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The Wisconsin RtI Center’s equity statement | register for #pbislc20—a virtual experience

Conference Sessions

Welcome to our virtual experience, system champions!


Monday, August 10

8:30–9 a.m. | #pbislc20 kicks off

9–10:15 a.m. | Keynote Rhonda Nese, PhD—Keeping our commitment to all learners: Every day. Every child.

The true foundation of PBIS is built on relationships, caring, and seeing our most vulnerable students as the ones we need to invest in the most.

August 10 | 10:30–11:45 a.m. | session A

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A1—Disrupting the School-to-Prison Pipeline Through Inclusive Practices

We’ll share an alternative to exclusion intervention that holds promise for improving student-teacher relationships and skills, and reducing subsequent removals from instruction.

A2—Developing a common understanding of mental health terms within your e-MLSS

One important first step in systems change is developing common language. Gain an understanding of mental health terms and acronyms embedded within an equitable, multi-level system of supports (E-MLSS), and learn practical ways to build systemic shared language with stakeholders.

A3—5 steps to creating positive classroom environments

For optimal social, emotional, and academic learning, it is critical to create safe, supportive, and predictable classroom environments. This is especially important after students experience disruptions to normal school attendance routines. To kick the school year off, schools need to identify and prioritize universal, proactive classroom practices that are aligned to students’ social-emotional needs. Participants will learn how to use a team-based model that focuses on helping staff consistently implement these practices to support all students.

August 10 | 1–2:15 p.m. |session B

B1—Common pitfalls PBIS teams encounter and how to overcome them

Learn to identify and avoid common traps PBIS teams often fall prey to and discover how to effectively support and sustain implementation. Participants will identify current responsibilities and ways of working as a team, highlight potential next steps for refinement, and create a plan to share key information with their PBIS team.

B2—Nurture students’ mental wellness through the creation of safe and predictable environments

Positive relationships reduce the need for the brain to search for threat. In the classroom, educators need practical strategies to build trusting relationships and safe environments to nurture students’ mental wellness—which enables academic success. Participants will learn mental wellness practices connected to a universal system, identify at least two practices to enhance learning, and create next steps for implementation.

B3—I used to hate PBIS

Do you hear comments like: “They should already know how to do this!,” “A poster’s not going to fix it!,” or “Why do we have to give out tickets?” We’ll feature stories of former PBIS-doubters and provide ideas of how to respond to naysayers in your building or district.

August 10 | 2:30–4 p.m. | session C—team time

C1—Elementary team collaboration time: Always start with a plan—get started now

Effective teams accomplish what they set out to achieve. In order to see results, teams need to work together to plan and implement high-leverage strategies for meeting the needs of every student. Let our team support your team in planning for 2020-21 so that every day you meet the needs of every child.

C2—Secondary team collaboration time: Always start with a plan—get started now

Effective teams accomplish what they set out to achieve. In order to see results, teams need to work together to plan and implement high-leverage strategies for meeting the needs of every student. Let our team support your team in planning for 2020-21 so that every day you meet the needs of every child.

C3—District team collaboration time: Always start with a plan—get started now

Effective teams accomplish what they set out to achieve. In order to see results, teams need to work together to plan and implement high-leverage strategies for meeting the needs of every student. Let our team support your team in planning for 2020-21 so that every day you meet the needs of every child.

Tuesday, August 11

9–10:15 a.m. | Keynote Ami FlamminiAdult wellness and establishing a school-wide system of self-care

Education is a helping profession that can be associated with compassion fatigue, vicarious trauma, and burnout. Focusing on staff self-care is critical and school-wide cultures need to reflect and value self-care. We’ll provide self-care strategies, and discuss systems and data to support a culture that promotes compassion resilience among staff.

August 11 | 10:30–11:45 a.m. | session D

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D1—Data-based decision making and trauma

Are you installing trauma-informed practices within an equitable, multi-level system of supports framework and struggling to measure implementation and impact? We’ll help you assess current data points your school is already monitoring. Learn how to support your team by developing a comprehensive evaluation plan which includes data points for fidelity, outcomes, and perceptions of students, staff, and families.

D2—Actions to ensure an efficient, effective, and equitable tier 2 system

Discover how we can move beyond talking about student needs to identifying student needs and matching students to intervention. We’ll cover how developing an intervention grid provides a foundational means to ensure efficient, effective, and equitable student access to tier 2 intervention supports. We’ll practice using an intervention grid and schools and districts will develop their own—resulting in a systematic process for identifying students, using data to guide intervention decisions, and establishing flow of communication.

D3—Natural integration of academic and behavior skills happen in the classroom (part 1 of 2 in a series)

Explore tier 1 evidence-based strategies that can be used next week! Learn how student achievement can be impacted by the systemic implementation of an agreed upon instructional framework that integrates social emotional, and behavioral expectations and skills. Students, staff, and families will benefit from an aligned and integrated system driven by evidence-based strategies that breaks down silos, builds collective efficacy, and supports sustainability. Part 1 of 2—next in series is session E3.

August 11 | 1–2:15 p.m. | session E

E1—Integrating trauma-informed practices

School-wide PBIS practices are inextricably linked with classroom management practices. This link is even more important for students who have experienced (or are experiencing) trauma. Our focus will be on the integration of trauma and classroom management. A matrix to help integration and specific examples of practices will be shared.

