramifications due to the ever changing demography and racial makeup of school environments. Our children bring to the school climate their own environments, culture, linguistic and varying abilities which can create barriers to privileges, rights, and/or educational outcomes. This presentation will provide an overview of basic cultural considerations, understanding and terminology as it relates to PBIS for infants/toddlers and preschool age children and families. The presentation will provide cultural behavioral strategies, interactions and discussions on how to promote cultural sensitivity and establish an appreciation for families, children and colleagues that do not share the same cultural considerations.

43. Which Role Do I Play and When? The Dual Roles of Coaching and Supervision in the Early Childhood

01:30:20 minutes
In this session participants will compare and contrast the roles and responsibilities of coaching and supervision. The presenters will discuss the challenges as well as strategies to use when a classroom supervisor also serves as the classroom coach.

44. Team Initiated Problem Solving (TIPS) Model Revisited

01:19:57 minutes
This session will provide an overview of the Team Initiated Problem Solving (TIPS) model. Emphasis will be placed on strategies for effective team meetings. Presenters will model how to use data to make decisions across the tiers, as well as facilitate practice with identifying a problem, developing a problem statement, intervention planning and progress monitoring.

46. Two High Schools’ Approach to Engaging Students: Lunch Hour

01:11:54 minutes
As part of a multi-tiered system of support, some students do not respond to the universal system immediately. As a component of the Williamsport Area High School and Jersey Shore Area High School, SWPBS framework, they instituted a one hour lunch program. This allows remediation, club meetings, re-teaching of behaviors and academics, career planning and counseling along with fostering student and teacher relationships. Students that are academically successful have additional time to socialize by demonstrating positive appropriate behavior.

48. Intensive Tier 3 Behavior Support Using Prevent-Teach-Reinforce Model

01:08:34 minutes
During this session, participants will learn a process for implementing and building capacity for a Tier 3 behavior support process within schools. The presenters will use a case study to illustrate the intensive process of analyzing behavior, developing a hypothesis of function and designing an effective behavior intervention plan using the Prevent-Teach-Reinforce model.

50. Tertiary Supports are Built on Universal Foundations in Program-Wide Settings

01:20:34 minutes
During this session, presenters from Central Susquehanna Intermediate Unit will share strategies used as they work in collaboration with other community agencies (including Head Start, provider agencies, and Children and Youth) supporting families and children with challenging behaviors. Additionally, they will discuss the planning and process strategies for implementing the three tiers of the Teaching Pyramid Model. Also during this session, members of Lancaster Head Start (LHS) will discuss their experiences with planning for and implementing PBIS program-wide and the positive impact it has had on the Functional Behavior Assessment (FBA) system. An overview of how each level of the Teaching Pyramid Model is implemented as well as how the FBA process is utilized through the targeted and tertiary levels will also be shared.

51. Early Learning Care and School Age Support: The Similarities and Differences and How to Make It Work

01:06:45 minutes
Before and after school care programs are often the forgotten parts of the PBIS family. Out of school care is not quite typical child care and not quite typical school, yet PBIS from both areas apply. The presenters from Bennett Family Centers and Hildebrant Learning Centers will discuss the similarities of the various settings as well as the differences and how they are working to effectively support program-wide PBIS in their before and after school programs.

52. District Leadership Teams: How to Create Systems Change

01:08:05 minutes
District leadership teams are important for supporting and coordinating the implementation of the PBIS framework. This session will review the structures, functions and other features that characterize effective district leadership teams. Examples of local district leadership teams will be shared.

54. Data Based Decision Making to Support Students at All 3 Tiers

01:14:21 minutes
Participants will learn about Penn-Delco middle school’s system of tracking minor behaviors that allows students to be re-taught school-wide expectations. The data kept also includes interventions for areas of academic concern including homework completion, being prepared for class and organization. Students at the Tier 2 level are given interventions that match the function of their behavior. Options beyond “check in/check out” will be shared. Ideas for rewards at each of the three tiers will be showcased and participants will learn about a reward store, reward trips and how money is raised for these prizes.

30. Universal Screening of Behavior

01:07:43 minutes
Universal screening for behavior is an essential component of a three-tiered model of prevention and intervention. Abington School District will discuss the use of two universal screening tools, the Social Skills Improvement System (SSIS) and the Student Risk Screening Scale (SRSS), in three elementary buildings. Jersey Shore Area School District will discuss its use of the SRSS universal screening tool and the integration of the SRSS data with other behavioral data (SWIS) and academic data from the RtII framework.

55. Culture, Context and Connections

00:49:53 minutes
Students from culturally and linguistically diverse backgrounds have historically experienced poor outcomes related to academic achievement, special education, school discipline and climate and juvenile justice. Differences between home and school cultures likely contribute to these outcomes. Evidence-based practices in schools are promoted to improve the academic and social outcomes for all students, but attention must be paid to cultural factors when implementing practices. Positive behavior interventions and supports (PBIS) is a systems approach to promoting evidence-based practices to affect important social and academic outcomes for all students. The purpose of this session is to consider culture within the implementation context of PBIS. To achieve this purpose, we adopt and describe a contextual perspective on culture that is based on behavioral theory and principles of behavior analysis, and incorporate findings from a review of the literature related to culture and student behavior.

Universal Screening for Behavior

00:55:30 minutes
Universal screening for behavior is the systematic assessment of all students to identify students at-risk for developing behavior problems. Jersey Shore Area School District administrators will discuss the use of the Student Risk Screening Scale (SRSS) within the school district. Data collection, data meetings and data-based decision making and interventions will be discussed.

PaPBS: Tier 1 at the Secondary Level

01:42:42 minutes
In Tier One of the PaPBS model, universal or primary approaches that are preventative in nature are put into place (Sugai & Homer, 2002). These approaches are for all students, staff, and settings and include the development of school-wide expectations, a behavioral matrix, and reinforcement systems to reward desired social behavior. Outcomes, systems, data, and practices are continually evaluated when providing universal supports.

COP Webinar Series - June 4, 2014 - Effective Practices: Secondary Transition and Inclusive Practices

02:04:07 minutes
Research shows that inclusion in general education classes is one of the predictors of improved post-school outcomes for youth and young adults with disabilities. IDEA and Chapter 14 require an individualized, assessment-based approach to secondary transition while the student is in high school. It is important that educators, agency staff, and service providers afford both rigorous, standards-aligned courses and community-based instructional experiences related to post-secondary education, employment and independent living. This session will examine effective practice, strategies, and procedures that address the individual needs of all youth and young adults transitioning to adult life.

Supporting Diverse Learners with the PA Common Core - Reading: Full Program

00:11:00 minutes
Planning for, delivering and reflecting of comprehension lesson for 5th grade students.

Supporting Diverse Learners with the PA Common Core - Reading: Reflection

00:01:07 minutes
A teacher reflects on formative assessment of her 5th grade students and plans for next steps in instruction.

Supporting Diverse Learners with the PA Common Core - Reading: Second Read

00:03:16 minutes
5th grade students read a passage a second time, focusing on self- monitoring and coding strategies, and then develop a synthesis statement.

Supporting Diverse Learners with the PA Common Core - Reading: The Lesson

00:01:59 minutes
This lesson with 5th grade students includes sentence level and paragraph comprehension.

Supporting Diverse Learners with the PA Common Core - Reading: Prediction

00:01:49 minutes
5th grade Students create in depth predictions based on notes taken from previewing text.

Supporting Diverse Learners with the PA Common Core - Reading: In Depth Preview

00:02:09 minutes
A teacher and her 5th grade students show strategies for in depth previewing.

Surrogate Parents and Special Education in Pennsylvania: An Overview

00:31:26 minutes
IDEA authorizes parents to make decisions related to the provision of special education services. Whenever the parents of an eligible or thought to be eligible student are not known, cannot be located after reasonable efforts, or when the child is a ward of the state, a surrogate parent must be appointed. The federal requirements related to the appointment of a surrogate parent for IDEA eligible or thought to be eligible students are specified in CFR 3330.519.

Supporting Diverse Learners with the PA Common Core - Reading: Teacher Preparation

00:01:18 minutes
A teacher discusses the process she used to plan and prepare for a lesson that requires close reading of text with her 5th grade students.

A Focus on Consideration of Assistive Technology

01:03:02 minutes
The need for Assistive Technology (AT) devices and services is one of the special considerations that IEP teams MUST address before developing the IEP. What do teams needs to know in order to do this? This session will provide information and resources to guide IEP teams in considering AT and addressing it in the IEP document.

Interruption-Transition Protocols to Address Problem Behavior

00:11:46 minutes
In order to teach students with autism and other disabilities to make transitions from preferred to lesser preferred activities, a preventative and positive teaching protocol is described and demonstrated. The protocol focuses on systematically teaching children to make hierarchically arranged transitions through use of reinforcement procedures.

Assessment of Skills Related to Teaching Tacts of Parts and Features

00:02:20 minutes
This segment provides an overview of assessment strategies for critical precursor skills necessary for introducing a formal tact of parts and features program as well assessment procedures for identifying existing skills a child may demonstrate related to tacting parts and features.

Teaching Procedures for Tacts of Parts and Features

00:11:26 minutes
Errorless procedures for teaching tacts of parts and features are described and demonstrated. The video includes description of procedures to insure that the tact of parts and features is under the correct discriminative control. The process suggests early steps in developing conditional verbal discriminations through training responses related to tact of the object versus tacts of the specific parts and features. Also discussed are programmatic considerations related to building flexible tact repertoires in which shared parts and features can be tacted across various exemplars.

Error Correction Procedures when Teaching Tacts of Parts and Features

00:03:16 minutes
An outline of error correction procedures to be used when teaching tacts of parts and features are presented. Typical error patterns are discussed and specific error correction strategies related to error patterns are presented.

Teaching the Generalization of Tacts of Parts and Features

00:01:31 minutes
A brief review of strategies that will assist students in transferring skills acquired in direct teaching protocols to day to day situations in which tacts of parts and features may be useful.

Progress Monitoring for Behavior

01:05:12 minutes
Progress monitoring is the ongoing process of collecting and analyzing data to determine student progress toward attainment of measurable annual goals. This webinar will provide information and considerations to be addressed when identifying a student behavior to target, writing a measurable behavior goal. This webinar will provide examples of how to monitor student progress.

Progress Monitoring for Assistive Technology

00:31:36 minutes
This webinar will discuss progress monitoring of multiple types of measurable annual goals including reading, writing, and communication as it relates to the assistive technology tools used in reaching the goal. Participants will state the definition and requirements for assistive technology in the school environment and the IEP and describe the difference between monitoring the assistive technology tool and the IEP goal.

Effective Practices: Accessible Instructional Materials

01:54:13 minutes
Youth and young adults who are unable to use textbooks and instructional materials in the traditional way may need accessible instructional materials (AIM) in order to have meaningful and equal access to the general education curriculum in high school and to be successful in post-secondary environments. This webinar session will provide information regarding the use of accessible instructional materials that will be of interest to educators, families and other service providers. Strategies, tools, and insights regarding accessible instructional materials will be shared and discussed.

Progress Monitoring for Mathematics

00:55:14 minutes
In Progress Monitoring for Mathematics, participants will learn how to use progress monitoring tools to measure the effectiveness of mathematics instruction for students with mathematics goals and objectives in their IEPs.

Progress Monitoring for Reading

00:58:49 minutes
Measurement of student growth in reading is critically important so that instructional decisions can be made in a timely manner. This webinar will review the use of assessment tools for progress monitoring of IEP goals in reading, including general outcome measures as well as mastery measures.

Mini-Module 10: Discourse Marking and Cohesion - I Can See Clearly Now

02:10:58 minutes
This module is one of a ten part series by Kevin Williams, produced by PaTTAN. Good writers write usually have some form of an outline or discourse structure to guide their writing. Educational discourse is much the same. While most educational interpreters may not have the actual outline of lesson instruction, it is essential that they create a visual scaffold on which to build their interpretation. This workshop will define the notion of discourse mapping and linguistic features frequently used to indicate discourse units and shifts in discourse.

Mini-Module 9: Classifiers: Model Space. Wow! That Looks Just Like the Picture!

01:59:43 minutes
This module is one of a ten part series by Kevin Williams, produced by PaTTAN. This workshop will continue the focus on the rather unique grammatical component of sign language called classifiers. Participants will examine the use of CLASS and SASS classifiers when creating a visual referent of spoken discourse and integrate classifiers into interpretations to better visually show how things appear, verb action and prepositional relationships.

Mini-Module 8: Creating Active discourse with Classifiers - Real Space: Look Ma! No Hands!

02:04:06 minutes
This module is one of a ten part series by Kevin Williams, produced by PaTTAN. This workshop will focus on the rather unique grammatical component of Sign Language called classifiers. Attendees will learn the various types of classifiers as well as the use of classifiers when the signer is the ‘agent.’ Instruction will focus on integrating classifiers into interpretations to better visually show actions, prepositional relationships, or types/categories or nouns.

Mini-Module 7: Use of Fingerspelling - For-For Spell That Word?

02:06:34 minutes
This module is one of a ten part series by Kevin Williams, produced by PaTTAN. In U.S. education, English is the language with which sign language is interacting. As the lexicon (vocabulary) of sign language is called up to represent or ‘talk about’ unique educational content terms or technologies, the language is using a typical language strategy; it is borrowing the term from the ‘source language’ into sign language. In sign language, this borrowing is done via fingerspelling. This workshop will focus on when and how to fingerspell, the role of fingerspelling in developing English phonemic awareness, and the development of print-literacy.

Mini-Module 6: Use of Space for Categorization and Sequencing - Cut, Past N’ Glide

02:03:34 minutes
This module is one of a ten part series by Kevin Williams, produced by PaTTAN. Visual organization and structure helps all beings to more readily see organization, sequence and outcomes. Therefore, it is by no accident that visual languages use space to help categorize information all kinds of information. This workshop will focus on how instructional design uses space during teaching and how we, as educational interpreters, can replicate these spatial templates (as well as create our own) while interpreting.

Mini-Module 4: Using Cadence in Sign Language - Cause, Clause, Pause

02:07:13 minutes
This module is one of a ten part series by Kevin Williams, produced by PaTTAN. Language is a set of patterns and at the syntax (or sentence level), language is built on the clause level. Some clauses are independent while others are dependent on other surrounding clause for conveying intent. This workshop will focus on the analysis of classroom discourse in order to gain better ‘rhythm” predication skills while building educational interpretations, and reduce the number of ‘moving violations’ we create while interpreting.

Mini-Module 3: Putting On a Good Face: Use of Mouthing for Adverbs/Adjectives and English

02:11:18 minutes
This module is one of a ten part series by Kevin Williams, produced by PaTTAN. During sign language learning, a great deal of focus is errantly directed towards the hands only, viewing other parts of the body as ‘extras’ or unnecessary embellishments. The fact of the matter is, that for signing to be grammatical, it is not an either/or situation (meaning face or hands), but it is both! This training will focus on the use of, primarily, the lower portion of the face, the portion used for lexical purposes.

Mini-Module 2: Eye/Head Engagement While Interpreting - Putting on a Good Face

01:58:37 minutes
This module is one of a ten part series with Kevin Williams, produced by PaTTAN. For many students learning sign language, significant attention is place on learning hand-shapes and movements. However, in sign language, signs do not function in some obscure, separate visual realm. Thus, use of eye gaze, eye-brow movement and head movement are critical grammatical features of any form of sign language. This workshop will focus on learning about these grammatical non-manual markers and use of these non-manual behaviors while interpreting.

Mini-Module 1: Prosody - It Don’t Mean a Thing if it Ain’t Got That Swing

02:14:45 minutes
This module is one of a ten part series with Kevin Williams, produced by PaTTAN. Our ability to think as well as to acquire and learn language is largely dependent on patterns, contrasts and constraints. Much like being adrift on a vast ocean, language, without these features, causes listeners to be awash in a sea of confusion, until some form ‘life ring’ is made available to use to take us to firmer foundation. This workshop will focus on prosodic features of language which provide such critical information.

Mini-Module 5: Nothing Worse Than Unreasonable Verbs!

01:52:45 minutes
This module is one of a ten part series by Kevin Willams, produced by PaTTAN. Verbs, by nature of visual languages, work to ‘lace’ subject/object information together, binding individual lexical items (words) into comprehensible thought. This workshop will look at the various forms of verb activity associated with natural sign languages as well as what types of verbs can be modified (inflected) to show more visually comprehensible meaning.

2013-2014 Expanding the Literacy Toolkit: Interventions for Students who are Deaf and Hard of Hearing Vocabulary Toolkit: Teaching Words to Build Comprehension

02:01:41 minutes
The Literacy Toolkit is a training series consisting of a progressive sequence of interactive webinars focused on expanding the instructional interventions used to promote the literacy achievement of students who are deaf or hard of hearing. Presentations in the training series will focus on how to plan and implement instructional interventions based on student learning needs and evidenced-based assessments (norm-referenced, criterion-referenced, and progress monitoring). Instructional delivery “techniques” and implementation “tips and tricks” will be discussed. Additionally, a set of intervention resources, materials, weblinks, and e-learning applications will be assembled for each topic to assist with implementation.

Comprehension Strategy Toolkit: Building Comprehension with Main Idea Identification and Summarizing

01:56:19 minutes
The Literacy Toolkit is a training series consisting of a progressive sequence of interactive webinars focused on expanding the instructional interventions used to promote the literacy achievement of students who are deaf or hard of hearing. Presentations in the training series will focus on how to plan and implement instructional interventions based on student learning needs and evidenced-based assessments (norm-referenced, criterion-referenced, and progress monitoring). Instructional delivery “techniques” and implementation “tips and tricks” will be discussed. Additionally, a set of intervention resources, materials, weblinks, and e-learning applications will be assembled for each topic to assist with implementation.

