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Conference Sessions

Each 2019 PBIS Leadership Conference session is listed below with title, location, description, presenters, and session resources. Click the (+) to roll down the information.

Thank you to all our guest speakers and exemplars for sharing their expertise.

Pre Conference: Monday, Aug. 12  

Creating Positive Environments to Maximize Student Success | Tamarind

Students spend most of their time in the classroom while at school, so it is no surprise that most problem behaviors occur in that setting. The most effective PBIS systems are ones where adults ensure that the classroom is designed for ALL students to be successful.This team-based workshop will focus on deepening understanding of the role adults play in creating proactive environments that maximize student learning. Teams will:

  • Understand key elements that make up a positive proactive learning environment
  • Learn proactive ways to increase student skills in the learning environment
  • Develop an action plan to build team capacity to train and support all staff based on meaningful feedback from stakeholders

Presenters and resources:

We Really ARE Different! Examining the Unique Nature of High School PBIS | Suite E-F

Research at the high-school level has found that contextual factors of size, organizational culture, and age of students significantly influence PBIS implementation efforts. This session will address how high school PBIS teams can move toward “making fidelity happen” by using Wisconsin’s Framework for Equitable, Multi-Level Systems of Supports and resources from the PBIS OSEP Technical Assistance Center that focus on high school implementation. School teams attending will:

  • Analyze current status and identify desired outcomes
  • Learn strategies that increase staff buy-in and ownership
  • Formulate ideas for getting student voice and participation
  • Create communication routines and procedures for consistent messaging across teams, departments, and stakeholders
  • Discover ways to simplify/integrate practices from multiple initiatives so students are college, career, and life ready
  • Determine data collection and usage needs
  • Develop a plan for utilizing technical assistance and resources offered through the School Climate Transformation Grant

Presenters and resources:


The Wisconsin DPI has received federal funding for five years for a School Climate Transformation Grant. As part of this grant,  the Wisconsin RtI Center is working to increase support for high schools across the state. This preconference session is funded by the School Climate Transformation Grant. Participation in this session is free with the commitment that your school will engage in ongoing low cost and free support to continue working toward improved implementation. This support includes quarterly TA events as well as regional check-ins from Wisconsin RtI Center staff for individualized support.

Tier 3 Implementation Forum: We Need to Make It Work – Our Students are Counting on Us! | Mangrove

Are you a tier 3 systems team member, facilitator of wrap, RENEW or complex FBA/BIP? Join us for a day of digging into the data, systems, and practices that yield positive outcomes for our students. We will review vital core features of implementation, share new resources for developing and documenting support plans, and aligning work to fidelity assessments. This day is intended to support school and district staff who have attended tier 3 training provided by the Wisconsin PBIS Network. Come prepared to share your successes and problem-solve around identified barriers.

Presenters and resources:

Five Ways to Improve PBIS Implementation Through Effective Teaming | Portia

Do you want to improve the functioning of your team to build better staff capacity to implement and sustain PBIS practices? This preconference session focuses on both technical and adaptive ways to improve teaming structures and processes to help refine your purpose as a team. During this session, we’ll share examples, resources, and tools for teams to plan for the upcoming school year.

Presenters and resources:

Strengthen Your PBIS Tier 2 System: Use These Six Intervention Features to Guide Implementation | Aloeswood

Successful implementation of PBIS tier 2 can take longer and be more difficult than implementation of tier 1. To do tier 2 well, teams and staff are required to deconstruct old practices, install new practices, change their thinking, all while continuing to teach and support students. This session will support previously-trained school teams seeking to re-establish or strengthen tier 2 implementation. Teams will review implementation strategies and leave with a plan to:

  • Review tier 2 interventions (CICO, SAIG, Mentoring, Modified CICO) to include all six intervention features
  • Provide ongoing training and support to students, staff, and families and obtain their feedback
  • Align tier 2 with tier 1 data, systems, and practices
  • Refine roles and responsibilities of the tier 2 team

Presenters and resources:

Day 1: Tuesday, Aug. 13  

Session A Breakouts | Leave feedback

PBIS Team Meeting at 3 P.M.! Now What? (A1) | Tamarind

Building-level PBIS team meetings are essential in moving PBIS efforts forward. What does an effective PBIS team meeting look like? During this session, we will examine team make up(who should be at the table), meeting set up (agenda items), recommendations for engaging families, use of data to make decisions, and utilizing PBIS assessment results for systems improvement. The session will consider the meeting from the district level (external coach) and the building level, either as a team coach/facilitator or as a team member. The session will focus on tier 1 team meetings.

