Is your SW-PBS school or district initiative built to last? Successful implementation and the sustainability of systems change require intentional leadership at the classroom, school and district levels. Join Chris Hubbuch as he shares about barriers and enablers of implementation, tips to foster staff buy-in, and lessons learned in the field at the building and district leadership levels. (Reserved for administrators)

Students are often reinforced by the very things that are commonly used as consequences for problem behavior. Function-based thinking empowers all educators to provide behavior support more effectively to every student. This method considers why problem behaviors occur throughout all tiers of Positive Behavior Intervention and Support to guide responses rather than relying on traditional forms of discipline.

Do you want to take your Behavior Intervention Plans (BIPs) to the next level? In this session, you will learn how to use the principles of motivation to teach students to regulate their own behavior. We will examine the critical features of BIPs through the lens of self-determination theory. Using case studies, we will decide when externally delivered reinforcers are appropriate and how to transition from externally delivered reinforcers to self-reinforcement and naturally occurring reinforcement.

Sustainability is the key to the long-term success of any building’s SW-PBS system. But, what happens when sustainability efforts are not successful? Where do an administration and a Tier 1 team begin in their efforts to rebuild their system? This session will provide an overview of the steps Lewis Elementary has taken to reboot SW-PBS in our building.

Gandhi once said, “Action expresses priority.” Do you want to change the perception of your school? Come find out how you can be the change. Attendees will leave with handouts of all proposed ideas.

This session will outline one school’s step-by-step process for analyzing and responding to behavioral data that engages teachers in all tiers and has resulted in a 60 percent decrease in behavior referrals. This process includes the use of grade-level and student-specific data to determine appropriate interventions and to progress-monitor the effect. It also streamlines communication, implementation and documentation while increasing staff efficacy and fidelity.

Having an effective SW-PBS team to identify students in need of support and to provide those supports is a vital part of any Tier 2 or 3 SW-PBS school. During this session, Dent-Phelps Elementary will outline how we developed an at-risk team to identify students in need of behavioral or academic supports, take referrals, gather data, and make decisions for which supports to provide. We also will provide samples and guidelines for how we streamlined our process from multi-hour meetings to weekly meetings that last only 45 minutes, all while using the limited resources available to us as a small school.

Flexible seating is a hot topic in education. This session will show you that there is so much more to flexible seating than just being a hot topic.

This session will explore our school’s journey to integrate the 7 Habits from The Leader in Me framework into our already successful SW-PBS program. Participants will learn about our matrix, SW-PBS/Covey back-to-school kickoff, celebrations, lessons, team structure, staff training and more. Participants are encouraged to bring along their current matrix.

Union Chapel has been an SW-PBS school for the past nine years. In that time, we have learned to capitalize on the tools and training offered through the Kansas City RPDC. We have benefited from the forms and processes our coaches have to offer, and we have learned to tailor them to our own school’s practices. In this session, we will share how we have sustained Tiers 1 and 2 even while we developed our Tier 3 processes. In addition, there will be time for Q&A during the last portion of this session.

The goal of this session is to provide educators with culturally responsive philosophical underpinnings and strategies for the effective instruction of diverse students. The primary focus is for attendees to explore their own attitudes and beliefs regarding teaching diverse students and to gain knowledge of culturally responsive strategies to maximize instruction and relationships with all students.

(This session is a repeat of 2G.) Has the mythical solution to Tiers 2 and 3 problem behaviors been eluding you in your classroom? Each student might have different behaviors, but effective responses to problem behaviors all have something in common. This session will highlight Positive Behavior Supports that serve as fundamental building blocks for classroom management at Tiers 2 and 3. Eight preventive, evidence-based practices will be highlighted and connected to function-based supports to help educators think differently about classroom management.