Videos

Overwhelmed with multiple data collection systems for school- wide and individual behavior data? Including those with disabilities and complex needs? Come see how Google can be used to streamline data collection for decision making on all levels. Teachers input behavior data once, and it is immediately available to track individual student progress, for tier 1 team school- wide data analysis, and to identify students possibly needing more behavior support from tiers 2 and 3 teams.

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).

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.

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.

29. Strengthening Tier 1 by Embedding Behavioral Expectations and SEL within Teaching Preparation Take the time to reflect on how to strengthen your Tier 1 level of support within the classroom setting. In this presentation we will discuss how you can embed your school’s PBIS behavioral expectations and components of SEL into everyday daily instruction within the classroom setting. By doing so this will not only positively impact students but can assist the MTSS team in making appropriate decisions for Tier II level of support.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ Executive skills are task-oriented skills that underlie students’ ability to learn. They are brain-based skills such as task initiation, sustained attention, working memory, planning, organization, and goal-directed persistence that are absolutely critical to school success. Although seldom taught explicitly, many educators now see that students who are strong in these skills are more successful than those who aren't. This workshop will introduce the 11 executive skills featured in the “Smart but Scattered” model and will describe how they support literacy development.

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.

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.

This session will focus on the benefits of embedding visual strategies for young learners in the learning environment. The strategies will be taught in an interactive format. The session will include evidence-based visual strategies that will assist learners with communication and participation throughout the daily routines in the learning environment.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ 30. Transitioning from Word Walls to Sound Walls: Why We Should and How To Do It The presenters will discuss descriptive research that Dr. Miles has conducted which demonstrates some of the issues with word walls. Dr. Dahlgren will then discuss how sound walls and accompanying instructional methods should be used to articulate and distinguish between sounds and to strengthen sound-to-letter correspondences. The presenters will also share data on three action research projects that demonstrate the effective use of sound walls. Katharine Pace Miles, Ph.D. is an Assistant Professor in Early Childhood Education at Brooklyn College, City University of New York. Dr. Miles’s research interests include orthographic facilitation and mapping, high frequency word learning, literacy assessment of students with special needs, and literacy instruction for young children that is both developmentally appropriate and grounded in the science of reading. She works closely with New York City’s Department of Education to support literacy initiatives that impact the city’s most marginalized students. In addition, Dr. Miles supports the alignment of early literacy programs with the field of reading science in an effort to close the research to practice divide.