PBIS Overview Webinar for System of Care Partners

01:03:19 minutes
This webinar explains positive behavior interventions and supports for Pennsylvania System of Care Partners engaged in the Safe Schools - Healthy Students Partnership. The webinar also addresses considerations for county-based services that link to multi-tiered supports and interventions situated in school-based contexts.

An Introduction to Positive Behavior Interventions and Supports

00:19:28 minutes
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.

COP Webinar Series - January 22, 2014 - Effective Practices: Transition for Youth who are Deaf or Hard of Hearing

01:27:19 minutes
Transitioning from high school to a post-secondary educational, employment, and/or community environment is exciting but challenging for all individuals. Youth and young adults who are deaf or hard of hearing often face different and greater challenges than their peers. This webinar will present information regarding effective practice programs and services that are targeted specifically for transition age youth and young adults who are deaf or hard of hearing.

PYLN Webinar Series - January 8, 2014 - Connecting with the Office of Vocational Rehabilitation

00:39:50 minutes
This webinar sponsored by PYLN presented an overview of services and supports provided by the Pennsylvania Office of Vocational Rehabilitation.

COP Webinar Series - January 8, 2014 - Effective Practices: Labor Laws

01:59:20 minutes
Community-based vocational training and work experiences provide youth and young adults with a solid foundation for lifelong employment success. In order to implement and maintain employment-based programs it is important for educators, agency staff, and service providers to have an understanding of the relevant state and federal labor laws related to employment. This session will present information regarding the current labor laws and will provide resources to assist in developing and maintaining a work based learning program.

Monitoring ELLs Progress in ESL Instruction in a Multi-Tiered System of Support

00:59:57 minutes
This webinar will present how to effectively use formative assessment tools, the WIDA Speaking and Writing Rubrics and Model Performance Indicators (MPIs) to monitor ELLs’ progress in listening, speaking, reading, and writing.

Annual Deaf-Blind Census: Submission of Data

00:24:50 minutes
Annually, the US Department of Education, Office of Special Education Programs (OSEP), requires the Pennsylvania Deaf-Blind Project to conduct the National Deaf-Blind Census. The census is conducted during the month of February. It is important for Pennsylvania to have an accurate Deaf-Blind Census as this information is tied to funding of research, training and technical assistance for this population of children. The information shared during this webinar will guide you through this data entering process.

Mand Training Basics

02:38:20 minutes
Social initiation and communication deicits are hallmarks of autism. Mand training provides a method to teach children to ask for what they want and to initiate interactions with others. This session will discuss the basic principles and procedures of teaching children to make requests. It will include techniques to establish motivation, teach children to approach other people, and to develop a broad range of effective requesting behaviors.

Indicator 8 Overview Webinar

00:19:51 minutes
During this webinar, an overview of the Indicator 8 parent survey is provided by Dr. Batya Elbaum, a consultant responsible for developing the survey tool. The Indicator 8 survey is administered annually to a sample of parents whose children are receiving special education services. The purpose of the survey is to provide evidence of the extent to which Pennsylvania school are facilitating parent involvement. This webinar will share details about the development of the survey, types of questions parents are asked, how the survey is scored and Pennsylvania’s survey results.

Special Education Plan Training

01:49:29 minutes
Special Education Plans for Pennsylvania’s 500 school districts are divided into three phases that correspond to each school district’s plans and compliance monitoring cycle. These phases have been changed slightly in order to balance the number of school districts submitting plans each year within each intermediate unit (IU). A school district's Special Education Plan focuses on compliance monitoring, professional development activities and training necessary to provide appropriate programs to students with disabilities. School districts will submit their plans in May via the Comprehensive Planning Web Application.

Progress Monitoring for Students with IEPs: An Introduction

00:57:14 minutes
Progress Monitoring for Students with IEPs: An Introduction - This session describes the purpose of, and requirements around, progress monitoring in an IEP. Effective progress monitoring procedures are presented as well as examples of progress monitoring reports. Useful resources for accessing additional information about progress monitoring are included. This session includes the recorded webinar, transcript, and handouts, and a discussion guide that can be used to facilitate conversation about the content during the presentation. These materials can be used to supplement professional development programs aimed at increasing the knowledge of general and special education teachers regarding the special education process.

Progress Monitoring for Writing

00:35:42 minutes
Measurement of student growth in writing is critically important because of the strong relationship that exists between learning to write and reading comprehension. This webinar will review the use of a continuum of measures for monitoring student writing progress, samples of IEP goals, and implications for instruction.

Talking to LEAs About Speaking Up for Every Child

00:57:49 minutes
All students should have a family member or another adult who believes in them and has their best interests in mind. How can school leaders support the development of advocating for students in an effort to positively impact educational outcomes? During this webinar, a school leader will share the experiences of a school team in its efforts and positive outcomes of developing a process to support speaking up for every child.

Talking with LEAs About Collaborating with Community

00:31:10 minutes
According to the National Standards for Family-School Partnerships, collaborating with community encourages families and school staff to work in partnership with community members to connect students, families and staff to expanded learning opportunities, community services, and civic participation. During this webinar, a school leader will share effective strategies for developing and sustaining partnerships with community organizations and businesses in an effort to support student success.

An Overview of School and Community-based Effective Practices in Pennsylvania

02:10:56 minutes
This first session of the series will provide information regarding current effective practices, programs, projects, and activities in Pennsylvania for youth and young adults engaged in transitioning from high school to adult life. Included in this session will be information from the fields of secondary education, employment, higher education, and community living.

Effective Practices: Financial Education

01:57:05 minutes
Having an understanding of financial skills and money management is crucial for all youth and young adults transitioning to adult life. This session presented in conjunction with the Pennsylvania Technology Foundation (PATF) will present information regarding the necessary financial skills that are needed for individuals with disabilities to live independently. Included in this presentation will be information regarding the PATF’s Cents and Sensibility financial education booklet.

Introduction to the Pennsylvania Secondary Transition Guide Website

00:29:29 minutes
This webinar orients youth, family members and school personnel to Pennsylvania’s Secondary Transition Guide website: www.secondarytransition.org. The webinar addresses why the website was developed, how the website is formatted, and how to navigate the website.

Effective Practices: Successful Health Transitions

02:10:48 minutes
As youth and young adults transition from school to adult life, planning based on health concerns is an integral aspect and is closely intertwined with success in post-secondary education, independent living, and community living goals. Success in these arenas requires that youth be as healthy and independent as possible in managing their health and medical related conditions. This webinar will address the importance of planning for health care needs in the secondary transition process; special concerns and community resources for particular complex health conditions; and provide examples of "best practices" in health planning in the transition process.

SWPBIS: Building Systems that Promote and Sustain Evidence Based Practices at the Secondary Level

00:58:01 minutes
This session assists district and building level leadership teams explore the most effective means of addressing sustainable systems change.

SWPBIS: Using Data to Inform Decision Making at the Secondary Level

00:49:55 minutes
This session explores different types of data and ways to analyze data in order to effectively problem solve at the Universal level of implementation.

GACLA Education Summit: High Academic Expectations with High Equitable Support for Latino Students

02:28:32 minutes
The Education Summit will highlight local educational programs that have proven successful at graduating Latino students. There will be opportunities to participate in panel presentations of best practices, strategies and partnerships implemented to support the social, linguistic, academic and cultural development of Latino students and facilitating graduation and access to higher education or the world of work. Objectives: -Share best practices in supporting Latino students during their early childhood, elementary and secondary education. -Discuss what needs to be in place to provide Latino students opportunities to learn and graduate from high school. -Collect ideas and suggestions regarding how to better serve Latino students in our educational system.

ELLs in Special Education: Evidence and Practice

04:36:14 minutes
Students with disabilities who are linguistically and culturally diverse present unique challenges to educators. In particular, the process of acquiring a second language while learning content specific concepts has specific implications for instruction and assessment of English language learners. This workshop will address cultural and linguistic implications for the referral and evaluation process for this population. Attendees will: -Understand the importance of ELLs’ linguistic, cultural and experiential backgrounds to guide and promote effective educational programs. -Identify the unique considerations that impact the decision-making process for ELLs. -Identify a systematic process for examining the specific background variables for ELLs. -Identify and discuss the role of the ESL teacher in the IEP Meetings.

Aligning Instruction and Assessment to PA Core Standards for Students with Disabilities

01:11:22 minutes
This session will provide participants with an overview and access to examples of PA Core Standards aligned math and reading instructional materials developed to support instruction for all students including those with significant cognitive disabilities as well as students with complex support needs. These aligned resources will be a powerful tool in assisting general and special education teachers with planning and implementation of effective instruction and assessment. This Webinar will ALSO provide up to date information on the development of the 2014-2015 Pennsylvania Alternate Assessment aligned to PA Core Standards and assist you in determining how your district can enroll in the 2013-2014 PILOT of PA Core Standard aligned items for the 2014-2015 PA Alternate Assessment.

Keystone Exams, Assessment Coordinator Training - November 2013

01:48:35 minutes
This training is a Train The Trainer event with critical information for the administration of the Keystone Exams. It is required that each LEA participating in the Keystone Exams send at least one representative to a training session. It is expected that the representative deliver the information presented to their coordinators and administrators. The Keystone Exams are end-of-course assessments designed to assess proficiency in the subject areas of Algebra I, Algebra II, Geometry, Literature, English Composition, Biology, Chemistry, U.S. History, World History, and Civics and Government. The Keystone Exams are one component of Pennsylvania’s new system of high school graduation requirements. Keystone Exams will help school districts guide students toward meeting state standards. This workshop will cover: Key dates, Keystone Exams and AYP, receiving, ordering, and returning materials, bubbling booklets, DRC eDIRECT, and Insight (the DRC online testing engine).

Understanding Secondary Transition

00:32:36 minutes
This PYLN webinar will provide youth with information regarding planning for their future. Included in this session will be information regarding the secondary transition process and goal setting.

Starting Points and Possibilities in Developing Natural Peer Support Programs - Peer Support Arrangements in Inclusive Classrooms (Part 2)

00:16:19 minutes
The purpose of this video series is to provide school leaders, teachers, paraprofessionals, families and students information around Natural Peer Supports with the expertise of Dr. Erik Carter. These five video sessions will provide the essential information needed to develop the structures that promote inclusion, learning, and relationships between students with and without disabilities with special focus on students with complex instructional needs. Dr. Carter will describe the evidence base and the necessary components for developing an effective peer support program. These sessions are supported with video documentary of actual peer support programs occurring within Pennsylvania. Each session will guide schools in identifying crucial elements to launch new or continue current efforts in implementing natural peer support programs. This session along with session four focuses on peer support arrangements that lead to academic and social participation in inclusive classrooms.

Starting Points and Possibilities in Developing Natural Peer Support Programs - Peer Support Arrangements in Inclusive Classrooms (Part 1)

00:23:20 minutes
The purpose of this video series is to provide school leaders, teachers, paraprofessionals, families and students information around Natural Peer Supports with the expertise of Dr. Erik Carter. These five video sessions will provide the essential information needed to develop the structures that promote inclusion, learning, and relationships between students with and without disabilities with special focus on students with complex instructional needs. Dr. Carter will describe the evidence base and the necessary components for developing an effective peer support program. These sessions are supported with video documentary of actual peer support programs occurring within Pennsylvania. Each session will guide schools in identifying crucial elements to launch new or continue current efforts in implementing natural peer support programs. This session along with session five focuses on peer support arrangements that lead to academic and social participation in inclusive classrooms.

Starting Points and Possibilities in Developing Natural Peer Support Programs - School-Wide Peer Partner Programs

00:32:04 minutes
The purpose of this video series is to provide school leaders, teachers, paraprofessionals, families and students information around Natural Peer Supports with the expertise of Dr. Erik Carter. These five video sessions will provide the essential information needed to develop the structures that promote inclusion, learning, and relationships between students with and without disabilities with special focus on students with complex instructional needs. Dr. Carter will describe the evidence base and the necessary components for developing an effective peer support program. These sessions are supported with video documentary of actual peer support programs occurring within Pennsylvania. Each session will guide schools in identifying crucial elements to launch new or continue current efforts in implementing natural peer support programs. This session focuses on peer partner programs which are one type of peer mediated approach for promoting inclusion, friendships and learning.

Starting Points and Possibilities in Developing Natural Peer Support Programs - Important Elements

00:23:53 minutes
The purpose of this video series is to provide school leaders, teachers, paraprofessionals, families and students information around Natural Peer Supports with the expertise of Dr. Erik Carter. These five video sessions will provide the essential information needed to develop the structures that promote inclusion, learning, and relationships between students with and without disabilities with special focus on students with complex instructional needs. Dr. Carter will describe the evidence base and the necessary components for developing an effective peer support program. These sessions are supported with video documentary of actual peer support programs occurring within Pennsylvania. Each session will guide schools in identifying crucial elements to launch new or continue current efforts in implementing natural peer support programs. This session focuses on addressing helpful starting points and important landmarks for schools committed to encouraging relationships and shared learning among students with and without disabilities.

Starting Points and Possibilities in Developing Natural Peer Support Programs - Rigor, Relevance and Relationships

00:19:25 minutes
The purpose of this video series is to provide school leaders, teachers, paraprofessionals, families and students information around Natural Peer Supports with the expertise of Dr. Erik Carter. These five video sessions will provide the essential information needed to develop the structures that promote inclusion, learning, and relationships between students with and without disabilities with special focus on students with complex instructional needs. Dr. Carter will describe the evidence base and the necessary components for developing an effective peer support program. These sessions are supported with video documentary of actual peer support programs occurring within Pennsylvania. Each session will guide schools in identifying crucial elements to launch new or continue current efforts in implementing natural peer support programs. In this session Dr. Carter focuses on the importance of fostering relationships along with rigorous, relevant learning opportunities for students with complex instructional needs.

Implementing Mathematics Into a RtII Framework at the Elementary Level - Module 5: Progress Monitoring and Instructional Adjustments and Tiers 2 and 3

00:52:51 minutes
The focus of this module is instructional considerations and instructional matching based on progress monitoring. A brief overview of progress monitoring is also included.

Implementing Mathematics Into a RtII Framework at the Elementary Level - Module 4: Instructional Considerations for Tiers 2 and 3

00:46:01 minutes
This module attends to fluid student movement through the tiers based on data and instructional components needed at tiers 2 and 3 beyond a computer program.

The History of Centers for Independent Living

00:26:44 minutes
This session developed and presented by members of the Pennsylvania Youth Leadership Network is designed to provide youth and young adults with an overview of the disability rights movement and the importance of engaging in a Center for Independent Living (CIL). CILs are non-profit organizations and are located throughout Pennsylvania. CILs, whose staffs and boards are composed of 51% or more of persons with disabilities, provide four core services including information and referral, advocacy, peer mentoring and independent living skills training.

Identifying Communicative Competence and Developing Communicative Competence through Academic Content - Part 4

01:19:17 minutes
This session will provide participants with an opportunity to increase their knowledge and skills in regard to communication and communication competence. Providing students with complex support needs a means to communicate, and recognizing communicative intent, provides students a way to access academic content and demonstrates what students have learned. Join us as we identify evidence-based strategies to increase communication competence.

Identifying Communicative Competence and Developing Communicative Competence through Academic Content - Part 3

01:26:57 minutes
This session will provide participants with an opportunity to increase their knowledge and skills in regard to communication and communication competence. Providing students with complex support needs a means to communicate, and recognizing communicative intent, provides students a way to access academic content and demonstrates what students have learned. Join us as we identify evidence-based strategies to increase communication competence.

Identifying Communicative Competence and Developing Communicative Competence through Academic Content - Part 2

01:10:51 minutes
This session will provide participants with an opportunity to increase their knowledge and skills in regard to communication and communication competence. Providing students with complex support needs a means to communicate, and recognizing communicative intent, provides students a way to access academic content and demonstrates what students have learned. Join us as we identify evidence-based strategies to increase communication competence.

Identifying Communicative Competence and Developing Communicative Competence through Academic Content - Part 1

01:21:14 minutes
This session will provide participants with an opportunity to increase their knowledge and skills in regard to communication and communication competence. Providing students with complex support needs a means to communicate, and recognizing communicative intent, provides students a way to access academic content and demonstrates what students have learned. Join us as we identify evidence-based strategies to increase communication competence.

Travel Skills in the Curriculum: Increasing Independence within the School

02:15:16 minutes
This presentation will address the wide range of skills associated with "travel," and the ability to more independently negotiate an environment — whether in the home, school, or community at large. Travel is not merely about movement from "here" to "there," and one does not simply follow a prescribed sequence of actions in order to move from "point a" to "point b." Instead, travel is a dynamic experience made up of many nuances. The ability to safely negotiate a travel situation, whether it is from the classroom to the school cafeteria or from one side of town to the other, encompasses a wide range of skills. This presentation will focus on skills that can be introduced at home and in school (for children of various age and ability levels) to help students move more independently within the home and school environments.

Working with Families When a Child Has an Acquired Brain Injury - Part 3

01:14:38 minutes
This session will focus on the family responses after ABI and the means for working with families to support them in difficult times. Ability to respond to varying coping styles, family systems, resilience, and challenges will be outlined. Active participation of the audience is encouraged.

Working with Families When a Child Has an Acquired Brain Injury - Part 2

02:47:27 minutes
This session will focus on the family responses after ABI and the means for working with families to support them in difficult times. Ability to respond to varying coping styles, family systems, resilience, and challenges will be outlined. Active participation of the audience is encouraged.

