12:00 PM |
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Essential Features of Tier 2 Systems
This session will provide an overview of the essential components of Tier 2 systems. Team processes, data to identify at-risk students, and evidence-based practices will be discussed and mapped to the SW-PBIS Tiered Fidelity Inventory. Key pre-requisites to building Tier 2 systems will also be reviewed including school-wide classroom supports. Tier 2 practices including self-management, small group social skills, and academic supports will be highlighted.
Intended Audience: School team members; MTSS/PBL coaches; school administrators; regional administrators; behavioural support personnel
Learning Objectives:
- Participants will understand key readiness markers to build Tier 2 systems
- Participants will learn to develop local data decision rules to identify students at-risk
- Participants will have an understanding of key evidence-based Tier 2 practices

Tim Lewis
Dr. Tim Lewis has been involved in special education for 35 years. Dr. Lewis has taught... More
Tim Lewis
Dr. Tim Lewis has been involved in special education for 35 years. Dr. Lewis has taught students with emotional and behavioural disorders in high school, elementary, and self-contained psychiatric settings. At present, Dr. Lewis is a Curators’ Distinguished Professor of Special Education at the University of Missouri. Dr. Lewis is past Co-Editor of the journal Behavioral Disorders, Associate Editor of the Journal of Positive Behavioral Interventions, and a member of 13 editorial boards. During his 30-year career in higher education Dr. Lewis has served multiple terms as department chair and associate dean for research. Dr. Lewis has been involved with developing school-wide systems of behavioural support for over 25 years. Dr. Lewis directs the University of Missouri Center for School-wide Positive Behaviour Support, is Co-Director of the national OSEP Center for Positive Behavioural Interventions and Supports and former Co-Director of the Center for Adolescent Research in Schools. His specialty areas include social skill instruction, functional assessment, and proactive school-wide discipline systems.
3 hours
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High Impact Engagement Strategies
Over the past 15 years across Australia, there has been a focus on high impact teaching strategies to support student learning. However, the strategies that are shown to have high leverage all presuppose one thing: strong teacher-student relationships. Missing from much of the conversation has been how to build high impact engagement with learners. In this Master Class, drawing from the Parkville Project (Poed et al., 2020) we will examine a suite of whole school, targeted, and intensive approaches that can be used by staff to build trust, co-create positive learning environments, engage authentically with learners, and repair fractured student-staff relationships.
Audience: PBL team members, school leaders, teachers, and educators; Tier 1 focus
Learning Objectives:
By the end of this session, you will:
- Reflect on student engagement strategies used in your school/setting
- Evaluate 10 high impact engagement strategies that could be adopted by you/your staff
Shiralee Poed
Dr Shiralee Poed is an Associate Professor within the School of Education at the University of... More
Shiralee Poed
Dr Shiralee Poed is an Associate Professor within the School of Education at the University of Queensland and an Honorary Principal Fellow at the Melbourne Graduate School of Education within the University of Melbourne. She is also the Director and Chair of the Association for Positive Behaviour Support Australia. Her career spans more than 30 years, and includes working as a teacher and leader in Australian state, Catholic and independent primary, secondary and special schools.
3 hours
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Responding to Typical Escalating Behaviours in the Classroom: High Probability Strategies
This master class provides an overview of the 7-stage cycle of escalating behaviour, highlighting the associated behavioural indicators and general strategies associated with each stage. The focus will be on those that provide the best chance for success, beginning before problems occur and at every stage of escalation. Next, video examples of five of the most frequent misbehaviours reported by teachers are presented (non-compliant, disruptive, provocative, disrespectful, verbally aggressive). Initial videos demonstrate poor teacher responding, prompting participants’ discussion of high probability strategies that will be present in a second video.
Audience: Administrators, teachers, teacher aides, support staff.
