Cheri Thurman, Assistant Superintendent, Wentzville R-IV School District; Dr. Deb Childs, Tier 2/3 Consultant, MO Schoolwide Positive Behavior Support; and Karen Westhoff, MO SW-PBS Consultant, St. Louis EducationPlus
Tiers 1, 2, 3 – Foundation
Developing systems to support the coordination of a leadership team at the district level: one district’s journey through the benefits and challenges of developing a district team to support multi-tiers of support for academic and behavioral student success.
Using Academic and Behavioral Interventions in the Classroom
Dr. Laura Riffel, Director, Behavior Doctor Seminars
Tiers 1, 2, 3 – Application
This session will describe and provide multiple examples of three levels of contingencies and rewards that should be built into school and classroom management systems.
Teacher Evaluation Standards and MO SW-PBS
Margie Shean, SW-PBS Consultant, Kansas City RPDC and Kelley Ritter, SW-PBS Consultant, Southwest RPDC
Tier 1 – Foundation
Participants will make the connections between SW-PBS and high-priority teacher standards that will result in increased student engagement and less teacher frustration. By utilizing the classroom management checklist and effective teaching practices of SW-PBS, teachers will design their own highly effective classroom that increases the time to teach with less disruptive behavior.
Use of a Structured Peer Observation Process to Monitor Classroom Level PBS Implementation
Christie Lewis, School Counselor, South Park Elementary School, Moberly School District; Jessica Schumacher, School Counselor and Angela Wimmer, Instructional Coach, Williamsburg Elementary School, North Callaway County R-I School District; Danielle Starkey, MO SW-PBS Consultant, Heart of Missouri RPDC; and Dr. Barbara Mitchell, Tier 2/3 Consultant, MO Schoolwide Positive Behavior Support
Tier 1 – Application
This session describes a process in which schools partnered with their regional SW-PBS consultant to conduct observations of classroom-level PBS implementation. Learn how observations schedules were developed, using instructions provided by the SW-PBS consultant for identifying examples of clear expectations and rules, evidence of routines, and use of positive specific feedback and effective corrections. Discover how data was collected and how the collected data was used to identify PBS practices that could be added to their action plan.
Kim Mauck, Principal, Mill Creek Elementary, Belton 124 School District
Tier 1 – Application
Do you want more students to be involved in your school? How do you get feedback from your students and use it to guide your school? Research says that student choice is paramount, so why don’t we use it more often? Receive ideas that you can implement tomorrow in your school. Capture student voice and use it to make your school a positive place to learn.
Strategically Implementing Tier 2 Systems, Data and Practices
Betty Ennis and Diane Feeley, Tier 2/3 Consultants, MO Schoolwide Positive Behavior Support
Tier 2 – Application
Learn how to implement Tier 2 systems, data and practices from the planning stages to complete implementation. Receive a suggested timeline to use as a general guide for teams.
Behavior Intervention Planning: Efficient Strategies to Monitor Student Progress
Dr. Terry Bigby, Tier 2/3 Consultant, MO Schoolwide Positive Behavior Support
Tier 3 – Application
Participants will use case studies to identify monitoring strategies by responding to the following questions: 1. In what settings should data collection occur? 2. What behaviors should be monitored? 3. What is the simplest way to collect data? 4. How often should data be collected? 5. How will data be analyzed and used to guide decisions regarding plan implementation?
Lori Forte, Principal; Maya Roofe, Teacher; Sylvester Gibson, Interventionist; and Future Mims, Nolana Williams and Jack Lunn, Students; Raytown Success Academy, Raytown C-2 School District
Tiers 2, 3 – Application
Students and staff of Raytown Success Academy Alternative school will describe how the success of each student is supported through positive behavior supports. Students benefit from the structure and consistency provided through teaching the expectations of the R.S.A. Matrix. Appropriate behaviors are supported through the R.S.A. Level system. Finally, students are accountable for minor and major behaviors through positive redirection and individualized student plans leading to students’ behavioral and academic success.