Working with Families When a Child Has an Acquired Brain Injury - Part 1

01:07:04 minutes
This session will focus on the family responses after ABI and the means for working with families to support them in difficult times. Ability to respond to varying coping styles, family systems, resilience, and challenges will be outlined. Active participation of the audience is encouraged.

The Role of the Adapted Physical Educator - Part 2

01:23:59 minutes
This session will examine the need to address challenges that students with disabilities may experience in physical education. The session leaders will provide background on the underlying reasons why students might have motor delays affecting access to the physical education curriculum and how to address the needs identified by the IEP team. In addition, the collaborative relationship between education staff, adapted physical education, and occupational and physical therapy will be emphasized to help students maximize function, mobility, and self-confidence. The training will also include practical strategies for the classroom, playground, and physical education environments to adapt activities, incorporate therapeutic strategies, develop strength and coordination, and generalize skills, and will examine successful strategies to provide instructional supports.

The Role of the Adapted Physical Educator - Part 1

00:59:53 minutes
This session will examine the need to address challenges that students with disabilities may experience in physical education. The session leaders will provide background on the underlying reasons why students might have motor delays affecting access to the physical education curriculum and how to address the needs identified by the IEP team. In addition, the collaborative relationship between education staff, adapted physical education, and occupational and physical therapy will be emphasized to help students maximize function, mobility, and self-confidence. The training will also include practical strategies for the classroom, playground, and physical education environments to adapt activities, incorporate therapeutic strategies, develop strength and coordination, and generalize skills, and will examine successful strategies to provide instructional supports.

Ten Things I Can Do for Myself! Part 2

01:23:55 minutes
When looking for functional activities for children with severe multiple disabilities, parents, teachers, and therapists are often at a loss for what to do. Once functional activities have been identified, we still need to find ways to successfully integrate technology into the activities to allow our students to be more independent. This presentation will focus on how both high- and low-tech devices can be used to promote greater independence during leisure activities and daily life. Attendees will leave with step-by-step directions for setting up functional activities in both the school and home environments that will give their students greater independence and the ability to manage their own leisure activities. They will also receive a list of resources for borrowing and/or purchasing the equipment necessary to carry out these activities.

Ten Things I Can Do for Myself! Part 1

00:55:17 minutes
When looking for functional activities for children with severe multiple disabilities, parents, teachers, and therapists are often at a loss for what to do. Once functional activities have been identified, we still need to find ways to successfully integrate technology into the activities to allow our students to be more independent. This presentation will focus on how both high- and low-tech devices can be used to promote greater independence during leisure activities and daily life. Attendees will leave with step-by-step directions for setting up functional activities in both the school and home environments that will give their students greater independence and the ability to manage their own leisure activities. They will also receive a list of resources for borrowing and/or purchasing the equipment necessary to carry out these activities.

Providing Quality APE for Students with Complex Support Needs in a Public School PE Class - Part 2

01:39:19 minutes
This presentation will provide an overview of quality physical education and offer insight on Adapted Physical Education (APE) as it pertains to the Individuals with Disabilities Act (IDEA). The presentation will identify the responsibilities of the adapted physical educator and present innovative ideas and instructional strategies to support students with disabilities in the physical education class. The session will also include examples of available resources.

Establishing a Program of Inclusion at Your School: Practical Considerations From a School Team That’s Happily Been There! Part 2

01:12:55 minutes
This session will provide a panel presentation on how Roslyn Elementary School in the Abington School District partnered with PaTTAN, IU 23, and HMS School to provide inclusionary supports for their students with complex support needs. The interdisciplinary panel will describe the process, successes, and challenges that they tackled together and the positive things they see in their school now!

Establishing a Program of Inclusion at Your School: Practical Considerations From a School Team That’s Happily Been There! Part 1

01:10:13 minutes
This session will provide a panel presentation on how Roslyn Elementary School in the Abington School District partnered with PaTTAN, IU 23, and HMS School to provide inclusionary supports for their students with complex support needs. The interdisciplinary panel will describe the process, successes, and challenges that they tackled together and the positive things they see in their school now!

Thinking Beyond Hearing Aids and Cochlear Implants: Assistive Technology and Connectivity Options - Part 2

01:12:29 minutes
Today, nearly all adults and children are using technology to get through their daily lives. People with hearing loss should not be missing out on these technological advancements. In this session we will discuss ways to connect hearing aids and cochlear implants to smartphones, tablets, and mp3 players. It may not be the right time to introduce connectivity to a child, but knowing what is available may help drive today’s technology decisions. Hands-on time with a variety of FM systems and connectivity accessories will be available for attendees. In addition, an update to hearing aid, cochlear implant, and FM technologies will be completed.

Thinking Beyond Hearing Aids and Cochlear Implants: Assistive Technology and Connectivity Options - Part 1

00:55:54 minutes
Today, nearly all adults and children are using technology to get through their daily lives. People with hearing loss should not be missing out on these technological advancements. In this session we will discuss ways to connect hearing aids and cochlear implants to smartphones, tablets, and mp3 players. It may not be the right time to introduce connectivity to a child, but knowing what is available may help drive today’s technology decisions. Hands-on time with a variety of FM systems and connectivity accessories will be available for attendees. In addition, an update to hearing aid, cochlear implant, and FM technologies will be completed.

The Blind Advantage How Going Blind Made Me a Stronger Principal and How Including Children with Disabilities Made Our School Better for Everyone

01:06:40 minutes
Dr. William Henderson transformed a Boston public school. In his book, The Blind Advantage, Dr. Henderson describes how losing his sight helped him think about learning and teaching in a new way. In his 30s, fit, and a father of three, he was going blind due to a degenerative disease. His doctor told him to stop teaching, as he would qualify for disability coverage. Instead, Henderson pursued a doctorate in education. He learned how to read Braille and use a cane. In knowing that a disability wouldn’t stop him, Henderson understood that all kids with disabilities could thrive in a rigorous academic setting. He went on to use his leadership skills and insight to transform the Patrick O’Hearn Elementary School in Dorchester, now known as the Henderson School.

Making Physical Activity Meaningful for Students Who Have a Visual Impairment (VI), are Deaf or Hard of Hearing (HOH), or Deafblind: at School, Home and in the Community - Part 2

02:08:28 minutes
This session will cover instructional tips from professionals working with students with VI, deaf or HOH, or deafblind and is based on a compilation of journal articles related to this topic. This session will look at the correlations of physical activities and how they affect a student’s home life. Interviews from parents of students who have VI, are deaf or HOH, or deafblind will be shared. Real-life examples of skill demonstrations and physical activities will be presented. The importance of the team approach in educating the student will be examined along with strategies when working with interpreters or interveners. Participants will have firsthand experience of the physical activities using sensory loss simulation.

Making Physical Activity Meaningful for Students Who Have a Visual Impairment (VI), are Deaf or Hard of Hearing (HOH), or Deafblind: at School, Home and in the Community - Part 1

02:37:26 minutes
This session will cover instructional tips from professionals working with students with VI, deaf or HOH, or deafblind and is based on a compilation of journal articles related to this topic. This session will look at the correlations of physical activities and how they affect a student’s home life. Interviews from parents of students who have VI, are deaf or HOH, or deafblind will be shared. Real-life examples of skill demonstrations and physical activities will be presented. The importance of the team approach in educating the student will be examined along with strategies when working with interpreters or interveners. Participants will have firsthand experience of the physical activities using sensory loss simulation.

Intervention for Adolescents with Acquired Brain Injury

02:56:27 minutes
This session will provide specific intervention strategies to maximize cognitive and communication function in adolescents with acquired brain injury, based on benchmarks in adolescent brain and behavior development and common cognitive and communication impairments in adolescents with Traumatic Brain Injury (TBI), as well as other types of acquired brain injuries (injuries occurring after birth).

Getting Started: Using a Strengths-Based Model in OT and PT - A Roundtable Discussion

00:39:06 minutes
Following Dr. Winnie Dunn’s presentation on this topic, this roundtable will help occupational and physical therapists operationalize the practical steps necessary to incorporate strengths-based methods into their assessment and intervention in school settings.

Everything You Wanted to Know about Switches and More - Part 2

02:54:20 minutes
When supporting young children and students in their learning with the use of assistive technology, it is critical that switch use is understood, available, and readily implemented. Switch use and its applications need to be encouraged by all members of the student’s support team, including teachers, paraprofessionals, occupational therapists, speech therapists, physical therapists, and all other learning support staff. This workshop will focus on the switches themselves, what is currently available, how they work, how they are used, and how decisions of implementation need to occur, with shared successful strategies of assessment and use. This workshop is truly for those adults who are beginning their journey in AT support, and for all other adults who work with students who need or will need to use switches and assistive technology, especially for augmentative communication, computer access, task participation, and powered mobility. This workshop will contain many examples of real students and their journeys with their use of AT and switch use.

Blockbuster Braille: Creating Reading Superstars - Part 2

01:16:14 minutes
This session will focus on best practices and strategies for emergent literacy activities for young children and students with visual impairments, who are primarily tactile learners. This half-day session will focus on Braille for young children in the emergent literacy stage.

Blockbuster Braille: Creating Reading Superstars - Part 1

01:09:37 minutes
This session will focus on best practices and strategies for emergent literacy activities for young children and students with visual impairments, who are primarily tactile learners. This half-day session will focus on Braille for young children in the emergent literacy stage.

Everything You Wanted to Know about Switches and More - Part 1

03:00:32 minutes
When supporting young children and students in their learning with the use of assistive technology, it is critical that switch use is understood, available, and readily implemented. Switch use and its applications need to be encouraged by all members of the student’s support team, including teachers, paraprofessionals, occupational therapists, speech therapists, physical therapists, and all other learning support staff. This workshop will focus on the switches themselves, what is currently available, how they work, how they are used, and how decisions of implementation need to occur, with shared successful strategies of assessment and use. This workshop is truly for those adults who are beginning their journey in AT support, and for all other adults who work with students who need or will need to use switches and assistive technology, especially for augmentative communication, computer access, task participation, and powered mobility. This workshop will contain many examples of real students and their journeys with their use of AT and switch use.

Providing Quality APE for Students with Complex Support Needs in a Public School PE Class - Part 1

01:16:30 minutes
This presentation will provide an overview of quality physical education and offer insight on Adapted Physical Education (APE) as it pertains to the Individuals with Disabilities Act (IDEA). The presentation will identify the responsibilities of the adapted physical educator and present innovative ideas and instructional strategies to support students with disabilities in the physical education class. The session will also include examples of available resources.

Hot Topics in Behavior - Integrating Academic and Behavior Supports within an RtII Framework

02:04:47 minutes
The integration of academics and behavior into a single Response to Instruction and Intervention (RtII) framework has proven to advance outcomes for all students and to prevent school failure.

Community on Transition Conference 2013 - Session 902 - Reasonable Accommodations, Rights and Responsibilities in College/Tech School

01:19:02 minutes
During this panel presentation filled with vignettes and role plays, the presenters will follow a young girl, Penny, as she transitions from high school graduation to adult life. As we greet Penny, she has met with her OVR counselor, and with some information from an advocate at the Client Assistance Program, she has chosen a vocational goal and is looking at colleges. As Penny continues in her transition, she has some questions about differences in accommodations between high school and college/tech schools, how to advocate and obtain accommodations through disability services offices, and how to coordinate between OVR, financial aid offices, and disability services offices. One of the presenters, an attorney, will share resources concerning The Americans with Disabilities Act (ADAA) as amended and the Rehabilitation Act and the protections those laws may provide in post-secondary education.

Community on Transition Conference 2013 - Session 803 - From IEP to IPE: Crossing the Bridge

01:27:57 minutes
This panel presentation including a young adult, will help young adults with disabilities and their families understand the differences between the Individualized Education Plan (IEP) that is used in school and the Individualized Plan for Employment (IPE) that young adults with a disability develops with the Office of Vocational Rehabilitation (OVR) as they transition from high school to employment. Learn the INs and OUTs of working with OVR, including the supports provided by the Client Assistance Program (CAP) on how to self advocate in IPE development and throughout the OVR process. As part of the presentation, the presenters will follow a young girl named "Penny" as she transitions from high school graduation to adult life.

Community on Transition Conference 2013 - Session 714 - There is no IEP in College

01:15:53 minutes
How is Section 504 for post-secondary education different from IDEA in high schools? What accommodations will youth and young adults have at community colleges, colleges, or universities in Pennsylvania? What can I do to better prepare youth and young adults for success in college? This session will provide valuable information to youth and young adults, family members, higher education professionals, secondary educators, vocational rehabilitation professionals, and agency stakeholders.

Community on Transition Conference 2013 - Session 608 - Pieces of the Puzzle: Transition & Youth with ASD

01:17:37 minutes
During this interactive session, learn about emerging research and promising practices to support youth and young adults with Autism Spectrum Disorder (ASD) as they transition from school to adult life. A toolkit will be provided with links to resources about building core knowledge of ASD and unique considerations of transition, emerging employment and post-secondary strategies and models, and exciting self-determination efforts.

Community on Transition Conference 2013 - Session 506 - Collaborative Program of Employment Skills and Work Based Learning

01:22:59 minutes
A special educator and work experience supervisor will present on their collaborative employment skills and work-based learning program. In the classroom, students work on various transitional skills beginning with assessments, self-determination, career preparation, acquisition, and retention skills. In the community based work experience, students develop transferable skills in a work environment. Participants will learn how to support/assist students in both aspects of transition to employment.

Community on Transition Conference 2013 - Session 404 - Obtaining and Maintaining Successful Employment: A Young Adult Perspective

01:23:07 minutes
In this session, young adults with varying disabilities will discuss how they have obtained and maintained employment. This presentation will provide strategies and resources that youth, families, and professionals can utilize to actively engage in the transition process from school to real work for real pay.

Community on Transition Conference 2013 - Session 309 - Easing the Transition to College: Tools to Help you Get your Students to College

01:25:34 minutes
While millions of students make the transition from high school to college each year, the information required to help a student get to college continues to get more complicated. Materials to help career and technical instructors assist students to earn Students Occupationally and Academically Ready/Program of Study (SOAR/POS) free college credits and information to help school counselors aid parents and students in selecting a college, completing the preparation steps, and actually transitioning to college are collected on a single Pennsylvania-focused website. This website, www.GettingThemThere.com, is a single entry point in finding everything the instructor, counselor, parent or student needs to support a student from a Pennsylvania high school/Career and Technical Center to college. This session will provide an overview of this web-based resource for Pennsylvania educators.

Community on Transition Conference 2013 - Session 212 - From Information Literacy to Information Leadership

01:27:17 minutes
Assessing the relevance and reliability of information is a crucial skill for all educators to master and model. However, that type of information literacy is only the beginning. With the explosion of information coming online, each of us needs to use social web technologies to employ successful strategies for finding, managing, and communicating information relevant to our own practice and to our constituents. This session will cover the tools that “information literate” learners are using and the strategies to use them well.

Community on Transition Conference 2013 - Session 101 - Opening Keynote Presentation: Learning in a Networked World

01:10:39 minutes
If we have access and the skills to take advantage of it, the Web gives us an easy connection to the people and the resources that we need to learn whatever we want to learn, when we want to learn it. That fact challenges the fundamental beliefs that we’ve held about schools and teaching and learning for over 100 years. Participants at this year’s opening keynote presentation will have the opportunity to explore the following questions related to learning and living in a “networked world”: - As our youth graduate into a fast-changing, globally networked world, what assumptions do we need to reconsider about how to best prepare them for their futures? - How can each one of us begin to change our own learning practice to better model these new opportunities for our youth?

Expanding the Literacy Toolkit: Interventions for Students who are Deaf and Hard of Hearing Fluency Toolkit: Bridging Decoding and Comprehension with Fluency Interventions

02:06:02 minutes
The Literacy Tookit is a training series consisting of a progressive sequence of interactive webinars focused on expanding the instructional interventions used to promote the literacy achievement of students who are deaf or hard of hearing. Presentations in the training series will focus on how to use assessment information primarily from the Qualitative Reading Inventory-5 (QRI-5), as well as other evidenced based assessments (norm-referenced, criterion-referenced, and progress monitoring) to plan and implement instructional interventions. Instructional delivery “techniques” and implementation “tips and tricks” will be discussed, and a set of intervention resources, materials, weblinks, and e-learning applications will be assembled for each topic to assist with implementation.

Expanding the Literacy Toolkit: Retelling Toolkit: Building Comprehension with Text Structure and Retelling Interventions

02:10:54 minutes
The Literacy Tookit is a training series consisting of a progressive sequence of interactive webinars focused on expanding the instructional interventions used to promote the literacy achievement of students who are deaf or hard of hearing. Presentations in the training series will focus on how to use assessment information primarily from the Qualitative Reading Inventory-5 (QRI-5), as well as other evidenced based assessments (norm-referenced, criterion-referenced, and progress monitoring) to plan and implement instructional interventions. Instructional delivery “techniques” and implementation “tips and tricks” will be discussed, and a set of intervention resources, materials, weblinks, and e-learning applications will be assembled for each topic to assist with implementation.

Transition Conference Interview - Vince Heckert interviewing Jeanne Parisi (Office of Developmental Programs, Pennsylvania Department of Public Welfare)

00:03:29 minutes
The achievement of successful post-secondary outcomes for all youth is identified as a top priority throughout our country. In Pennsylvania, this priority is shared by Deputy Secretaries and Directors of eight agencies across four departments as pledged in the Pennsylvania Transition Memorandum of Understanding (MOU). This video features a member of the PA Youth Leadership Network interviewing a member of our state’s Transition State Leadership Team in which they discuss their vision for meaningful secondary transition practices; discuss the value of meaningfully engaging youth with disabilities as advisors to improve existing services and programs; and address the critical need for cross stakeholder collaboration.