E2— Create a dynamic tier 2 professional learning plan for the entire staff

Effective and efficient tier 2 interventions require the entire staff to play a role. When teams know the essential components of a professional learning plan, they gain the prowess to transfer that learning to make improvements, build capacity, and sustain implementation. We’ll share key strategies that include the entire staff in the professional learning plan for tier 2 interventions.

E3— Natural integration of academic and behavior skills happen in the classroom (part 2 of 2 in a series)

Extend your learning from session D3 with practical application of evidence-based strategies that can quickly be put into practice! Practice building lesson plans that use a systematic process to incorporate both behavioral and academic expectations into an instructional framework. Students, staff, and families will benefit from an aligned and integrated system driven by evidence-based strategies that breaks down silos, builds collective efficacy, and supports sustainability. Part 2 of 2–a continuation of session D3.


August 11 | 2:30–4 p.m. | session F—team time

F1—Elementary team collaboration time: Always start with a plan—get started now

Effective teams accomplish what they set out to achieve. In order to see results, teams need to work together to plan and implement high-leverage strategies for meeting the needs of every student. Let our team support your team in planning for 2020-21 so that every day you meet the needs of every child.

F2—Secondary team collaboration time: Always start with a plan—get started now

Effective teams accomplish what they set out to achieve. In order to see results, teams need to work together to plan and implement high-leverage strategies for meeting the needs of every student. Let our team support your team in planning for 2020-21 so that every day you meet the needs of every child.

F3—District team collaboration time: Always start with a plan—get started now

Effective teams accomplish what they set out to achieve. In order to see results, teams need to work together to plan and implement high-leverage strategies for meeting the needs of every student. Let our team support your team in planning for 2020-21 so that every day you meet the needs of every child.

Wednesday, August 12

August 12 | 9–10:15 a.m. | session G

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G1—That was then—the future is now; current tier 1 best practices (FULL DAY)

PBIS has evolved. In Wisconsin, PBIS is implemented within an equitable, multi-level system of supports. This full-day, interactive opportunity provides teams with current best practices to re-establish or strengthen universal implementation; clarifying the five core features. Participants will analyze current team roles and responsibilities (team, train, support) and identify next steps to shift the work of the team to align with current guidelines. Prerequisite: PBIS tier 1 trained.

G2—High school social emotional re-entry: returning to reality

The trauma and uncertainty during the current public health crisis challenged educators to quickly shift gears and respond to high school students’ needs at a moment’s notice. During their time away from school, students may have been exposed to unpredictable schedules, inconsistent supervision, or food insecurity which increases the need for school to be predictable, consistent, positive, and safe. Participants will explore psychological and behavioral impacts of traumatic experiences and plan deliberate responses by using recommended strategies when students return to their school buildings.

G3—Supporting students with intensive needs—strategies that should be part of any intervention

Do you support students who require an intensive, individualized intervention plan? Don’t miss out on learning the most up-to-date best practices for individual students with intensive needs. Teams and interventionists will leave with strategies to apply to individual student plans, and recognize opportunities to strengthen lower tiers.

August 12 | 10:30–11:45 a.m. | session H

H2—Game changers for systematizing team effectiveness

Creating equitable implementation for your school and/or district is more than just sitting around the table. In this session, participants will learn research-based strategies for building and supporting implementation teams that integrate, sustain, and scale up your E-MLSS framework with fidelity over time. Schools and districts will leave with an action plan and resources to determine next steps.

H3—Systems work for those who build them: ensuring success for all students

Systems are perfectly designed to achieve the outcomes they do, regardless of intent. Participants will examine components of universal PBIS systems that contribute to disparate impacts across student groups, and learn strategies to attend to these components to ensure success for all students.

August 12 | 1–2:15 p.m. | session I

I2—Is my system cheating on me? Questions to ask and info to examine if you’re concerned

Despite inclusive, intentional mission and vision statements, systems can be deceiving and fail students we care deeply about. In order to determine where our systems might be “cheating” on us, we must ask difficult questions. By digging into and disaggregating data, schools can improve universal supports, plan programs, change classroom instruction, and improve overall supports for all students.

I3—Master strategies to defeat persistent behavioral error

Responses to behavioral error are different—and often more severe—than responses to academic error. We’ll share instructional responses to address behavioral error in the moment, and explore environmental and instructional factors that improve student outcomes. It’s time to rethink how to prevent and respond to challenging behaviors.

August 12 | 2:30–4 p.m. | session J—team time

J1—Elementary team collaboration time: Always start with a plan—get started now

Effective teams accomplish what they set out to achieve. In order to see results, teams need to work together to plan and implement high-leverage strategies for meeting the needs of every student. Let our team support your team in planning for 2020-21 so that every day you meet the needs of every child.

J2—Secondary team collaboration time: Always start with a plan—get started now

Effective teams accomplish what they set out to achieve. In order to see results, teams need to work together to plan and implement high-leverage strategies for meeting the needs of every student. Let our team support your team in planning for 2020-21 so that every day you meet the needs of every child.

J3—District team collaboration time: Always start with a plan—get started now

Effective teams accomplish what they set out to achieve. In order to see results, teams need to work together to plan and implement high-leverage strategies for meeting the needs of every student. Let our team support your team in planning for 2020-21 so that every day you meet the needs of every child.


The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of the 2019 PBIS Leadership conference, session materials, and for the continued support of this federally-funded grant program. There are no copyright restrictions on these documents; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material.