Videos

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.

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.

Dean Fixsen will review the most important tenants of effective implementation as well as critical resources and tools.

How can you discuss with an employer how equipment might be used, how it will be paid for, and who might be of assistance in making this work? Join us to hear about communication with potential employers about the successful use of Assistive Technology while on the job. More and more job seekers are using Assistive Technology to be as integrated, communicative, and productive as possible in the workplace. Assistive Technology can tool-up the workforce and assist each employee to have the equipment they need to succeed. People with speech or communication difficulties can use voice generating devices. People who need more support with organizing and prioritizing their work can use handheld devices and apps. People who can’t read get information through pictures or recorded information. These and more scenarios will be presented and discussed. With technology, businesses can be accessible to all sorts of employees and customers alike. It can leverage the talents of many types of workers and create a welcoming and inviting customer experience.

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.

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.

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.

This 52-minute video features a session at the 2016 PBIS Implementer's Forum. State wide and school wide implementation are addressed and RENEW is defined as a tier 3 intervention. The process of RENEW is briefly described and then three youth share their experience and outcomes relative to the RENEW process.

Over the past sixteen years, Williamsport Area High School has cultivated and refined a school-wide positive behavior support system known as Top Hat PRIDE, grounded in the principles of Positive Behavioral Interventions and Supports (PBIS). This presentation will walk participants through the evolving journey of implementation—celebrating our successes while honestly confronting the mistakes and lessons learned along the way. Rooted in a tiered framework of support, our PBIS model is anchored by five foundational elements: clearly defined behavior expectations, explicit instruction of those expectations, consistency in adult responses, a data-driven decision-making system, and a comprehensive recognition/reward system. These components have been developed, tested, and adapted in real time to reflect student needs, staff capacity, and school-wide priorities. As our program has matured, so has our approach to Tier 2 and Tier 3 interventions. We’ll share how we’ve organized teams and systems to deliver targeted supports for students needing more than the universal framework, including mentoring, check-in/check-out systems, and individualized plans. Critical to this work has been establishing effective structures for teacher communication and feedback, gaining staff buy-in, and aligning our demerit and consequence systems with the values of PBIS rather than punitive discipline. Throughout the session, we will blend theoretical frameworks with practical tools, including how we developed a common language around behavior, created a positive reinforcement culture, and used data to pivot when things weren’t working. Participants will leave with implementation resources, reflection tools, and ideas adaptable to their own school contexts—whether they are just beginning or are deep into the PBIS journey. Above all, this presentation tells the honest story of a school that committed to doing the work—even when it was messy—to build a culture of consistency, connection, and pride.