Videos

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.

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.

51. Our Trek to Building Pathways to Positive Connections in the Greater Philadelphia Region Hear how one Philadelphia Initiative is making waves and spreading Social- Emotional Learning strategies and the promotion of the Positive Behavior Intervention Support Framework throughout the Greater Philadelphia Area (Chester, Delaware, and Philadelphia). See how early learning programs are embracing multiple platforms to address the social-emotional needs within their community.

In our session “Building a Rockin’ Community at the Middle Level” you’ll hear about how we engage our students, staff and community in our PBIS work in order to support the needs of all learners. We’ll show you how we use our PBIS rewards system, and how we use the data we collect to inform our practices around improving behavioral outcomes for students. Finally, we’ll leave you with ideas to take back to your buildings and classrooms so that you can ROCK PBIS too!

What is the “why” underlying inclusive school communities? This session discusses the rationale for and research supporting inclusive education within an MTSS framework, ensuring that the shifts required in school culture and leadership, family and community participation can be realized and built upon for each and every student. Regardless of where an organization is on the road to systems change for inclusive practices - this session lays an important and strong foundation so as to quickly move to the “how” and “what” of inclusion.

In order to engage in equitable practices, it is imperative that data is used to drive decisions and guide prevention efforts, including the use of Comprehensive Coordinated Early Intervening Services to address processes for determining who is in need of support, the efficacy of core programs and interventions, staff utilization patterns, discipline and eligibility for special education services. In this session, participants will be walked through an example of how to extract data from a student information management system and analyze it for patterns of disproportionality in both academics and discipline to a proactively intervene.

This session lays out the major “big idea in secondary RTI as SLD” with respect to eligibility, that schools must differentiate that at risk students who need “Treatment” vs those students who need “Support.” The fundamental assessment demarcation is the point at which students are below Minimum Basic Skills Proficiency or MBSP. This session will discuss the audiences’ values implications of MBSP and how it would be operationalized in schools as part of the RTI process to identify which students would be eligible for special education and receive “Treatment” and which students likely would not be eligible but receive “Support."

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.

Multi-tiered Systems of Support (MTSS) is a evidence-based framework for the delivery of integrated (academic, behavior and social-emotion) instruction and supports. The 3-tiered instructional delivery framework is supported by an additional five components-leadership, collaboration/communication, use of data, capacity building (e.g., professional learning) and problem-solving. Each of these components, when delivered with fidelity and in sufficient amounts, increases the impact of effective instruction accelerate student growth. The Wallace Report (2021) provides research that demonstrates the particular impact of some of these components on student outcomes—beyond just the impact of effective instruction. This session will provide an overview of this report and set the stage for the sessions that follow.

57. Assessing Early Literacy Skills in Preschool: Overview of Acadience Reading PreK: PELI This session will address the importance of assessing early literacy skills in preschool. The development of critical early literacy skills in the preschool years will be described. An overview of a story book-embedded assessment designed to assess the critical skills will be provided, including the underlying research base for the assessment. Participants will have the opportunity to view videos of assessment activities and practice scoring. Implications for practice will be discussed.