Learning Objectives:
- Participants will learn to identify stages in a cycle of escalating behavior by looking for specific student behavioral indicators
- Participants will learn to describe high probability responses to typical student escalations

Terry Scott
Terrance M. Scott is a Professor and Distinguished University Scholar at the University of... More
Terry Scott
Terrance M. Scott is a Professor and Distinguished University Scholar at the University of Louisville where he directs the Centre for Instructional and Behavioural Research in Schools (CIBRS.com). He began his career as a counsellor in residential treatment and has worked with students with challenging behaviours across a variety of settings. Having received his Ph.D. in Special Education at the University of Oregon in 1994, Dr. Scott has over 100 publications, has conducted well over 1000 presentations and training activities throughout the U.S. and across the world, and has successfully competed for more than $25 million in external grant funding. In 2004 he received the Distinguished Early Career Award from the Research Division of the International Council for Exceptional Children and in 2012 he received the Outstanding National Leadership Award from the Council for Children with Behaviour Disorders.
3 hours
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Integrating Academic and Behaviour support
There is a close relationship between the academic and behaviour needs of students. Effective instruction reduces the likelihood of problem behaviour and implementation of Positive Behaviour for Learning (PBL) sets the stage for students to better engage in effective instruction. Strategically integrating academics and behaviour supports can produce a more efficient educational system. An integrated multi-tier framework includes components of: (a) team approach, (b) focus on evidence-based practices matched to student need, (c) using data to improve outcomes, and (d) investing in systems to ensure implementation fidelity. This session describes the logic and process for integration of academics and behaviour in a multi-tiered framework. Strategies for integration will be discussed along with lessons learned for successful implementation efforts integration efforts from the past two decades.
Audience: School leaders, regional managers, PBL teams.
Learning Objectives:
- Participants will understand the rationale for integrating academic and behaviour practices within a multi-tiered framework
- Participants will learn about key strategies for integrating academic and behaviour practices
Steve Goodman
Steve Goodman, PhD is Director of Michigan’s Multi-tiered System of Supports Technical... More
Steve Goodman
Steve Goodman, PhD is Director of Michigan’s Multi-tiered System of Supports Technical (MTSS) Assistance Centre, working on behalf of the Michigan Department of Education to develop local capacity for the implementation of MTSS. Steve’s career in the field of education spans 40 years as a teacher, special education consultant, and program administrator. Steve is a partner with the Centre on Positive Behavioural Interventions and Supports, a senior advisor with the National Centre on Intensive Intervention, and a co-investigator with the Integrated MTSS Research Network. Steve serves on the Board of Directors for the Association for Positive Behaviour Support. He was appointed by the Governor for Michigan’s PreK-12 Literacy Commission. Additionally, Steve has contributed to over 45 publications on multi-tiered frameworks.
3 hours
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Clear a Space at the Table: Authentically Engaging Students in PBL Implementation and Beyond
Student engagement is a critical component of effective and culturally relevant PBL; especially in secondary schools. Developmentally, adolescents are eager to play an integral role in decision making specific to their school and community experiences. Engaging students in the planning, decision-making and implementation of school wide efforts creates opportunities to cultivate youth-adult partnerships, build mutually trusting relationships, and share leadership and implementation responsibilities. When youth are given true decision-making opportunities, they are more likely to experience a sense of ownership and engage more fully in the school experience.
Together, in this session, we will explore and expand our thinking about how to engage students with PBL implementation. Our data is what guides our decisions and who better to give input than the young people who are living the educational experiences we (as educators) create for them.
Audience: PBL teams, school and regional leaders.
Learning Objectives:
- Recognise student engagement as a continuum of participation and reflect on how your school is incorporating the voices of ALL students
- Explore strategies for ensuring authentic student engagement
Patti Hershfeldt
Dr. Patti Hershfeldt is the Co-Director of the Centre for Social Behaviour Support at Old... More
Patti Hershfeldt
Dr. Patti Hershfeldt is the Co-Director of the Centre for Social Behaviour Support at Old Dominion University which is an affiliate of the OSEP funded Center on PBIS. Patti co-chairs the APBS High School Network which supports high schools with implementation of School-Wide Positive Behaviour Support and aims to make connections between researchers and implementers. Additionally, she has a strong professional focus on equity and student voice. Patti is a former high school special education teacher of 15 years and a mum to 2 daughters.
