Videos

Even the best evidence-based practices need to be used at the right time to improve learning. It is not as simple as good instruction vs. bad instruction. The right instruction at the right time is necessary for improved academic outcomes. In this session, we will help teachers sort their instructional practices by stages of learning so they can be matched to students’ needs.

99. Preschool Early Literacy Indicators (PELI): Targeted Literacy Instruction and Transition The PELI is set of standardized subtests within a storybook format for children 3 to 5 years. The assessment model measures children’s current early literacy skills, language skills, and growth in skill sets across the school year. Lehigh Valley Children’s Centers has embedded these assessments into our preschool/Pre-K classrooms to better help and understand children’s comprehension and phonological awareness. This presentation will provide an understanding to educators as to how our LVCC teachers utilize this tool intentionally to support individualized learning for children and how its usage provides transitional supports to district and community agencies to better support children’s future learning and growth.99. Preschool Early Literacy Indicators (PELI): Targeted Literacy Instruction and Transition The PELI is set of standardized subtests within a storybook format for children 3 to 5 years. The assessment model measures children’s current early literacy skills, language skills, and growth in skill sets across the school year. Lehigh Valley Children’s Centers has embedded these assessments into our preschool/Pre-K classrooms to better help and understand children’s comprehension and phonological awareness. This presentation will provide an understanding to educators as to how our LVCC teachers utilize this tool intentionally to support individualized learning for children and how its usage provides transitional supports to district and community agencies to better support children’s future learning and growth.

99B. We’re All In This Together: Impactful Ways to Attract, Prepare, and Retain Special Educators During the session, the presenters will share special education personnel retention and impact data from the Bureau of Special Education's Attract, Prepare, and Retain (APR) efforts. The current APR targeted projects that have been specifically designed for special education personnel to equip them to meet the varied learning needs of today's students with disabilities will be featured. Attendees will be encouraged to ask questions and discuss ways to engage in the current APR preparation and retainment efforts of mentoring, networking, and learning institutes. Together we can affect the future generations of special education personnel and elevate the profession.

In this session, participants will learn how our District’s MTSS Behavior Leadership Team worked collaboratively to strengthen and align Positive Behavioral Interventions and Supports (PBIS) implementation across all grade spans. We will share how the team brought eight elementary schools into a unified framework, provided targeted coaching and systems support to two middle schools, and jump-started foundational PBIS structures at our high school. Attendees will explore the strategies, tools, and leadership moves that promoted consistency, built staff capacity, and created momentum across the district. This session will highlight successes, challenges, and practical takeaways for districts looking to build or streamline their own MTSS behavior systems and will share about our district's next steps.

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.

Meet Stephanie Rogers, a School-Based Social Worker for Intermediate Unit 1, to hear why she chose a career in special education and what keeps her motivated in the field.

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.

This session will highlight a comprehensive, schoolwide approach to Tier 1 social-emotional learning (SEL), positive behavior supports, and staff culture that promotes consistency, connection, and student growth. Participants will explore how weekly SEL lessons, executive functioning instruction, and common language for emotions and conflict are embedded into daily school practices to support all students. Presenters will share practical examples of Regulation Stations, including materials, visuals, and posters used to support student self-regulation across settings, as well as calm areas such as a designated space in the principal’s office. Attendees will also learn how classroom matrices and Schoolwide Positive Matrix (SPM) documents are collaboratively developed by teams, paired with teacher-created pre- and post-assessments to guide data-driven decision-making. The session will showcase engaging schoolwide incentive systems, assemblies that incorporate student participation, school store incentives, and recognition programs. In addition, presenters will address the importance of adult culture and sustainability through staff morale initiatives, family engagement efforts such as parent nights supported by grants, and onboarding practices for new staff. This session will provide attendees with concrete, replicable strategies to strengthen school climate, build relationships, and align SEL and PBIS practices across an elementary school setting.

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