Transition Conference Interview - Rachel Reimert interviewing John Tommasini (Bureau of Special Education, Pennsylvania Department of Education)

00:04:07 minutes
The achievement of successful post-secondary outcomes for all youth is identified as a top priority throughout our country. In Pennsylvania, this priority is shared by Deputy Secretaries and Directors of eight agencies across four departments as pledged in the Pennsylvania Transition Memorandum of Understanding (MOU). This video features a member of the PA Youth Leadership Network interviewing a member of our state’s Transition State Leadership Team in which they discuss their vision for meaningful secondary transition practices; discuss the value of meaningfully engaging youth with disabilities as advisors to improve existing services and programs; and address the critical need for cross stakeholder collaboration.

Transition Conference Interview - Octavia Lacks interviewing Cathy Utz (Office of Children, Youth and Families, Pennsylvania Department of Public Welfare)

00:01:46 minutes
The achievement of successful post-secondary outcomes for all youth is identified as a top priority throughout our country. In Pennsylvania, this priority is shared by Deputy Secretaries and Directors of eight agencies across four departments as pledged in the Pennsylvania Transition Memorandum of Understanding (MOU). This video features a member of the PA Youth Leadership Network interviewing a member of our state’s Transition State Leadership Team in which they discuss their vision for meaningful secondary transition practices; discuss the value of meaningfully engaging youth with disabilities as advisors to improve existing services and programs; and address the critical need for cross stakeholder collaboration.

Transition Conference Interview - Celia Schlesser interviewing Denise Verchimk (Bureau of Vocational Rehabilitation Services, Pennsylvania Department of Labor and Industry)

00:04:38 minutes
The achievement of successful post-secondary outcomes for all youth is identified as a top priority throughout our country. In Pennsylvania, this priority is shared by Deputy Secretaries and Directors of eight agencies across four departments as pledged in the Pennsylvania Transition Memorandum of Understanding (MOU). This video features a member of the PA Youth Leadership Network interviewing a member of our state’s Transition State Leadership Team in which they discuss their vision for meaningful secondary transition practices; discuss the value of meaningfully engaging youth with disabilities as advisors to improve existing services and programs; and address the critical need for cross stakeholder collaboration.

Transition Conference Interview - Adam Anthony interviewing Michael Wolf (Secretary, Pennsylvania Department of Health)

00:03:23 minutes
The achievement of successful post-secondary outcomes for all youth is identified as a top priority throughout our country. In Pennsylvania, this priority is shared by Deputy Secretaries and Directors of eight agencies across four departments as pledged in the Pennsylvania Transition Memorandum of Understanding (MOU). This video features a member of the PA Youth Leadership Network interviewing a member of our state’s Transition State Leadership Team in which they discuss their vision for meaningful secondary transition practices; discuss the value of meaningfully engaging youth with disabilities as advisors to improve existing services and programs; and address the critical need for cross stakeholder collaboration.

Transition Conference Interview - Tina Hans interviewing Wendy Chalmers (SUN Area Technical Institute)

00:03:53 minutes
The achievement of successful post-secondary outcomes for all youth is identified as a top priority throughout our country. In Pennsylvania, this priority is shared by Deputy Secretaries and Directors of eight agencies across four departments as pledged in the Pennsylvania Transition Memorandum of Understanding (MOU). This video features a member of the PA Youth Leadership Network interviewing a member of our state’s Transition State Leadership Team in which they discuss their vision for meaningful secondary transition practices; discuss the value of meaningfully engaging youth with disabilities as advisors to improve existing services and programs; and address the critical need for cross stakeholder collaboration.

Transition Conference Interview - Gabe Smaglik interviewing Dennis Marion (Office of Mental Health and Substance Abuse Services, Pennsylvania Department of Public Welfare)

00:03:42 minutes
The achievement of successful post-secondary outcomes for all youth is identified as a top priority throughout our country. In Pennsylvania, this priority is shared by Deputy Secretaries and Directors of eight agencies across four departments as pledged in the Pennsylvania Transition Memorandum of Understanding (MOU). This video features a member of the PA Youth Leadership Network interviewing a member of our state’s Transition State Leadership Team in which they discuss their vision for meaningful secondary transition practices; discuss the value of meaningfully engaging youth with disabilities as advisors to improve existing services and programs; and address the critical need for cross stakeholder collaboration.

IEPs for Students with Math Deficits

01:08:28 minutes
This webinar will provide descriptive examples of some of the information that must be included in an IEP for a student with mathematical deficits. The session will assist IEP teams in connecting a student’s learning to the PA Math Common Core Standards and evaluate student progress through the lens of the general education curriculum, standards, assessment anchors and curriculum frameworks.

Protocols for Teaching Tacts of Actions

00:05:01 minutes
Outlines the basic steps in using errorless teaching techniques to teach a student to tact actions. This segment also provides a description of error correction procedures used during tact of action instruction.

Generalization of Tacting Actions to the Natural Environment

00:01:13 minutes
This brief segment suggests the importance of generalizing skills for tacting actions to a student’s day to day activities.

Tacts of Actions: Teaching Noun-Verb Combinations

00:05:31 minutes
Provides suggestions for extending basic tacts of actions in combination with a student’s ability to tact objects to use of two component tacts. The segment suggests ways to encourage novel recombination of verb-noun tacts so that learners acquire generative skills.

Tacts of Actions: Precursor Skills and Assessment

00:04:58 minutes
Provides an overview of the skills a student should have prior to initiating teaching tacts of actions and provides models of techniques that will allow assessment of a student’s existing repertoire of skills related to tacts of actions.

Basics of Instruction

02:32:45 minutes
A review of various strategies and procedures for the delivery of high-quality instruction will be provided. The focus will be on evidence-based interventions that include addressing the core issues of ASD, namely communication and social skills. The importance of instruction as a team effort that involves systematic training, data-guided decision making, and team communication will be emphasized.

RtII Implementers Forum - Session 60: Advanced Phonics and Morphology

01:27:30 minutes
The CCSS expect students in grades 4 through 12 to be able to “Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes.” Let’s help students decode long words and also learn meanings. We focus on teaching prefixes, suffixes, roots, and families of morphologically related words, such as thermal, thermos, thermostat, thermometer, thermodynamic, exothermic reaction, etc. (Research, theory, and strategies, with group participation)

RtII Implementers Forum - Session 52: CCSS-M Framework: Instructional Scaffolding to Promote Writing of Mathematical Thinking

02:33:44 minutes
With the formation and commitment from the majority of states of the Common Core State Standards (CCSS), there is a new emphasis for students of all ages to effectively justify their mathematical work through writing. This poses a serious obstacle for students and teachers. Supporting students writing in mathematics requires teachers to provide a continuum of more intensive instructional supports to help students through this process. Strategies will be presented for organizing instruction to facilitate learning, remembering, and applying critical mathematical concepts and skills in writing situations. At the completion of this interactive session, participants will have increased their repertoire of instructional scaffolds and techniques for helping students improve their writing skills in mathematics.

RtII Implementers Forum - Session 51: Boost Beginning Reading with a Phonics Plus Approach to Word Study

01:31:33 minutes
The CCSS expect children in First Grade to “Read base words with inflectional endings and to use knowledge of the meaning of base words to identify and read common compound words (e.g., football, popcorn, day dream). Second graders are expected to “Read words with common prefixes (e.g., un-, dis-) and suffixes (e.g., -ly, -less, -ful). How? We will learn ways to address these objectives, teaching word families that include inflections, compounds, and some transparent derivations. (Research, theory, and strategies, with group participation)

RtII Implementers Forum - Session 46: Urban Schools and Tiered Systems: The Importance of Growth as an Indicator of RtII Effectiveness

01:27:31 minutes
Urban settings bring unique challenges to the implementation of instructional frameworks for all students. Using one urban district’s experiences, the use of PVAAS as a growth measure in planning for RtII implementation as well as in measuring success of the tiered system will be illustrated. The importance in an urban district of recognizing the critical role of growth versus achievement will be highlighted.

RtII Implementers Forum - Session 21: Using RtII For SLD Determination

01:31:28 minutes
This session presents procedures for using an assessment of a student’s response to intervention as part of a multidisciplinary evaluation to determine special education eligibility. Participants will explore practical ways to use data gathered in the RTII process to inform special education eligibility, especially for the identification of specific learning disabilities.

RtII Implementers Forum - Session 23: Elementary Writing Instruction Across the Tiers

01:30:46 minutes
In this session, we will explore the possibilities and challenges involved in teaching writing within a multi-tiered system of support. This session will be devoted to research-based approaches for use within and across core and supplemental writing instruction/intervention and writing assessment.

RtII Implementers Forum - Session 31: Secondary Writing Instruction Across the Tiers

01:26:32 minutes
Participants will explore research-based, sustainable approaches for teaching writing that are aligned with the goals of RtII and Common Core Standards. This session will focus on cognitive strategies to improve student summary and argumentative writing across the tiers and content areas as well as how to use writing to support student comprehension of content area material.

RtII Implementers Forum - Session 01: Secondary Mathematics: Case Study Analysis and Data Teaming Processes

01:31:30 minutes
Response to Intervention (RTI) is a multi-tiered system that provides focused and targeted instructional assistance to students who are struggling and involves general and special education collaboration. Instructional assistance closely parallels screening assessments and is followed by systematic monitoring of student progress. RTI is an increasingly used system to improve learning outcomes in the area of literacy and is now naturally expanding to the area of mathematics. As a result, professionals involved in RTI are seeking guidance on how to best teach mathematics to students who are struggling and/or have learning disabilities within the context of a multi-tiered system of support. The purpose of this advanced session is to introduce and develop the eight core principles of an effective RTI framework for mathematics, content and instructional recommendations at the secondary level.

RtII Implementers Forum - Session 10: Elementary Mathematics: Case Study Analysis and Data Teaming Processes

01:29:31 minutes
Response to Intervention (RTI) is a multi-tiered system that provides focused and targeted instructional assistance to students who are struggling and involves general and special education collaboration. Instructional assistance closely parallels screening assessments and is followed by systematic monitoring of student progress. RTI is an increasingly used system to improve learning outcomes in the area of literacy and is now naturally expanding to the area of mathematics. As a result, professionals involved in RTI are seeking guidance on how to best teach mathematics to students who are struggling and/or have learning disabilities within the context of a multi-tiered system of support. The purpose of this advanced session is to introduce and develop the eight core principles of an effective RTI framework for mathematics, content and instructional recommendations at the elementary level.

ELLs in Special Education: How Can ESL and Special Education Teachers Support ELLs with IEPs? Session 2

00:57:20 minutes
This training consists of two webinars and a collaborative assignment which are designed for ESL and Special Education teachers, who are interested in expanding their knowledge of second language acquisition and their ability to differentiate instruction for ELLs with Individualized Educational Plans (IEP). This webinar will summarize the work of the PLCs, sharing questions, resources, and implementation experiences.

Culturally Responsive Elementary and Secondary Instruction Working with ELL Families and Multi-Cultural Communities - RtII and ELLs Webinar 8

00:57:50 minutes
Parents are an invaluable resource to understand the culture, values, background experiences students bring to the learning setting. This webinar addresses the importance of family and cultural communities to reach students, support the RtII process, and understand the cultural ecology of the school.

38. Sustaining and Scaling PBIS Across Tiers in an Urban School District

01:23:41 minutes
This session features the experience of an urban school system, Scranton School District, in implementing PBIS. Key features, lessons learned, and return on investment will be shared and framed within the context of implementation science and evaluation tools. The presenter will focus on the Interconnected Systems Framework (ISF) and the importance of establishing a district and community leadership team to support the installation and expansion of PBIS.

36. Multisystem Approach to PBIS: Showcasing Two Schools’ Scaling Up Strategies

01:20:20 minutes
Clairview School is operated by Westmoreland Intermediate Unit 7, servicing residents with disabilities in Westmoreland County, ages 6-21 years of age. The school-wide PBIS program was first implemented at the Clairview School almost 2 years ago. The presenters will overview their installation and scale-up of school-wide PBIS. Features of the presentation will include descriptions of how the implementers engage parents in the school’s PBIS program: Principal’s Pack. The presenters will also feature how the entire student body, faculty, and staff are engaged in the Principal’s Pack, including a description of how these stakeholders inform efforts to improve the program’s current implementation. Complementing Clairview, Jim Thorpe Area School District will share their school’s approach to PBIS. The Penn-Kidder Campus is a PreK-8 building located in the Pocono Mountains. The school services a diverse student population of approximately 725 students. The school-wide PBIS program, TORCH, is currently in its third year of implementation. The session presenters will share the challenges they faced in installing PBIS in a PreK-8 facility, while maintaining consistent expectations for all students with age-appropriate strategies. A special feature of the presentation will be the site’s use of student videos for teaching and reinforcing behavioral expectations.

35. Systematic Behavior Screening Tools: Taking Data-Based Decisions One Step Further

01:12:29 minutes
This session will demonstrate how to use systematic screening data in conjunction with other data collected as part of regular school practices to inform intervention efforts in schools. Specifically, the presenters will illustrate how to analyze screening data within Comprehensive, Integrated, Three-Tiered (CI3T) models of prevention to inform primary, Tier 1 intervention efforts, low-intensity, teacher-level supports, and Tier 2 and Tier 3 efforts for whom primary prevention efforts are insufficient.

34. Supporting Infants and Toddlers with Program-Wide PBIS

01:19:45 minutes
For infant and toddler classrooms in program-wide PBIS centers, the focus is all about what the adults are doing to support the children. This session will highlight strategies from several PBIS facilitators and coaches that bring the principles of PBIS to our youngest children.

33. The Relationship Between Universal School-Wide PBIS Implementation and Special Education Referral and Eligibility

01:23:44 minutes
This school district presentation will focus on the relationship between universal school-wide PBIS implementation and special education referrals. Participants will be provided an overview of the Northampton Area School District, the district’s school-wide PBIS implementation plan, a review of historical special education referral and enrollment data, and a review of the impact that school-wide PBIS programming has had on the district’s referrals and special education eligibility. Emphasis will be placed on Emotional Disturbance (ED) and Other Health Impairments (OHI) referrals and eligibility, and on a reduction in the use of special education emotional and behavioral support.

32. Systems of Care: What Education Needs To Know

01:23:02 minutes
This session will provide an overview of Pennsylvania’s System of Care Partnership, which supports the development of a unified network of effective services and supports for youth ages 8 to 18 years, and their families, who are involved with child welfare or juvenile justice systems and/or are at-risk of an out of home placement. The Partnership works in equal partnership with youth, families, and system leaders to improve the outcomes for youth and their families who have behavioral health needs and multisystem service involvement. This session will enable participants to gain a working understanding of what a System of Care (SOC) is and its relevance in Pennsylvania. The presenter will feature how local implementation of SOC can help support multi-tiered systems of supports, including PBIS, in school settings as a means to reduce non-academic barriers to student achievement.

31. Embracing Youth Empowerment

01:29:56 minutes
This session will feature the importance of youth voice and participation in policy, planning, and treatment while both highlighting similarities and differences between youth empowerment and the earlier family empowerment movement of the 1980’s and addressing the importance of youth voice in education. A Youth Involvement Specialist for the PA System of Care (SOC) Partnership will describe the significance of the SOC for youth and other stakeholders while focusing on the unique contribution that youth can make in informing state and local policy development. Capping the session, a youth will describe his own recovery journey, including the key roles his therapist and educational partners played in helping him regain hope during a time of intense personal discouragement.

29. Authentic Family Engagement in PBIS: A Panel Discussion

01:23:25 minutes
The panel discussants will share considerations on the role parents and family members play in supporting the academic and social/emotional achievement of students, including students with disabilities. Three major considerations will be addressed throughout the course of the discussion. First, focus will be given to research that suggests students with disabilities who have authentically engaged parents evidence improved rates of achievement. Second, the discussion will center on the importance of triangulating data to inform preventive and intervening academic and behavioral support strategies to bolster student outcomes. Central to these data is the consideration of information that parents and family members can provide for the educative decision-making process. Finally, the discussants will address multi-tiered systems of supports by which to install meaningful family engagement in the educative process.

28. Systematic Screening for Behavior Challenges: The Importance of Intervening

01:05:37 minutes
Universal screening is an essential component of three-tiered models of prevention and intervention. This session will provide an introduction to Comprehensive, Integrated, Three-tiered (CI3T) Model of Prevention which addresses academic, behavioral, and social domains with an emphasis on the importance of systematic screenings. Several behavioral screening tools will be introduced and examples of how to use these data to monitor overall levels of risk in a building and connect students to interventions will be discussed.

27. Tri-Chair Collaboration…Advisory Boards That Thrive Under the Direction of Partnerships Between a Youth, a Family Member and a System Partner

01:17:52 minutes
The Youth and Family Training Institute (YFTI) is the training, coaching, and credentialing body for the High Fidelity Wraparound Process Model in Pennsylvania. High Fidelity Wraparound (HFW) is a youth-guided and family driven, Tier 3 intervention. High Fidelity Wraparound follows a specific series of steps to help children, adolescents, and their families to have a better quality of life and achieve goals they desire. High Fidelity Wraparound is a team based process, which includes therapists, psychiatrists, services, education and other system partners as needed. The overall work of the Institute is guided by an Advisory Board that is comprised of equal membership between youth, family, and system partner representation. This session features how to bring youth and family voice to the table as equal partners, how this has impacted system change, and how it can be done effectively to assure positive outcomes for all.