3 hours
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Adapting PBL for High School Success
Some educators may feel that schoolwide strategies such as positive behaviour for learning (PBL) are only effective in primary school settings. This misperception may be a barrier to the effective implementation of PBL in secondary settings. This session will provide participants with a rationale for how schoolwide supports can support their work more efficiently, improve their collaboration with colleagues, and offer an engaging instructional environment for all learners. The presenter also will connect PBL with school improvement and strategies associated with effective secondary schools. Further, we will discuss specific approaches school staff can use to create a positive, supporting, and engaging learning environment for all students.
Audience: This session would be appropriate for school improvement team members, schoolwide leadership team members, administrators, teachers, and support personnel interested in implementing schoolwide interventions consistently across their settings. Individuals who are new to PBL will develop background information about the approach, and experienced teams will have a chance to identify strategies for enhancing their current practices.
Learning Objectives:
As a result of this session, participants will be able to:
- Identify the specific components of PBL related to school improvement and effective secondary schools
- Use data to identify strategies to improve instructional and behavioural support for all students
- Embed PBL strategies into related multi-tiered systems of support and school improvement in secondary settings, including classroom settings

Hank Bohanon
Hank is currently a professor in the School of Education at Loyola University of Chicago, where... More
Hank Bohanon
Hank is currently a professor in the School of Education at Loyola University of Chicago, where he served as co-program chair of the Teaching and Learning Program and Acting Associate Dean for Research. Hank has been a special education teacher in the Dallas Public Schools. He also served as a project coordinator at the University of Kansas for the U.S. Department of Education, Office of Special Education Programs research on positive behaviour supports. Hank is also a former member of the Association of Positive Behaviour Support board of directors. His current research includes three-tiered academic and behaviour supports in urban and suburban settings. Specifically, his work focuses on connecting multi-tiered support systems with school improvement strategies. Hank also studies online instruction in pre-service teaching and in-service professional development.
3 hours
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Building and Sustaining a Strong Foundation with Tier 1 Supports
At some point, every system needs to re-examine effectiveness due to complex changes, attrition and implementation fatigue. Schools are not exempt from such changes, therefore enhancements and continuous improvement are essential in order to meet ongoing demands. This Master Class will discuss how leadership teams and educators (a) create environments that are conducive to learning, (b) get back on track for implementing Tier 1 with fidelity, and (c) modify and expand universal supports that reflect the current needs of the students and adults in the school.
Audience: Educators, principals, and any individuals who support school leadership teams. All are welcome from advanced implementers who want to refresh their Tier 1 system to those who are interested in learning more about establishing a Tier 1 foundation at their school.
Learning Objectives:
- Understand why establishing the PBL prevention and implementation framework is essential to achieve desired outcomes and organise Tier 1 supports.
- Understand how using school-wide data for decision-making can guide the (a) selection of interventions, (b) implementation of practices with fidelity, and (c) system resources needed for sustainability.

Heather George
Heather Peshak George is a Research Professor in the Department of Child and Family Studies... More
Heather George
Heather Peshak George is a Research Professor in the Department of Child and Family Studies at the University of South Florida. She co-directs the National Technical Assistance Centre on PBIS, Florida’s PBIS Project, Florida Connect model demonstration grant, and is Past-President of the international Association for Positive Behavioural Support (APBS). She completed her MS in Clinical Psychology at Indiana State University and her PhD in Curriculum and Instruction with an emphasis in Special Education, School Psychology and Reading at Louisiana State University. She has extensive experience in providing training and technical assistance in PBIS at the national and international levels and thanks her two teenagers for the daily reminders on the need to bridge the research-to-practice gap. Learn more about Dr. George at https://www.usf.edu/cbcs/cfs/faculty-staff/peshak-george-h.aspx and follow her on Twitter at @HeatherPGeorge. Resources shared may be available at www.flpbis.org and www.pbis.org.
3 hours
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