SI 2016: Breakout Session #2

Session 2A

Title

Implementing an Elementary Classroom-Based Intervention Within Schoolwide PBS: The CW-FIT Program

Dr. Howard Wills, Associate Research Professor, University of Kansas; and Dr. Amy Casey, Principal, Ravenwood Elementary School, North Kansas City Schools 74 School District

Tier 2 – Application

Descriptor

CW-FIT is a group-contingency intervention with an extensive research base in elementary schools that includes classwide, targeted and intensified function-based components. This session provides an overview of the intervention.

Session 2B

Title

Developing Responses to Challenging Behavior

Dr. Heather Hatton, Assistant Research Professor, Department of Special Education, University of Missouri

Tier 1 – Application

Descriptor

Identifying problem behaviors comes naturally to most teachers. Responding to such behaviors with strategies designed to decrease reoccurrences requires the development of knowledge and skills. Universal SW-PBS requires strategies for responding to inappropriate behavior. Explore various strategies for responding to challenging behaviors and develop protocols to help teachers build the knowledge and skills necessary to implement with fidelity.

Session 2C

Title

The Administrator’s Role in Navigating Barriers of SW-PBS Implementation

Daniel Rector, Assistant Principal, West Middle School, Columbia 93 School District; Sarah Moore, Research Assistant, MU Center for SW-PBS

Tier 1 – Application

Descriptor

Administrators have an influential role in implementing and sustaining Tier 1 SW-PBS. Learn about the solutions West Middle School has developed to overcome barriers to SW-PBS implementation.

Session 2D

Title

SW-PBS in an Inner-Suburban Large High School!

Amy Bloecher, Interventionist, and Brad Drace, Assistant Principal, Raytown High School, Raytown C-2 School District; Deb Lyons, Tier 2/3 Consultant, MO SW-PBS

Tier 1 – Application

Descriptor

Discover the challenges and successes of starting, implementing and maintaining SW-PBS in a large inner-suburban high school including how to gain buy-in from faculty, staff and the student body. Understand how to handle semi-apathetic faculty and staff while maintaining fidelity within the SW-PBS mission, and how to create a meaningful and authentic program for students and staff.

Session 2E

Title

Transitions with Sustainability: Maintaining A Strong SW-PBS Foundation with the Waves of Change

Jessica Engler, Counselor, and Theresa Oberlag, Teacher, Williamsburg Elementary School, North Callaway R-I School District; Karin Leveke, Tier 2/3 Consultant, MO SW-PBS

Tiers 1, 2 – Application

Descriptor

Tiers 1, 2 – Application
Learn how Williamsburg Elementary has sustained SW-PBS in their building the last six years through waves of change. Discover how to structure your team, train new faculty and incorporate a student leadership team into your culture.

Session 2F

Title

Blending the Pyramid Model with SW-PBS

Cindy Wills, Northwest Early Childhood Center, Northwest R-I School District; Marsha Hightower, Regional SW-PBS Consultant, Education Plus; Susanna Hill, Tier 2/3 Consultant, MO SW-PBS

Tiers 1, 2, 3 – Enrichment

Descriptor

Like SW-PBS, the Pyramid Model is a framework comprised of universal, secondary and tertiary strategies and system supports. It is designed to improve the social emotional competence and reduce behavioral challenges of young children birth through five years old.

Session 2G

Title

Tier 1 Discipline Improvement for Secondary Schools

Bob Matthews, Assistant Principal, and Justin Slye, Teacher, Lebanon High School, Lebanon R-III School District; Jo Ann Anderson, Tier 2/3 Consultant, MO SW-PBS

Tier 1 – Application

Descriptor

Hear about strategies, successes, trials and tribulations in one school’s implementation of the YellowJacket Code, and how they have improved the overall discipline for grades 9-12.

Session 2H

Title

Progress Monitoring at Tier 2

Deb Childs, Tier 2/3 Consultant,
MO SW-PBS

Tier 2 – Application

Descriptor

Learn how to progress monitor any student in a Tier 2 intervention. The purpose of progress monitoring is to use data to make informed decisions. It increases student success and allows systematic discussions and decision-making based on facts.

Session 2I

Title

Keeping it Together – Organizing Your Tier 3 Documentation

Sara Hines, Miller Elementary School, Kirksville R-III School District; Deanna Maynard,
Tier 2/3 Consultant, MO SW-PBS

Tier 3 – Application

Descriptor

Providing intensive support for a student results in a lot of documentation! Assessments, plans, progress monitoring charts, communication, fidelity measures and more need to be managed by the Tier 3 action team to ensure efficient, effective use of meeting time and high quality support for the student. Learn how to organize Tier 3 documentation using the Tier 3 student file checklist to keep all information up to date as well as a fidelity measure to ensure the behavior intervention plan (BIP) your team develops is implemented as intended.