26. Continuum of Behavioral Health Services and Successful Collaboration with PBIS

01:16:11 minutes
This session will feature an overview of the continuum of behavioral health services available in Pennsylvania. Participants will gain a working knowledge of how to access available services in their community and how these services can support the implementation of PBIS. The presenters will also share strategies by which PBIS implementers can successfully overcome barriers to collaboration with behavioral health service providers. Local examples of successful implementation of PBIS and collaboration with the behavioral health services will be featured.

25. Coaching and Conducting an Effective CORE Meeting

01:10:50 minutes
Core team meetings are an essential part of operationalizing PBIS as an effective decision-making framework through which evidence-based preventive and intervening strategies are deployed for the purpose of reducing non-academic barriers to student achievement. But, with the pragmatics of schools, time is a precious commodity. Thus, this session is designed to provide guidance on how to conduct a well-organized, effective, and productive core team meeting. The presenter will review the role of PBIS coaches; detail guiding principles of coaching; share ideas to improve presentation and training skills; address strategies by which to facilitate team meetings; overview the Team-Initiative Problem Solving (TIPS) model; and explain how to conduct a coaching self-assessment.

24. A Framework for Effectively Integrating the Functions of SAP and School-Wide PBIS

01:24:53 minutes
This presentation is designed for school coaches, school-wide PBIS facilitators, and Student Assistance Program (SAP) professionals that wish to focus and deepen their understanding of the integration of SAP and school-wide PBIS. The session will also feature how SAP, PBIS, and other decision-making frameworks such as Olweus Bullying Prevention and RtII work together. Commonwealth SAP Trainers that have worked as school-wide PBIS facilitators will explore the following issues: linkages between school-wide PBIS and SAP and where integration occurs most efficiently; documentation that meets the requirements of both programs without duplicating efforts; pre-referral strategies for tiered interventions; follow-up and support plans to assist teams with monitoring student outcomes; and models for successful collaboration between school-wide PBIS and SAP.

23. Engaging Parents, Families, and Community: Two Schools Share Strategies to Take PBIS Beyond the Classroom

01:25:27 minutes
The School-Wide Positive Behavior Support Program at Moshannon Valley Elementary is very well known throughout the local community. Parents, students, staff, and community members are buying into the program. The high level of buy-in is due, in part, to the reward system that is implemented as a means to support a positive learning environment within the school. Moreover, multiple programs have been developed by teachers to promote positive behavior. These different programs are incorporated daily, weekly, monthly, quarterly, and yearly to monitor and reward positive student behavior. The session presenters will feature how their local practices are successful in engaging students, staff, parents, and community members.

22. Interconnect Systems Framework: Blending School-Wide PBIS and School Mental Health

01:10:52 minutes
The Interconnected Systems Framework (ISF) is a structure and process for blending education and mental health systems through a multi-tiered structure in schools. By bringing school and community mental health providers into established school-wide systems of positive behavior supports, the ISF promotes a prevention-based continuum of mental health promotion and supports embedded in all 3 tiers of multi-tiered systems of behavioral support in schools. This session will describe the core features of the ISF as a blend of school-wide systems of positive behavior support and school mental health and introduce tools that can help develop the ISF in local communities. Examples of ISF implementation will also be shared.

20. Engaging Parents and the Community in the Implementation of PBIS

01:09:34 minutes
During this session the participants will learn strategies that have been employed at McKinley Elementary School to engage parents in PBIS and to enhance the sense of community, which is central to the development of universal, Tier 1 supports for all students. By fostering parental involvement and increasing the numbers of parents involved in the school community in a wide variety of ways, the presenter will feature how the school enhanced community relations and levels of authentic student engagement. The presenter will feature how parents have been involved in school programs, clubs and activities, tutorial programs, and before/after school activities.

19. Knights of the Hill: Keys to the Castle

01:26:15 minutes
What are the common threads between SWPBIS, Character Education, SAP, Response to Instruction and Intervention (RtII), and Reality Tour? The session presenters will provide an explanation of their foundation of support systems for all students and families within the school community. This session will feature key elements in the blending of all available support systems in order to meet the needs of students in a cohesive and comprehensive manner. Media used to illustrate SWPBIS and Character Education will be shared.

18. School Mental Health Collaboration: What We Know and Where to Go From Here

01:06:37 minutes
There is increasing recognition that effective strategies to assist youth and promote their mental health and success in school, rests on a “shared agenda” involving genuine collaboration among leaders and staff from mental health and school systems, along with youth, families, and other stakeholders. Collaboration across varying professional groups, and with families and youth, represents the spirit of school mental health (SMH) programs that emphasize partnerships between schools and communities to implement comprehensive supports and services. As research advances strategies for effective SMH, the role of collaboration in this work is in need of attention. Such collaboration plausibly underpins well-functioning programs and effective services, yet the research literature on SMH collaboration is limited. This session will focus on describing the role of collaboration in SMH, highlighting relevant research findings, and discussing related next steps for practice, program evaluation, and research.

16. The Journey: The Ups and Downs of Tier 1

01:18:34 minutes
This session features one school district’s history with implementing PBIS, including the ups and downs associated with improving fidelity of implementation. The presenters will disclose lessons learned from successes, trials and errors, and restarts associated with solidifying universal supports for all students as well as establishing next steps with Tier 2 interventions for students who require additional supports. This session will also feature the district’s efforts to install universal screeners for behavioral supports and bullying prevention efforts. Participants will benefit from lessons learned from this district’s core team.

14. Aligning American School Counselor Association and PBIS: Counselors Lighting the Way to School Transformation

00:59:40 minutes
This session addresses the common elements of the three national intervention models espoused by: the American School Counselor Association, Technical Assistance Center on Positive Behavioral Interventions and Supports, and National Board for Professional Teaching Standards. The session presenter will situate the intervention models within a comprehensive school change initiative utilizing a conceptual metaphor: “a lighthouse.” Session participants will have the opportunity to engage in reflective activities for applying the components of these models at their home site.

12. Integrating the Collaborative Problem Solving Model into the Tiered System of Positive Behavior Support

00:56:59 minutes
Midwestern Intermediate Unit IV began implementation of the Collaborative Problem Solving (CPS) model in its multi-district emotional support programs during the 2010-2011 school year. The CPS model is a promising Tier 2/3 preventative approach that has been implemented successfully in psychiatric and therapeutic settings to de-escalate exceptionally challenging behavior. The model provides educators with alternative instructional and behavior management techniques which augment the universal school-wide positive behavior support system. The CPS model emphasizes emotion regulation and evaluates the underlying cognitive skills necessary for problem-solving. This session focuses on the implementation components of the model including the professional development framework, integration of coaching and debriefing sessions, utilization of office discipline referral data, and post-implementation outcomes.

11. Parent Experiences that Lead to Lessons Learned

00:56:23 minutes
Through a facilitated panel discussion, parents whose children have attended early learning programs that are implementing program-wide positive behavioral interventions and supports will share the experiences that have impacted their families. Participants will evaluate their own PBIS practices through the lens of parents' experiences with program-wide PBIS. Participants will be encouraged to consider how they might duplicate the positive impacts in their programs and adjust their own work to avoid any challenging situations.

09. Resiliency and PBIS

00:57:49 minutes
The Greater Johnstown School District is expanding PBIS as a framework for the inclusion and expansion of existing programs, such as Resiliency and PATHS. This session features how the district establishes, teaches, and reinforces expectations and uses data to make better decisions concerning existing and new programs. The session co-presenters will feature the district framework for integrating resiliency and PBIS.

08. Alcohol, Tobacco and Other Drugs Prevention 101

00:58:45 minutes
This session will give participants the opportunity to understand the robust Drug and Alcohol Prevention service system that is available within the Commonwealth of Pennsylvania. During this session the prevention service system will be framed as an essential component of a school’s universal prevention strategies and tier-two interventions for students.

07. Multi-Tiered Systems of Support and Teacher Preparatory Undergraduate Programs

01:01:21 minutes
This session will engage participants in reflective activities given the application of a multi-tiered system of support (MTSS) approach within teacher preparatory programs. Information on year one implementation of MTSS by the Department of Exceptionality Programs at Bloomsburg University will be featured. The session will also feature plans and processes to expand application across all teacher credentialing programs within the College of Education during the 2013-14 academic terms.

06. Training Teachers on Implementing Data Driven Instruction in General Education Classrooms

01:22:45 minutes
Pennsylvania is committed, through the Response to Instruction and Intervention (RtII) initiative, to provide access to the general education curriculum for all students, including those with the most significant disabilities. This session will discuss the results of a case study examining student outcomes where a prescribed set of staff development topics and tools based in the principles of Applied Behavior Analysis, effective instructional practice, and ongoing assessment were used to improved student academic and behavioral achievement.

05. What Do Tier 2 Supports Really Look Like in Early Childhood Settings

01:23:15 minutes
This session will look at the key components of Tier 2 strategies such as Check In/Check Out, Social Skill Practice and Learning across Topic Areas as utilized in early childhood settings. Participants will match the featured strategies with common elements of early childhood classrooms as well as plan how to implement the strategies across early childhood curriculum.

04. Empowering Students with RENEW

01:19:51 minutes
RENEW addresses Rehabilitation for Empowerment, Natural supports, Education and Work for at-risk students. RENEW is a Tier 3 intervention that is currently being implemented in seven pilot sites across Pennsylvania. During this session state-level RENEW facilitators will provide an overview of the RENEW process. Additionally, Pennsylvania’s pilot sites will detail their experiences in utilizing RENEW by drawing from real student experiences. The pilot sites’ stories will be framed by RENEW milestones including initial student engagement, futures mapping, and person-centered team development.

03. Updates on the Lehigh Career and Technical Institute S.T.A.R – School-Wide Positive Behavior Support Program

01:16:35 minutes
The mission of Lehigh Career & Technical Institute’s S.T.A.R. core team and staff is to promote positive student behavior through consistent use of positive reinforcement. This team finds the use of positive behavior management essential to promoting a safe learning environment for students and staff. This session features updates on the advancement of S.T.A.R., including the team’s piloting of Check In/Check Out as a Tier 2 intervention.

01. The Immortality of Influence: Believing Every Child Can Achieve His Dreams

01:14:39 minutes
“Every child needs someone to be crazy about him.” These are the words of Salome Thomas-EL, award-winning teacher, principal, and nationally recognized educator. They shape his lifelong commitment to answering the question, “How do we ensure that all children achieve their greatest potential?” This question lies at the heart of the national dialogue on education policy, the day in and day out work of school personnel, and the hopes of every parent. Central to this challenge is how we succeed with children who are facing the most serious barriers to success. For over 20 years, Principal EL has taken on this challenge with the absolute belief that children can and will learn as long as adults in their world care enough to not give up. Principal EL will discuss how the attitudes of school staff, parents, and community members can shape school climate and culture, a fundamental aspect of universal, preventive strategies for eliminating non-academic barriers to student achievement. Principal EL brings to the process a powerful combination of passion, caring, and leadership to craft a refreshing, commonsense roadmap to help kids achieve their dreams, no matter the odds.

02. Integrating SWPBIS and Olweus Anti-Bullying

01:06:20 minutes
This session features how McKinley Elementary School integrated PBIS and the Olweus Anti-Bullying Program. By finding the nexus between the two programs, McKinley was able to leverage the structures of PBIS and Olweus to proactively reduce bullying behaviors. Interventions provided through both frameworks provided a supportive foundation to improve school climate and culture. The strategies utilized to forge this connection will be shared during this session.

10. Sustain and Expand PBIS: Let the Data Speak!

00:53:18 minutes
The era of increased accountability and diminished resources in education necessitate that systems collect, analyze, and share results of education initiatives to constituent members. PBIS is grounded in the practice of monitoring important outcomes to gauge effectiveness of interventions and make appropriate modifications to better meet students’ needs. Therefore, PBIS lends itself to meeting the demands of increased accountability with limited resources. Participants will learn how aggregated data are used to sustain and expand PBIS, given the strong association observed between high fidelity implementation and decreases in disruptive behavior and rates of suspension with concurrent increases in instructional time and academic performance. Logic for following this same framework at the local level will be presented so that schools and districts can maximize their existing data to garner the resources necessary to sustain and expand PBIS.

17. PBIS Works in Alternative Education Too!

01:25:12 minutes
This session will provide an overview of two different alternative education schools, The Devereux Day School and The Lighthouse Academy. Each school will explain how they started with Tier 1, universal support. Through data, each program will further describe the use of a multi-tiered approach to support student behavior at Tier 2. Finally, The Lighthouse Academy will focus on Tier 3 supports, providing considerations for how alternative education settings can implement preventive and intervening behavioral strategies and programs within a multi-tiered framework.

21. Embedding Multi-Tiered Systems of Supports (MTSS)/ PBIS within Teacher Preparatory Curriculum and Programs

01:13:24 minutes
This session provides a forum for higher education professionals to exchange information about how several teacher preparatory programs underscore the importance, purpose, and use of MTSS/PBIS. The presenters will assist participants in strategizing methods of support toward the greater inclusion of MTSS/PBIS in teacher preparatory programs. The session will feature an opportunity for participants to generate strategies by which to facilitate the inclusion of MTSS/PBIS in their institutes of higher education.

30. District Wide Implementation of SWPBIS: Ideas to Promote a Positive School Climate Across a District

01:09:31 minutes
Participants will learn how a district of about 7,500 students communicates to share ideas and promote positive school climate across the district. Participants will learn how the district’s climate committee operates in the context of district-wide implementation of PBIS, including how data informs work in these areas. The presenters will feature examples of meeting structures and how the committee rolls-out, monitors, and scales-up new initiatives that support the PBIS initiative, while addressing at the same time positive school climate and culture.

37. High Fidelity Wraparound in Schools: Meeting Facilitation Skills as a Mechanism to Achieve True Home, School, and Community Partnerships

01:27:38 minutes
This session will focus on strategies to engage families, schools, and system/community partners in creating a strength-based culture of help-giving focused on needs that are important to the family and that are adopted by the entire team. The presenters will feature meeting facilitation skills that support the management of efficient, effective strengths based meetings where all participates are engaged in the process; the development and implementation of an integrated intervention plan; strategies for how family and youth voice and choice are honored in this process; and follow-up strategies to ensure success.

39. Urban Experiences: Two Schools Overcoming Barriers and Achieving Results with PBIS

01:19:34 minutes
Pittsburgh Faison K-5 will share how teachers came together to design a Behavior & Life Skills plan that met the needs of the children in the school. Utilizing the principals of normative culture in conjunction with Success Schools and a school-wide PBIS model, Pittsburgh Faison K-5 designed a system of expectations with a clear process where students feel intrinsically motivated to succeed. Complementing Faison’s success story, Greater Nanticoke will feature an overview of how their school implemented PBIS with little to no financial support from outside sources. The presentation will focus on practical strategies and suggestions to make PBIS work in a building.

40. Sustaining and Scaling: Doing More with Less

01:20:35 minutes
As Pennsylvania’s Early Childhood Program-Wide PBIS project has transitioned from a grant-based project to the PaPBS Network, the end of dedicated funding has created challenges and benefits for implementers. This session will describe some of the challenges that programs and the planning teams have faced. Likewise, the presenters will feature the benefits experienced by program-wide PBIS when scaling-up their efforts in the absence of grant-funded incentives.

41. Positive Family Supports

00:46:04 minutes
It is education’s goal to prepare all students to be college and career ready by the time youth leave high school. In order for this goal to be met, schools need to foster home-school relationships and draw upon parent partnerships to support efforts to reduce academic and non-academic barriers to student achievement. For example, schools’ ability to markedly address high-yield indicators that are predictive of high school graduation, including attendance, behavior modulation and course performance, is improved when parents are engaged in informing and participating in preventive and intervening strategies for student success. This presentation will first underscore the vital role parents play in ensuring their children and youth are on-track and progressing towards successful post-secondary transitions. Second, this presentation will focus on how universal screening data may be used to both leverage and frame aspects of home-school partnerships. School personnel need to draw from strategies by which to talk with parents and family members on how to make meaning from these data. Moreover, universal screening data provided by parents on their children’s and youth’s needs can provide educators rich insight into learning matters that are all too often discovered only after students evidence academic or social/emotional difficulties. The School Readiness Check-In parent screening tool will be featured as an instrument by which to maximize parental insights in guiding learning decisions for students while, at the same time, informing schools of possible ways to both support parent education and connect families with services when necessary. Lastly, this presentation will feature Positive Family Support and Family Check-Up (FCU), which is an evidence-based, family-centered, multi-tiered system of support. Tiered, positive family supports enable schools to be proactive in responding to targeted issues of parental interest at varying levels of intensity and in deference to service delivery models that map to parents’ contextual needs. Whether considering installing parent resource centers at the school, adding a parent function into the school’s Check-In Check-Out process, or targeting individualized family supports, Positive Family Support and FCU program is designed to strategically align parent engagement efforts with PBIS and RtII while putting the school on the path to becoming certified as Family Friendly.

Engaging Students in Learning: A Focus on Differentiation of Instruction for ELLs

01:18:15 minutes
Differentiation of instruction and assessment for ELLs will be addressed, including hands-on engagement in development of grade-level content lesson plans. Special attention will be paid to the diverse language and learning needs of ELLs. Participants will be required to add accommodations that are aligned to ELLs in levels 3 (Developing) or 4 (Expanding) to a lesson plan for a content area using a checklist and actively engage in the “Engaging Students in Learning: A Focus on Differentiation of Instruction for ELLs Forum” as part of this course.

