Fidelity of implementation, or implementing practices as designed, is a critical component of SW-PBS. This session will discuss the importance of fidelity of implementation, describe a series of tools that can be used to measure it, and explain the relationship between fidelity and student outcomes.

Come join this important discussion around the 22 high-leverage practices for inclusive classrooms. Learn about the collaboration, assessment, social/emotional/behavioral and instructional high-leverage practices. Discover practical ways to apply these practices to support student learning and be an effective educator in an inclusive classroom.

We know that all schools have enrolled students who have experienced trauma since approximately 60 percent of adults in the U.S. report having experienced abuse or other difficult family situations in childhood. As a result, there is increasingly a call for schools to be trauma-informed. What does it mean to be traumainformed, and why is it so important? How does trauma affect child development and impact academics and behavior? How can we align our systems to capitalize on practices that mitigate the impact of trauma? During part one, come learn some of the foundational information about trauma. (This session continues in 4C.)

When implementing SW-PBS, barriers often arise that hinder implementation, sustainability and student outcomes. Some of these barriers include easily accessing data in a usable format, effectively and efficiently organizing decisions from data-team meetings, and receiving effective coaching support to provide meaningful change. Learn how to strategically overcome these challenges by utilizing Google’s free resources to hack your school’s SW-PBS framework and improve sustainability.

This presentation will describe the challenges encountered in building and sustaining SW-PBS in a large urban school district. Learn how best to address them through funding, technical assistance and coaching support.

Come learn how Blackburn Elementary School redesigned its multi-tiered support systems to benefit both teachers and students. The building utilizes a schoolwide process that uses the Zones of Regulation curriculum through a multi-tiered system. Teachers are allowed time to discuss referrals in-depth so supports can be specific and appropriate, and students learn emotional language and regulation techniques. If you would like more collaboration among staff members, come see if this structure could work for your building.

Our district’s SW-PBS team members will share the steps and lessons learned in how they developed a districtwide Tier 2 system. Learn how they led school team Tier 2 trainings in collaboration with our regional consultants.

This session will provide an overview of the steps Lewis Elementary School has taken during year No. 2 of the SW-PBS reboot in the building. Join us and receive, learn and practice various activities that support staff in order to help students be successful during the school day. Learn ways to help all staff and students as  they begin to implement SW-PBS with fidelity.

Students with anxiety and students on the autism spectrum often struggle, sometimes behaviorally or violently. There are no silver-bullet solutions, and people end up disappointed when they look but cannot find them. Meeting these students where they are academically and giving them the support and space needed to perform requires work and outside-the-box thinking. So many referrals are students who truly cannot perform in a traditional large-group setting, especially when it comes to challenging content.

In this session, learn how to actively involve all stakeholders in the SW-PBS commitment. Your team will be able to discuss how this might already look in your district, and you will receive resources to help strengthen relationships among your stakeholders.

This session will tell the story of one school’s implementation of SW-PBS from Tier 1 to Tier 3, starting with year No. 1 at 54 percent new staff and almost 1,800 office referrals to year No. 4 at 19 percent new staff and 600 office referrals. Learn about specific action steps we take each year, our failures and successes, and our current efforts to sustain positive momentum.

This session will take you through one alternative school’s transformation into a trauma-sensitive school while navigating policies and restrictions within the public school system. Our discussion will include a public school’s use of data on adverse childhood experiences (ACEs), child neurodevelopment, and research on childhood trauma and toxic stress to determine the highest areas of need and appropriate interventions. Discover how we took innovative steps in implementing new and alternative therapies, expressive arts programming, and a whole child approach in order to provide resources and skills to students with extreme social and emotional needs.