2013 Keystone Administration Training Sessions

01:56:40 minutes
This training is a Train The Trainer event with critical information for the administration of the 2013 Keystone Exams. It is required that each LEA participating in the 2012/2013 Keystone Exams send at least one representative to a training session. It is expected that the representative deliver the information presented to their coordinators and administrators. The Keystone Exams are end-of-course assessments designed to assess proficiency in the subject areas of Algebra I, Algebra II, Geometry, Literature, English Composition, Biology, Chemistry, U.S. History, World History, and Civics and Government. The Keystone Exams are one component of Pennsylvania’s new system of high school graduation requirements. Keystone Exams will help school districts guide students toward meeting state standards.

The Framework for Teaching Evaluation Instrument Applied to Speech and Language Pathologists - Session 2

01:00:54 minutes
Charlotte Danielson’s Framework for Teaching has been adopted by the PA Department of Education as the evaluation instrument for all certified instructional professionals. Its implementation is scheduled for the 2013-2014 school year. The Framework for Teaching identifies those aspects of a teacher´s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. Although not the only possible description of practice, these responsibilities seek to define what teachers should know and be able to do in the exercise of their profession. SLPs are certified as instructional area teachers in PA. Therefore the framework for SLPs, and all other itinerant instructionally certified providers is the same as for classroom teachers. The Framework for Teaching divides teaching into 4 domains: Planning and Preparation, The Classroom Environment, Instruction, and Professional Responsibilities. Each domain is further divided into several smaller elements, which serve to define the component. It also identifies levels of performance failing, needs improvement, proficient, and distinguished for each of its 22 components. This workshop will provide a direct application of the Framework for Teaching to Speech and Language Pathology in the schools. SLPs who currently use the Framework as the supervisor and as the receiving SLP, will present specific examples of how elements of the Danielson Framework might look with Speech and Language Pathology services. The team of presenters has worked many days to develop very specific applications to the SLP so that the evaluation system more adequately reflects what SLPs do. The examples represent current and evidenced-based practices in speech and language pathology. Additionally the presenters will detail their experiences with the model that will serve as guidance for administrators from varying backgrounds who will be completing the evaluations.

The Framework for Teaching Evaluation Instrument Applied to Speech and Language Pathologists - Session 1

01:27:28 minutes
Charlotte Danielson’s Framework for Teaching has been adopted by the PA Department of Education as the evaluation instrument for all certified instructional professionals. Its implementation is scheduled for the 2013-2014 school year.The Framework for Teaching identifies those aspects of a teacher´s responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. Although not the only possible description of practice, these responsibilities seek to define what teachers should know and be able to do in the exercise of their profession. SLPs are certified as instructional area teachers in PA. Therefore the framework for SLPs, and all other itinerant instructionally certified providers is the same as for classroom teachers. The Framework for Teaching divides teaching into 4 domains: Planning and Preparation, The Classroom Environment, Instruction, and Professional Responsibilities. Each domain is further divided into several smaller elements, which serve to define the component. It also identifies levels of performance failing, needs improvement, proficient, and distinguished for each of its 22 components. This workshop will provide a direct application of the Framework for Teaching to Speech and Language Pathology in the schools. SLPs who currently use the Framework as the supervisor and as the receiving SLP, will present specific examples of how elements of the Danielson Framework might look with Speech and Language Pathology services. The team of presenters has worked many days to develop very specific applications to the SLP so that the evaluation system more adequately reflects what SLPs do. The examples represent current and evidenced-based practices in speech and language pathology. Additionally the presenters will detail their experiences with the model that will serve as guidance for administrators from varying backgrounds who will be completing the evaluations.

Batter Up! Sports Vocabulary for Interpreting P.E. Classes and Team Sports

01:58:31 minutes
Educational interpreters are called upon to interpret physical education classes, team sports and classroom content that may include sporting events. The setting for these events is extremely varied, including the classroom, gymnasium, athletic fields, swimming pools and stadiums. To provide quality interpretations that meet the needs of the student athletes who are deaf or hard of hearing, knowing the sign vocabulary associated with that sport is not enough. Setting up the plays, defense, offense and strategies is vital to provide access to the information and to enable the student to participate and perform to the best of her ability and potential. Participants will discuss and practice not only the vocabulary associated with sports, but also the discourse structures that may be used by the PE teacher or coach.

PA Common Core English Language Arts Standards: From Standards Practice: Supporting Diverse Learners in the Classroom

00:37:34 minutes
This webinar is the third of three in the elementary webinar series for 2013-14. This one focuses on supporting diverse learners as the PA Common Core State Standards are translated into a real classroom with an emphasis on close and analytical reading.

Empowering Families as Partners in the Least Restrictive Environment - A Presentation for Parents

00:31:39 minutes
This 32 minute webcast describes for parents the concept of the Least Restrict Environment (LRE) in which students with disabilities are educated. Special Education is a service, not a place. LRE indicates where special education service(s) take place, and how much students with disabilities are afforded the opportunity to learn alongside, and participate with, same-age peers who do not have disabilities. The webcast discusses federal and state regulations, how parents can get involved, and how to find your Local Educational Agency¹s (LEA) results on LRE monitoring. Resources and information on learning more about LRE are included.

Addressing Behavior in the IEP

00:43:45 minutes
The question of when behavior impedes a student´s learning or the learning of others is a special consideration that IEP teams MUST address before developing the IEP. What do teams needs to know in order to do this? This session will provide information and resources to guide IEP teams in considering when behavior impedes learning and addressing it in the IEP document.

A Focus on Consideration of Assistive Technology

01:03:02 minutes
The need for Assistive Technology(AT) devices and services is one of the special considerations that IEP teams MUST address before developing the IEP. What do teams needs to know in order to do this? This session will provide information and resources to guide IEP teams in considering AT and addressing it in the IEP document.

Teaching PA Common Core and Keystone Literature Content for Secondary Special Educators - Session 3

00:41:29 minutes
These webinars provide specific support for Special Educators in the teaching of the PA Common Core Standards for 9-12 English/Language Arts and the Keystone Assessment Anchors and Eligible Content for fiction and nonfiction/informational texts in the areas of Reading, Writing, Speaking, and Listening. Topics addressed in the webinars include the following: building background knowledge and using effective instructional practices with fiction and nonfiction/informational text, embedding literacy strategies, and connecting instructional practices to The Framework for Teaching Evaluation Instrument, particularly Domain 1: Planning and Preparation and Doman 3: Instruction.

Word Analysis Toolkit: Optimizing Word Reading-Decoding, Word Analysis, and Word Study Interventions

02:01:13 minutes
The Literacy Tookit is a training series consisting of a progressive sequence of interactive webinars focused on expanding the instructional interventions used to promote the literacy achievement of students who are deaf or hard of hearing. Presentations in the training series will focus on how to use assessment information primarily from the Qualitative Reading Inventory-5 (QRI-5), as well as other evidenced based assessments (norm-referenced, criterion-referenced, and progress monitoring) to plan and implement instructional interventions. Instructional delivery “techniques” and implementation “tips and tricks” will be discussed, and a set of intervention resources, materials, weblinks, and e-learning applications will be assembled for each topic to assist with implementation.

Quality Educational Practices: Students with Higher Functioning Levels of Autism Spectrum Disorder - Session 5

00:55:30 minutes
Teacher Competencies and Measuring Student Progress - This segment of the webinar will address practices that promote the success of students with autism in general education classrooms. Specific practices will be described within five strategic approaches: a) teach self-monitoring/self-management skills, b) ensure success experiences, c) use group contingencies, d) collaborate with a focus on student outcomes, and e) increase parent involvement.

Educational Interpreters: Contact Sign in The Classroom

01:55:19 minutes
Many Communication Plans state the student who is deaf or hard of hearing utilizes Pidgin Sign English (PSE) as their primary mode of receptive communication. PSE is rich and complex, and is often used in complicated communication environments including elementary, middle, high schools and college level classrooms. Educational interpreters must analyze content and materials to be used in order to order to predict the variety of discourse structures that a teacher might use in a given lesson. This “hands-on” workshop will provide participants with examples of high quality effective interpretations presented in PSE in the educational setting, as well as, opportunities to interpret similar classroom content using PSE.

IEPs for Students with Reading and Writing Disabilities

00:53:30 minutes
This webinar will review parts of the IEP with a focus on developing IEPs for students with reading and/or writing disabilities. Particular attention will be paid to the present levels of academic achievement, goals and objectives, supplementary aids and services and program modifications, and educational placement.

Talking to LEAs About Meaningful Parent Engagement

00:55:00 minutes
As school communities journey toward academic achievement for all students, their experiences will vary along the way. This webinar will present the successes and challenges faced by one school (Discovery Charter School) as an educational leader details the LEA’s journey towards the ultimate goal of student success through a specific focus on parent and family engagement.

Usher's Syndrome

00:08:17 minutes
Usher syndrome is the most common condition that affects both hearing and vision. There are three clinical types of Usher syndrome: type 1, type 2, and type 3. The most common types In the United States, types 1 and 2. In this brief video, a mother of a child with Usher’s will describe the effects of the syndrome.

Project Sparkle

00:04:19 minutes
Project SPARKLE is designed to help families be better advocates for their child that is deaf-blind. The word SPARKLE stands for Supporting Parent Access to Resources, Knowledge, Linkages and Education.

How to Make an Experience Book

00:04:14 minutes
This brief video will discuss how to make an experience book for your student or child. Experience books are a motivational tool to create conversation. When using an experience book you can help your student/child to learn or review concepts, reinforce language experiences, and begin the journey towards literacy.

How to Make a Weekly Calendar

00:05:55 minutes
This how to video will show you how to construct a weekly calendar for your student or child that has dual sensory impairment. It will also discuss how structure and routine can decrease stress and frustration in your student/child.

Cornelia de Lange Syndrome

00:07:45 minutes
Cornelia de Lange Syndrome (CdLS) is a genetic disorder. It may cause a range of physical, cognitive and medical challenges. In this brief video, a mother with a child that has been diagnosed with CdLS will describe the effects of the syndrome.

Annual Family Learning Conference

00:02:45 minutes
The annual Family Learning Conference is a networking and learning opportunity for parents and caregivers that have children that have dual sensory impairment.

Quality Educational Practices: Students with Higher Functioning Levels of Autism Spectrum Disorder - Session 4

01:02:28 minutes
This segment of the webinar will address practices that promote the success of students with autism in general education classrooms. Specific practices will be described within five strategic approaches: a) teach self-monitoring/self-management skills, b) ensure success experiences, c) use group contingencies, d) collaborate with a focus on student outcomes, and e) increase parent involvement.

Quality Educational Practices: Students with Higher Functioning Levels of Autism Spectrum Disorder - Session 3

01:05:27 minutes
This session of the five part series will address the following questions: What are social skills? Which ones are most important to teach? What instructional strategies are most effective for teaching social skills? How well-designed collaborative learning activities can pay 2-for-1 dividends by promoting both academic achievement and social skill development? The content will cover strategies such as class-wide peer tutoring and teaching students to recruit positive attention.

Making Connections: Transition and Universal Design for Learning - Youth

01:02:29 minutes
Universal Design for Learning (UDL) is an instructional approach that provides multiple avenues for students to access the general education curriculum. Based on the principles of architectural design, UDL considers the variations in student learning preferences before designing instruction, rather than “retrofitting” instruction to accommodate student diversity. UDL is a foundational component of a three-tiered model of college and career readiness for all students. UDL offers unique opportunities to support students with disabilities, both inside and outside the classroom. This webinar is designed for youth.

Making Connections: Transition and Universal Design for Learning - Family

01:00:47 minutes
Universal Design for Learning (UDL) is an instructional approach that provides multiple avenues for students to access the general education curriculum. Based on the principles of architectural design, UDL considers the variations in student learning preferences before designing instruction, rather than “retrofitting” instruction to accommodate student diversity. UDL is a foundational component of a three-tiered model of college and career readiness for all students. UDL offers unique opportunities to support students with disabilities, both inside and outside the classroom. This webinar is designed for families.

Making Connections: Transition and Universal Design for Learning - Direct Service Providers

01:45:15 minutes
Universal Design for Learning (UDL) is an instructional approach that provides multiple avenues for students to access the general education curriculum. Based on the principles of architectural design, UDL considers the variations in student learning preferences before designing instruction, rather than “retrofitting” instruction to accommodate student diversity. UDL is a foundational component of a three-tiered model of college and career readiness for all students. UDL offers unique opportunities to support students with disabilities, both inside and outside the classroom. This webinar is designed for direct service providers.

Making Connections: Transition and Universal Design for Learning - Administration

01:44:27 minutes
Universal Design for Learning (UDL) is an instructional approach that provides multiple avenues for students to access the general education curriculum. Based on the principles of architectural design, UDL considers the variations in student learning preferences before designing instruction, rather than “retrofitting” instruction to accommodate student diversity. UDL is a foundational component of a three-tiered model of college and career readiness for all students. UDL offers unique opportunities to support students with disabilities, both inside and outside the classroom. This webinar is designed for administrators.

Making Connections: Tools for College and Career Readiness

01:58:15 minutes
What is meant by the term “college and career readiness” for all students? What are critical components of a three-tiered model of college and career readiness and dropout prevention for all students? How would secondary transition for students with disabilities be integrated into a tiered model? This webinar explores a conceptual approach for preparing all students for post-secondary education/training, employment, and participation in a global society.

Making Connections: Self Determination for Youth in Transition - Administrators and Leaders

01:48:28 minutes
Building youth self-advocacy is a critical component of effective transition programs. No matter what their post-secondary goals are, youth with disabilities need to be able to identify their unique strengths and needs, accept their disabilities, set goals (self-determination), and advocate for the supports and accommodations that they need to be successful (self-advocacy). Educators, parents, agency providers, and youth themselves each play a unique role in the development of self-advocacy and self-determination skills. This webinar is designed for administrators and leaders.

Hot Topics in Behavior: De-Escalation: Strategies for Defusing Challenging Behaviors

01:50:42 minutes
Knowing how to prevent and respond to challenging student behavior is important in maintaining a safe and secure educational environment. This session addresses: 1.) the role of the educator in an instance of escalation, 2.) strategies for manipulating the educational environment to prevent escalation, 3.) the phases of an escalation cycle, and 4.) effective de-escalation strategies.

2013 PSSA Administrator Training Sessions

02:12:35 minutes
Participants will become more familiar with the procedures and requirements associated with the 2013 PSSA

PA Common Core English Language Art Standards: Considerations for Unit Planning

00:47:01 minutes
This webinar focuses on how the instructional implications of the shift to the PA Common Core Standards influence the design and implementation of coherent instruction. To ensure learning of the general education curriculum for students with reading and print disabilities, examples of scaffolds and supports will be presented.

Quality Educational Practices: Students with Higher Functioning Levels of Autism Spectrum Disorder - Session 2

01:16:27 minutes
Academic Instruction/Group Instruction/Direct Instruction: This segment of the five-part webinar series will address research-based instructional practices that increase the participation and success of students with autism during group instruction. Teacher-led academic instruction in inclusive classrooms will be featured.

Hot Topics in Behavior - Tier 2 Supports - Beyond Check In Check Out

01:42:59 minutes
The purpose of this session is to provide information on Tier 2 supports to teachers and other school personnel who are implementing School-Wide Positive Behavior Interventions and Supports with fidelity at the universal level. This session will include an overview of a variety of supports typically offered at Tier 2 with a focus on Check and Connect. Check and Connect is a research-based intervention designed to enhance student engagement at school for students in grades K-12.

Hot Topics in Behavior - Asking Why? - A Function-Based Approach to Dealing with Problematic Behaviors

01:43:20 minutes
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

Teaching PA Common Core and Keystone Literature Content for Secondary Special Educators - Session 2

00:49:12 minutes
These webinars will provide specific support for Special Educators in the teaching of the PA Common Core Standards for 9-12 English/Language Arts and the Keystone Eligible Content for fiction and nonfiction/informational texts in the areas of Reading, Writing, Speaking, and Listening, including: building background knowledge and using effective instructional practices with specific fiction and nonfiction/informational text and literacy strategies, and connecting instructional practices to The Framework for Teaching Evaluation Instrument.

Parent Involvement Survey: Your Participation Matters

00:15:54 minutes
Each year, parents of school-aged students with disabilities in approximately one-fifth of Pennsylvania's Local Education Agencies (LEAs) are surveyed to determine the extent to which they feel their child’s school facilitated parent involvement. The results of the annual survey are reported to the Federal Department of Education’s Office of Special Education Programs (OSEP) and to the public as part of Pennsylvania’s Annual Performance Report. Parent involvement is a federally required indicator of compliance and performance (Indicator #8) that is part of all State Performance Plans. This video, Parent Involvement Survey: Your Participation Matters, is a family-friendly overview of the parent survey that Pennsylvania uses to address Indicator 8. Presented by a parent for parents of children with disabilities, this video highlights the following: the intent of Indicator 8; how the parent survey is administered; what the parent survey looks like; and why parents receiving the parent survey are encouraged to respond to the request for information. Districts are encouraged to share this video with the parent of children with disabilities prior to their LEAs involvement in the survey cycle for Indicator 8.

Developing Individualized Education Programs (IEPs): Required Elements

01:06:21 minutes
Individualized Education Plans (IEPs): Required Elements - This webinar discusses the purpose of an IEP, the required contents of an IEP, required IEP team members, how the sections of the IEP are interconnected. Resources to aid in the development of IEPs are incorporated into the presentation. This session includes the recorded webinar, transcript, handout, and a discussion guide that can be used during the presentation to facilitate conversation about the content. These materials can be used to supplement professional development programs aimed at increasing the knowledge of general and special education teachers regarding the special education process.

NAC 2012 - Session 47 - Part 2 - Problem Behavior: From Treatment to Prevention

01:12:07 minutes
Research on disorders of learning and behavior typically has emphasized acquisition of adaptive behavior or elimination of problem behavior. For many years, the treatment of problem behavior has incorporated a number of acquisition techniques to establish socially appropriate replacement responses. A proactive strategy — strengthening appropriate behavior for the explicit purpose of preventing problem behavior — is the subject of this presentation. Topics to be covered include identifying risk factors, reducing general risk factors (establishing operations or EOs) for problem behavior, and establishing socially appropriate responses that are adaptive in the presence of EOs.

NAC 2012 - Session 14 - Part 1 - Multiple Control

01:16:16 minutes
This session will thoroughly cover multiple control and its role in teaching children with autism, with extensions to literature, humor, recall, problem solving, and derived relations.

NAC 2012 - Session 47 - Part 1 - Problem Behavior: From Treatment to Prevention

01:04:20 minutes
Research on disorders of learning and behavior typically has emphasized acquisition of adaptive behavior or elimination of problem behavior. For many years, the treatment of problem behavior has incorporated a number of acquisition techniques to establish socially appropriate replacement responses. A proactive strategy — strengthening appropriate behavior for the explicit purpose of preventing problem behavior — is the subject of this presentation. Topics to be covered include identifying risk factors, reducing general risk factors (establishing operations or EOs) for problem behavior, and establishing socially appropriate responses that are adaptive in the presence of EOs.

NAC 2012 - Session 16 - Part 1 - Why Speech-Language Assessment Needs a Verbal Behavioral Analysis

01:14:11 minutes
This session will discuss language assessment needs, including critical information about before-and-after contexts of test responses, in order to best inform treatment decisions.

NAC 2012 - Session 14 - Part 2 - Multiple Control

01:20:02 minutes
This session will thoroughly cover multiple control and its role in teaching children with autism, with extensions to literature, humor, recall, problem solving, and derived relations.

NAC 2012 - Session 16 - Part 2 - Why Speech-Language Assessment Needs a Verbal Behavioral Analysis

01:18:01 minutes
This session will discuss language assessment needs, including critical information about before-and-after contexts of test responses, in order to best inform treatment decisions.

Talking to LEAs About Welcoming All Families Into the School Community

00:55:18 minutes
All families should be active participants in the school community. Schools that offer a respectful environment, and recognize the value of family and community involvement foster student success. How can school leaders support families and make them feel welcomed, valued, and connected to each other and to the school staff? During this webinar, a school leader shares the experiences of the school team in its efforts and positive outcomes of welcoming families into the school community.

Talking to LEAs About Communicating Effectively

00:39:42 minutes
Families and school staff must engage in regular, two-way, meaningful communication to foster positive, collaborative partnerships between home and school. Effective communication can lead to increased student academic achievement and build positive social experiences. This webinar focuses on the communication skills at one school, as a school leader presents the efforts and outcomes of developing positive communication systems with families.

Teaching PA Common Core and Keystone Literature Content for Secondary Special Educators

00:56:07 minutes
These webinars will provide specific support for Special Educators in the teaching of the PA Common Core Standards for 9-12 English/Language Arts and the Keystone Eligible Content for fiction and nonfiction/informational texts in the areas of Reading, Writing, Speaking, and Listening, including: building background knowledge and using effective instructional practices with specific fiction and nonfiction/informational text(3) and literacy strategies, and connecting instructional practices to The Framework for Teaching Evaluation Instrument, particularly Domain 3, Instruction, with a primary emphasis on 3b, Questioning and Discussion Techniques.

Implementing the Common Core: Considerations for Elementary Special Educators

00:40:29 minutes
This webinar provides specific support for Special Educators in the teaching of the PA. Common Core Standards for elementary grades 4-5 English/Language Arts including: • Building background knowledge and using effective instructional practices with specific fiction and non-fiction texts. • Sharing resources and techniques to provide all students to access complex text(s) • Enhancing core knowledge in literature and literacy strategies • Connecting instructional practices to The Framework for Teaching Evaluation Instrument, particularly Domain 3, Instruction, with a primary emphasis on 3b, Questioning and Discussion Techniques.

Intensive Interagency, Homebound Instruction and Instruction Conducted in the Home: Definitions and Regulations

00:49:22 minutes
This webinar will define the reporting requirements per the Cordero Court order, for identifying special education students who are placed on ICITH or are receiving Homebound Instruction. Connections to Intensive Interagency (BEC) and Facilitated Self Assessment (FSA #20) will be made. Participants will gain specific guidance from Basic Education Circulars and on students placed in “Non-Educational” placements. Participants will also identify the requirements of reporting students and gain knowledge of the BSE FSA 20 of services.

Quality Educational Practices: Students with Higher Functioning Levels of Autism Spectrum Disorder - Session 1

00:54:11 minutes
This five part webinar series will cover the basic principles of providing effective instruction for students with High Functioning Autism or Asperger’s Syndrome. The series will cover a range of topics including basic educational strategies and tactics for addressing the academic needs of students with High Functioning Autism and Asperger’s Disorder, social skills instruction, successful team work and instructional practices to promote effective inclusive practices, and methods of assuring fidelity of interventions for these students as well monitoring progress through measurement. - This segment of the five part webinar series will address the importance of evidence-based practice for serving students with high functioning autism and Asperger’s Syndrome. Descriptions of how the basic principles align with specific programming methods for this population will be provided. An emphasis on both instructional design and motivation will be provided.

Making Connections: Self Determination for Youth in Transition - Administration

02:04:18 minutes
Building youth self-advocacy is a critical component of effective transition programs. No matter what their post-secondary goals are, youth with disabilities need to be able to identify their unique strengths and needs, accept their disabilities, set goals (self-determination), and advocate for the supports and accommodations that they need to be successful (self-advocacy). Educators, parents, agency providers, and youth themselves each play a unique role in the development of self-advocacy and self-determination skills. This webinar is framed from the Educational Perspective.

Making Connections: Self Determination for Youth in Transition - Parents

01:06:42 minutes
Building youth self-advocacy is a critical component of effective transition programs. No matter what their post-secondary goals are, youth with disabilities need to be able to identify their unique strengths and needs, accept their disabilities, set goals (self-determination), and advocate for the supports and accommodations that they need to be successful (self-advocacy). Educators, parents, agency providers, and youth themselves each play a unique role in the development of self-advocacy and self-determination skills. This webinar is framed from the Parent Perspective.

Making Connections: Self Determination for Youth in Transition - Youth

01:17:52 minutes
Building youth self-advocacy is a critical component of effective transition programs. No matter what their post-secondary goals are, youth with disabilities need to be able to identify their unique strengths and needs, accept their disabilities, set goals (self-determination), and advocate for the supports and accommodations that they need to be successful (self-advocacy). Educators, parents, agency providers, and youth themselves each play a unique role in the development of self-advocacy and self-determination skills. This webinar is framed from the Youth Perspective.

What Parents of Students with Disabilities Need to Know About the Student Voice in the IEP Process

00:20:11 minutes
For parents of students with disabilities, much effort is needed to ensure that the educational programming for their children is effective. When the student actively participates in the conversations and meetings, the development of the IEP becomes an even more meaningful process. During this webinar, school leaders will learn effective ways by which to engage students in the IEP process.

Standard Aligned IEPs: Major Points and Misconceptions

01:03:55 minutes
This webinar will focus on effective and efficient practices for utilizing Pennsylvania’s Standards Aligned System (SAS) to develop measureable IEP goals that are aligned with PA standards, anchors, eligible content, or an element of the curriculum framework. Particular emphasis will be given to skills that commonly need to be addressed when working with students who are struggling with reading, writing, speaking and listening.

Making Connections for Secondary Transition: Inclusive Practices in Secondary Transition

02:12:32 minutes
Research shows that inclusion in general education classes is one of many factors that lead to positive outcomes for students with disabilities. IDEA and Chapter 14 require an individualized, assessment-based approach to secondary transition. How can educators balance the need for rigorous, standards-aligned courses with needs for community-based instruction or instruction on independent living skills? This session is specifically geared towards general and special education leaders, guidance counselors, school psychologists, and general and special education teachers, and will examine effective transition strategies and procedures that address the individual needs of all students.

Making Connections: College and Career Readiness and Transition

02:06:51 minutes
This webinar series will examine Secondary Transition for students with disabilities as part of the broader picture of college and career readiness for all students. The series of six topics will address and connect several elements of effective transition planning.

Pediatric Traumatic Brain Injuries and Epilepsy: What Schools Need to Know

01:20:04 minutes
This webinar will train educational professionals, medical professionals and families to identify the symptoms of traumatic brain injury in children, describe the connection between traumatic brain injuries and epilepsy, and define how to recognize and provide first aid for seizures. The programs and services of the BrainSTEPS Program and the Epilepsy Foundation Western/Central Pennsylvania will also be discussed

ELLs in Special Education: Language Barrier, Disability or Both?

01:01:07 minutes
This one-hour webinar addresses the importance of considering linguistic, cultural, academic, and experiential backgrounds that impact decision making regarding ELLs. There was an extended activity after the webinar to share questions, resources, and implementation experiences. The presentation also covers the importance of ELLs´ linguistic, cultural, and experiential background to guide and promote effective educational programs, identify the unique considerations that impact the decision-making process for ELLs and identify a systematic process for examining the specific background variables for ELLs.

BrainSTEPS Presents: Concussions in the Classroom - Return to Learning

01:07:34 minutes
Concussions are traumatic brain injuries. Returning to the demands of school following concussion can significantly increase and prolong symptoms if not appropriately planned for and supported by school personnel. In Pennsylvania, over 20,000 concussions occur annually in children and adolescents. To prepare districts to serve this rapidly identified population of students, the PA Department of Education and the BrainSTEPS Program have joined together to provide training to districts on concussion and how to develop a plan for return to academics following concussion. This training will prepare districts with an understanding of concussion, adjustments that need to be made after concussion and accommodations to employ within the school setting during the first 4 weeks of recovery.

Considerations for Administrators in Supporting and Supervising Special Education Paraprofessionals - Part 1 of 4 - Introduction

00:17:29 minutes
The purpose of this training is to provide school administrators the information they need to guide the work of special education paraprofessionals in a manner that supports the best outcomes for students with disabilities in Pennsylvania’s schools. This training will describe the types of paraprofessionals in use in PA, regulations regarding paraprofessional qualifications and the role of paraprofessionals supporting students with disabilities. This training is designed for school administrators who are charged with hiring, monitoring, supervising, or training paraprofessionals directly, or who supervise teachers who work with special education paraprofessionals. There are four separate sections to this training package: • Introduction • Laws, Regulations and Standards Related to Paraprofessionals • Supervision, Policies, Team Roles and Ethical Considerations • When and How We Use Paraprofessionals You may choose to proceed through the training in order all at once over the course of a day or more. Or, you may prefer to complete each section one at a time. These materials are designed to be used either way.

Considerations for Administrators in Supporting and Supervising Special Education Paraprofessionals - Part 2 of 4 - Laws, Regulations and Standards Related to Paraprofessionals

00:25:17 minutes
The purpose of this training is to provide school administrators the information they need to guide the work of special education paraprofessionals in a manner that supports the best outcomes for students with disabilities in Pennsylvania’s schools. This training will describe the types of paraprofessionals in use in PA, regulations regarding paraprofessional qualifications and the role of paraprofessionals supporting students with disabilities. This training is designed for school administrators who are charged with hiring, monitoring, supervising, or training paraprofessionals directly, or who supervise teachers who work with special education paraprofessionals. There are four separate sections to this training package: • Introduction • Laws, Regulations and Standards Related to Paraprofessionals • Supervision, Policies, Team Roles and Ethical Considerations • When and How We Use Paraprofessionals You may choose to proceed through the training in order all at once over the course of a day or more. Or, you may prefer to complete each section one at a time. These materials are designed to be used either way.

Considerations for Administrators in Supporting and Supervising Special Education Paraprofessionals - Part 3 of 4 - Supervision, Policies, Team Roles and Ethical Considerations

00:25:56 minutes
The purpose of this training is to provide school administrators the information they need to guide the work of special education paraprofessionals in a manner that supports the best outcomes for students with disabilities in Pennsylvania’s schools. This training will describe the types of paraprofessionals in use in PA, regulations regarding paraprofessional qualifications and the role of paraprofessionals supporting students with disabilities. This training is designed for school administrators who are charged with hiring, monitoring, supervising, or training paraprofessionals directly, or who supervise teachers who work with special education paraprofessionals. There are four separate sections to this training package: • Introduction • Laws, Regulations and Standards Related to Paraprofessionals • Supervision, Policies, Team Roles and Ethical Considerations • When and How We Use Paraprofessionals You may choose to proceed through the training in order all at once over the course of a day or more. Or, you may prefer to complete each section one at a time. These materials are designed to be used either way.

Considerations for Administrators in Supporting and Supervising Special Education Paraprofessionals - Part 4 of 4 - When and How We Use Paraprofessionals

00:42:27 minutes
The purpose of this training is to provide school administrators the information they need to guide the work of special education paraprofessionals in a manner that supports the best outcomes for students with disabilities in Pennsylvania’s schools. This training will describe the types of paraprofessionals in use in PA, regulations regarding paraprofessional qualifications and the role of paraprofessionals supporting students with disabilities. This training is designed for school administrators who are charged with hiring, monitoring, supervising, or training paraprofessionals directly, or who supervise teachers who work with special education paraprofessionals. There are four separate sections to this training package: • Introduction • Laws, Regulations and Standards Related to Paraprofessionals • Supervision, Policies, Team Roles and Ethical Considerations • When and How We Use Paraprofessionals You may choose to proceed through the training in order all at once over the course of a day or more. Or, you may prefer to complete each section one at a time. These materials are designed to be used either way.

Mand Training Example: Mand Training Early Learner Signed Responding Without Narration

00:01:38 minutes
Provides a demonstration of mand training procedures with a student using sign language as a response form. Narration provides a description of instructional elements highlighted in this clip.

Instructional Example: Intensive Teaching Early Learner Signed Responding VR 3 Without Narration (Heather)

00:06:31 minutes
Provides a demonstration of discrete trial training used a mixed and varied approach to trial interspersal. Narration provides a description of instructional elements highlighted in this clip.

Instructional Example: Intensive Teaching Early Learner Signed Responding VR 3 Without Narration

00:03:37 minutes
Provides a demonstration of discrete trial training used a mixed and varied approach to trial interspersal. The footage shows the session without narration.

Pennsylvania Autism Initiative Aba Implementation At Harrisburg School District

00:05:36 minutes
A description of recent program implementation for instruction based on the principles of Applied Behavior Analysis with the Harrisburg School District. Includes an overview of components of a consultative model for supporting classroom teachers.

Pennsylvania Autism Initiative Case Studies At Harrisburg School District

00:06:50 minutes
Provides a review of outcomes for instructional staff and students resulting from focused consultation based on the principles of Applied Behavior Analysis within the Harrisburg School District.

Instructional Example: Intensive Teaching Early Learner VR 3 With Narration (Heather)

00:08:05 minutes
Provides a demonstration of discrete trial training used a mixed and varied approach to trial interspersal. Narration provides a description of instructional elements highlighted in this clip.

Instructional Example: Intensive Teaching Early Learner VR 3 With Narration (Jen)

00:05:53 minutes
Provides a demonstration of discrete trial training used a mixed and varied approach to trial interspersal. The footage shows the session without narration.

Instructional Example: Intensive Teaching Intermediate Learner VR 7 With Narration

00:07:07 minutes
Provides a demonstration of discrete trial training used a mixed and varied approach to trial interspersal. Narration provides a description of instructional elements highlighted in this clip.

Instructional Example: Intensive Teaching Intermediate Learner Vocal Responding VR 4 With Narration

00:06:08 minutes
Provides a demonstration of discrete trial training used a mixed and varied approach to trial interspersal. Narration provides a description of instructional elements highlighted in this clip.

Instructional Example: Intensive Teaching Intermediate Learner Vocal Responding VR 4 Without Narration

00:05:18 minutes
Provides a demonstration of discrete trial training used a mixed and varied approach to trial interspersal. The footage shows the session without narration.

Instructional Example: Intensive Teaching Intermediate Learner Vocal Responding VR8 With Narration

00:04:16 minutes
Provides a demonstration of discrete trial training used a mixed and varied approach to trial interspersal. Narration provides a description of instructional elements highlighted in this clip.

Instructional Example: Intensive Teaching Intermediate Learner Vocal Responding VR8 Without Narration

00:02:54 minutes
Provides a demonstration of discrete trial training used a mixed and varied approach to trial interspersal. The footage shows the session without narration.

Instructional Example: Intensive Teaching Intermediate Vocal Responding Learner VR 7 Without Narration

00:04:53 minutes
Provides a demonstration of discrete trial training used a mixed and varied approach to trial interspersal. The footage shows the session without narration.

Instructional Example: Second Example Intensive Teaching Early Learner Signed Responding VR 4 With Narration

00:04:29 minutes
Provides a demonstration of discrete trial training used a mixed and varied approach to trial interspersal. Narration provides a description of instructional elements highlighted in this clip.

Instructional Example: Second Example Intensive Teaching Early Learner Vocal Responding VR 4 Without Narration

00:03:16 minutes
Provides a demonstration of discrete trial training used a mixed and varied approach to trial interspersal. The footage shows the session without narration.

Mand Training Example: Another Intermediate Learner Vocal Responding With Narration

00:06:13 minutes
Provides a demonstration of mand training procedures with a student using vocalization as a response form. Narration provides a description of instructional elements highlighted in this clip.

Mand Training Example: Another Intermediate Learner Vocal Responding Without Narration

00:05:18 minutes
Provides a demonstration of mand training procedures with a student using sign language as a response form. The footage shows the session without narration.

Mand Training Example: Intermediate Learner Signed Responding With Narration

00:02:18 minutes
Provides a demonstration of mand training procedures with a student using sign language as a response form. Narration provides a description of instructional elements highlighted in this clip.

Mand Training Example: Intermediate Learner Signed Responding Without Narration

00:01:57 minutes
Provides a demonstration of mand training procedures with a student using sign language as a response form. The footage shows the session without narration.

Mand Training Example: Intermediate Learner Vocal Responding With Narration

00:03:42 minutes
Provides a demonstration of mand training procedures with a student using vocalization as a response form. Narration provides a description of instructional elements highlighted in this clip.

Mand Training Example: Intermediate Learner Vocal Responding Without Narration

00:03:22 minutes
Provides a demonstration of mand training procedures with a student using sign language as a response form. The footage shows the session without narration.

Mand Training Example: Mand Training Early Learner Signed Responding With Narration

00:01:54 minutes
Provides a demonstration of mand training procedures with a student using sign language as a response form. The footage shows the session without narration.

Mand Training Example: Mand Training Early Learner Vocal Responding With Narration

00:06:58 minutes
Provides a demonstration of mand training procedures with a student using vocalization as a response form. Narration provides a description of instructional elements highlighted in this clip.

Mand Training Example: Mand Training Early Learner Vocal Responding Without Narration

00:06:20 minutes
Provides a demonstration of mand training procedures with a student using sign language as a response form. The footage shows the session without narration.

Mand Training Example: Responding Vocal Shaping With Narration

00:05:17 minutes
Provides a demonstration of mand training procedures with a student using sign language as a response form. Also includes one example of teaching the transfer of signed skills to vocal responding. Narration provides a description of instructional elements highlighted in this clip.

Mand Training Example: Responding Vocal Shaping Without Narration

00:04:56 minutes
Provides a demonstration of mand training procedures with a student using sign language as a response form. Also includes one example of teaching the transfer of signed skills to vocal responding. The footage shows the session without narration.

ELLs in Special Education: How Can ESL and Special Education Teachers Support ELLs with IEPs?

01:24:58 minutes
This video provides educators with research-based information and a professional learning opportunity to focus on ELLs’ language development within the requirements of an IEP. Professional Learning Community (PLC) work groups were created to work on an activity that will focus on developing a plan for differentiated instruction for ELLS with IEPs.

What LEAs Need to Know About Supporting Student Success

00:59:53 minutes
According to the National Standards for Family-School Partnerships, supporting student success requires families and school staff to continuously collaborate and share strategies. This collaboration ensures learning and healthy development is taking place, both at home and at school. Undoubtedly, engaging families in their children’s learning can have a powerful impact on student success. During this webinar, a school leader will share effective strategies for sharing information about student progress as well as supporting learning by engaging families.

An Introduction to the Pennsylvania Training and Technical Assistance Network (PaTTAN) – A Presentation for Parents

00:19:59 minutes
Parents play a major role in the education of their children. This is particularly true with a child who has a disability. Navigating the world of special education can be challenging. One resource to assist parents with their children’s education is the Pennsylvania Training and Technical Assistance Network, PaTTAN. This short session - the first in a series - gives parents an overview of the PaTTAN system and how it can provide clarification, opportunities for learning, and other resources to help them on their journey.

Mentoring to Mastery

00:07:36 minutes
The complex demands on special education administrators are often overwhelming and challenging to new leaders. Special education administrators often work in isolation with little or no support. Disillusionment and dissatisfaction can lead to turnover. To help support and nurture new special education leaders, the Special Education Leadership Initiative, in partnership with the Pennsylvania Association of Intermediate Units (PAIU) and the Pennsylvania Council of Administrators of Special Education (PACASE), has established a Mentoring Program for new administrators. The program's mission is to foster the development of leadership skills and knowledge of effective practices. New leaders are paired with volunteer veteran administrators (mentors) who provide support by sharing information, assisting with locating resources, and problem-solving.

PBIS Implementation: Current Trends and Future Considerations

00:44:25 minutes
The purpose of this keynote presentation is to discuss how current PBIS implementation trends at the national level are shaping future efforts and directions. Directions and considerations for enhancing Pennsylvania’s implementation efforts will be highlighted.

Building Tier 2/3 Capacity for PBIS

01:19:09 minutes
During this keynote presentation, participants will learn how to structure Tier 2/3 systems and develop capacity for effectively supporting students with more complex emotional and behavioral needs. Also during the presentation, The Pennsylvania Positive Behavior Support (PAPBS) Network will celebrate the achievements of PBIS sites that, as of the 2011-2012 school year, are implementing with fidelity Universal-Level supports for all students. The entire Implementers’ Forum is invited, as a community of practitioners, to also recognize the successes of all PBIS school-wide and program-wide sites, including the sites’ PBIS coaches, school and district level leadership teams and PAPBS facilitators.

Getting Started with SWPBIS: One District’s Journey through the Process

01:25:13 minutes
This session will include strategies and suggestions on alignment of systems, data and practices to ensure strong outcomes and district-wide participation in the SWPBIS process. Riverview School District has focused on creating a durable and adaptable SWPBIS systems-change process that includes systemic support that extends beyond an individual school. The leadership team at Riverview has worked to ensure that a common vision, language and experience are established. The team will discuss their process for getting started with SWPBIS through universal training and will share their successes and lessons learned.

Creating an Interconnected Systems Framework: A High School Experience

01:24:35 minutes
The panel will share their perspectives and experiences of the successes and challenges during their implementation over the past three years. Dr. Eber will give an overview of the development of the Interconnected Systems Framework at the national level. The school and mental health partners will discuss district and building level implementation.

SWPBIS Coaching: More than Reminders

01:25:22 minutes
During this session, Dr. Sugai will review important functions, practices and systems related to the role of coaching in the implementation of the SWPBIS framework. Emphases will be on implementation fidelity, selection and use of evidence-based practices, data-for-decision-making, implementation efficiency and relevance, leadership and maximizing academic and behavior outcomes. Members of Donald H. Eichhorn Middle School, who have been implementing SWPBIS for the past five years, will share how their team uses coaching as part of their SWPBIS process and how data drives their decision making process.

You asked. I came. Now what? A Cultural Competency Journey

01:29:03 minutes
What is cultural competency? Why do I need to understand or embrace it? What does it have to do with me? Why should I care? The Pennsylvania Training and Technical Assistance Network (PaTTAN) requested assistance with addressing cultural competency as it relates to the work of their Behavior Initiative. Dr. Generett answered the request by working with a core group of educational consultants as they grappled with these questions. This session will provide insight into the PaTTAN journey towards cultural competence. Participants will interact with the tenets of cultural competence, engage in discussions of self-awareness and discovery and learn about the commitment of becoming culturally competent through the journey of others. PaTTAN educational consultants will share their personal and professional experiences, how this journey has impacted their work on the behavior initiative and highlight next steps in the process.

Connecting with Families About Positive Behavioral Interventions and Supports

01:28:48 minutes
This session will highlight the strategies that one childcare center has used to include families in their PBIS work and the impact that including families has had on the center staff, parents and children at the center.

Building State, District and Local Partnerships: A Panel Interview

01:28:05 minutes
Sustaining initiatives during times of economic challenge can be difficult. This session will include practical experiences and advice by successful implementers of SWPBIS representing elementary, middle and high school buildings, districts as well as the state, in developing partnerships with a variety of stakeholders to continue to build a framework unique to each culture.

Engaging Bus Drivers in a SWPBIS Framework

01:26:18 minutes
How do you engage bus driving staff in developing a positive school culture? During this session, participants will be given a brief summary of the new Pennsylvania transportation manual as it pertains to SWPBIS concepts. Training materials and products from various PA district transportation garages will be shared as well as sample processes used to assist these important stakeholders as they develop their skills with SWPBIS.

Wow! Watching Outstanding Warriors Succeed within a PBIS Framework

01:25:02 minutes
West Branch SWPBIS team members will describe implementation of their Universal and Tier 2 Levels of behavior support. They will provide information on gaining school-wide faculty acceptance and implementing systematic changes that led to receiving statewide recognition for fidelity of the universal program within the first two years of implementation. On the Universal Level, team members will share how to include all staff members within the building, as well as how their user-friendly data tracking system works. The team will discuss the comprehensive Tier 2 programming, which allows a large number of staff to be included in providing behavioral interventions to struggling students. Finally, the team will share the parent component of their program, which includes quarterly parent meetings to increase communication and idea generation.

Implementing The Pyramid Model Community-Wide In Early Childhood Settings Across South Central Pennsylvania

01:29:53 minutes
An overview of community-wide implementation of the Pyramid Model will be provided. Additionally, the York/Adams/Franklin regional approach to developing early childhood community-wide PBIS implementation will be presented.

S.O.A.R.ing with SWPBIS at the Middle School

01:27:40 minutes
SWPBIS works at the middle school level. Come learn from a typical middle school of approximately 400 students how their program got started, what it looks like on a daily basis and why it works. This discussion will cover all the basics of the SWPBIS system along with Tier 1 and Tier 2 levels of support.

Creating an Interconnected Systems Framework: An Elementary School Experience

01:33:49 minutes
The panel will share their perspectives and experiences of the successes and challenges during their implementation over the past three years. Dr. Eber will give an overview of the development of the Interconnected Systems Framework at the national level. The school and mental health partners will discuss district and building level implementation.

Universal Strategies: Implementation of the CHAMPS Program within the SWPBIS Framework and Family Involvement

01:26:59 minutes
During this ninety minute session, two school teams will discuss their use of Universal Practices. Members of the Fox Chapel Area School District will share information regarding the implementation of the CHAMPS program including the value of the program within the context of SWPBIS, the school-wide vision they established and the preparation required to ensure that the program was successfully created and implemented. Coatesville Area School District will discuss creative ideas to increase family involvement within the school and raise funds to support SWPBIS programming. Participants will be introduced to a variety of methods to increase family involvement which can lead to a more positive school culture.

Implementation of Tier 1 and Tier 2 Supports at Delco Early Learning Center

01:00:24 minutes
Participants will learn about PBIS implementation of Tier 1 and Tier 2 supports at Delco Early Learning Center. Successful classroom strategies that are being utilized for Tier 1 and Tier 2 will be discussed along with how the completion of behavior incident reports has supported the identification of social skills needs of children. Samples of activities and materials will be shared. The Delco team will also discuss the use of the PATHS curriculum.

Return on Investment: A District’s Blueprint for Scaling-Up and Monitoring PBIS

01:30:18 minutes
From September 2006 through June 2011, the Pocono Mountain School District benefitted from a series of performance grants issued by the Pennsylvania Department of Education for the expressed purpose of advancing school-based behavioral health services for students. As a result of the performance grants, Pocono Mountain developed a district-wide positive behavioral interventions and supports (PBIS) program in partnership with the Pennsylvania Positive Behavior Support Network (PAPBS) and the Youth Advocacy Program (YAP). The cross-agency team will describe the development of a multi-tiered behavioral support system currently in use at the Pocono Mountain School District and will highlight how the district identified their return on investment as a means to ensure support for their school-based behavioral health programming.

Practical Classroom Strategies at the Targeted Group and Intensive Need Levels

01:25:15 minutes
This keynote session will provide participants with real world strategies that can be taken back and used in the classroom the next day. These strategies will work for all age levels and support needs.

Practice Based Coaching: Supporting Teachers to Implement Effective Practices with Fidelity

02:36:59 minutes
The purpose of this session is to describe a framework for coaching teachers to use effective practices with fidelity. Dr. Hemmeter will discuss the components of the coaching framework (action planning, observation, reflection and feedback) using videotapes and case examples. The participants will engage in small group problem-solving activities focused on the following coaching issues: collecting data to use in coaching, giving feedback on difficult topics and building relationships with teachers that are supportive and nonthreatening.

Family and Community Engagement in Positive Behavioral Interventions and Supports

02:17:14 minutes
During this presentation, Dr. Riffel will focus on ways to involve family and community members in positive behavioral interventions and supports. Participants will be provided with easy to implement strategies.

Bullying Prevention

02:23:53 minutes
Bullying Prevention in Positive Behavior Support (BP-PBS) was designed to blend school-wide positive behavioral interventions and supports, explicit instruction regarding a 3-step response to problem behavior and a reconceptualization of the bullying construct. During this session, participants will learn about bullying prevention using the BP-PBS curricula and its use as a universal strategy for addressing behavioral issues for all students. BP-PBS not only decreases incidents of bullying behavior, but also increases appropriate recipient responses to bullying behavior and appropriate bystander responses. BP-PBS is designed to fit within a larger system of positive behavioral interventions and supports, making it more likely to be implemented over consecutive years.

Behavior Screening: If You Screen…You Must Intervene!

01:57:52 minutes
Universal screening is an essential component of three-tiered models of prevention and intervention. This session will provide an introduction to Comprehensive, Integrated, Three-tiered (CI3T) Model of Prevention which address academic, behavioral and social domains, with an emphasis on the importance of systematic screenings. Several behavioral screening tools will be introduced and examples of how to use these data to (a) monitor overall levels of risk in a building and (b) connect students to Tier 2 and 3 supports.

Tier 2 and Tier 3 Supports: Check and Connect and Check-In, Check Out

01:29:59 minutes
During this ninety minute session, two school teams will discuss the use of Tier 2 and Tier 3 interventions and supports. Chichester High School PBIS staff will discuss how their engagement of students has resulted in higher attendance rates and improved involvement in the school culture. They will describe the process they take to review data, involve stakeholders in a structured, positive way, use existing structures and create new processes to intervene with their most at-risk students using a Tier 3 intervention known as Check and Connect. Clear Run Elementary Center in the Pocono Mountain School District has been utilizing the Behavior Education Program, frequently called Check-In, Check-Out since 2008. The program has been highly successful in providing early intervening supports with students and reducing the risk of problem behavior over time. This Tier 2 targeted intervention has many benefits for students, teachers and the school community within the framework of school-wide positive behavioral interventions and supports.

What Goes Around, Comes Around: Boomerangs and Using Data to Drive Student Success

01:23:17 minutes
During this session, presenters from the Bellefonte Area School District will provide an example of how one school uses data to effectively implement SWPBIS at all three levels of behavior support. Topics to be discussed include the data collection process, when and how data is analyzed, a description of interventions used at Tier 1 and Tier 2 as well as other strategies used to create and sustain a positive learning environment for all students.

PAPBS Data – What’s In It For Me?

01:26:42 minutes
This session will review the various types of comprehensive data SWPBIS schools should collect and analyze on a regular basis to evaluate implementation fidelity and efficacy on multiple outcomes. A rationale will be offered regarding why data from multiple sources are critical to sustained implementation and to garner support for expansion of the SWPBIS framework at the local level. Dr. Runge will explain how locally-collected data, when aggregated across all schools, sustains and expands SWPBIS at the state and national level.

Building Local Capacity with PBIS District Leadership Teams

01:17:16 minutes
A district leadership team is a critical component for the district-wide implementation of PBIS. The leadership team works to ensure the development of a district-wide vision, provides for ample professional development opportunities and supports coaching and technical assistance in a three-tiered behavior support model. This presentation will feature the work of three district leadership teams from across the commonwealth. They will discuss their membership, functions and evolution as district leadership teams.

SWPBIS Timeline: 5 Years of Implementation

01:25:12 minutes
During this presentation, members of the Girard School District will share their timeline, spanning five years, of implementation at an elementary school along with one year of implementation at the middle school. Their perspective will be nontechnical and highlight snapshots that transfer theory to practice.

First Rate Tier 2 Interventions

01:20:34 minutes
During this ninety minute session, two school teams will discuss their use of Tier 2 supports and interventions. Members of the Penncrest School District will discuss Tier 2 interventions used at their Middle/High School. Team members will address how they use an online survey to enlist teacher input on students in need of Tier 2 supports and use teacher input to arrive at observable behaviors that need to be worked on by the students. This is a very individualized approach and has been streamlined for time efficiency and effectiveness. Tier 2 interventions implemented in the Laurel School District will also be shared. Team members will discuss the contextual and foundational basis of their Tier 2 interventions including the goals, processes and implementation results.

Implementing 3-Tier Models for Supporting Children’s Behavior: A Seamless System

01:06:19 minutes
During this keynote presentation, Dr. Hemmeter will describe a seamless system of behavioral supports beginning with preschool. The session will be organized around the following key elements: a) what makes preschoolers different and what do tiered models of behavior support look like in preschool; b) what are the common elements of system-wide behavior supports for preschool and school age children; and c) what are the challenges and benefits to implementing a tiered model across ages, beginning in preschool.

Lehigh Career & Technical Institute S.T.A.R. – School Wide Positive Behavioral Interventions and Supports

01:20:19 minutes
The mission of the Lehigh Career & Technical Institute S.T.A.R. core team and staff is to promote positive student behavior through consistent use of positive reinforcement. During this session, team members will discuss their efforts to promote a safe learning environment for all students and staff.

Developing Advanced Tiers Beyond the Universal System

01:25:27 minutes
During this session, presenters from the Jersey Shore School District will describe how an elementary school staff expanded their universal program into a three-tiered system. The strategies at each level will be presented, as well as how the tiered teams worked together to develop their system.

Family and Community Involvement in District-Wide Implementation of SWPBIS: A Panel Discussion

01:28:44 minutes
Members of the panel will share their perspectives and experiences of the successes and challenges during their implementation of SWPBIS over the past three years. The focus of the discussion will be at the district level with some building specific information shared.