High School Context Matters: Considerations for Working Through Barriers at the School and District Level (A2) | Suite B

Implementation of PBIS in high schools is different, yet the same. Unique contextual influences require high school implementers to shape critical elements to address those differences; at the same time assuring the critical features are implemented with fidelity. Understanding the importance of these contextual influences that impact implementation allows teams to more clearly identify barriers and thus problem solve more effectively. Participants will engage in collective problem solving and will receive guiding questions to steer this reflective process.

Mental Health in Schools: Expanding Your Team, Expanding Your Results (A3) | Suite C

The Interconnected Systems Framework (ISF) is a structure/process to integrate mental health and PBIS systems. A key feature is expanded district/school-based teams to include mental health, families/youth and other community partners. This session will describe the steps a district takes to integrate community partners into a single system to improve student outcomes.

  • Presenters: Lucille Eber, Jamie Ganske (Chippewa Falls Area Unified School District)
  • Presentation
Beginning to Embed Culturally Responsive Practices in Your Universal Level (A4) | Suite H

As the National PBIS Technical Assistance Center has noted; schools are not fully implementing with fidelity unless they are embedding culturally responsive practices within their universal systems. In this session, participants will learn about Equity: Wisconsin’s Model to Inform Culturally Responsive Practices, understand where it lives within their universal framework, and leave with practical suggestions for ways to begin this process, as well as develop a familiarity with resources available for schools at the state and national level.

Impacting Student Behavior by Engaging in Effective Teaming (A5) | Aloeswood

Research has shown that implementing PBIS with fidelity in schools leads to improved student outcomes, and are led by highly effective teams. In order to achieve and sustain results, a team of folks need to work together to plan, implement, and evaluate PBIS activities. This session will provide the roles and responsibilities of highly effective teams for both the district and school level.

  • Presenter: 2019 Keynote Speaker Heather Peshak George, PhD
  • Presentation
Beyond Intention to Impact: From “Having to” to “Wanting to” Partner with Families (A6) | Suite G

Family engagement activities in schools are most often done by well-meaning educators who are in a hurry. Many schools ask teachers to use positive parent contacts as a way to help develop relationships with the families of the students they serve. While researchers have shown the benefits of positive contacts with families, they are often seen by teachers as something that they ‘have to do;’ while when they are done well, teachers will see them as something that they ‘want to do.’ Practitioners will learn about the empirical support of positive contacts, how they can support and enrich their school’s equitable, multi-level system of supports, and hear from a teacher and coach who has made the shift to wanting to use positive contacts to develop relationships with families.

  • Presenters: Paula Fernandez, Dan Seaman, Caroline Corbett (Phillips Elementary, Phillips School District), Katie Tegge (Butte des Morts Elementary, Menasha Joint School District)
  • Presentation
Understanding and Supporting Students with Challenging Behavior: School-wide Training to Build Staff Capacity (A7) | Suite A

Supporting students with persistent, challenging behavior is complicated and requires a school-wide effort. Schools and students benefit when all staff are trained in the basics of understanding behavior and behavioral intervention. Training all staff creates a common language and skill set across administrators, teachers, and staff for supporting students with challenging behavior. Schools also need personnel with more intensive training in behavioral intervention to support students with challenging behavior. This session will present a training model with resources including e-learning modules to help build the knowledge and skills of your staff to support students with challenging behavior.

Practical Strategies to Support Immigrant Youth and Families Within Your School-wide PBIS (A8) | Ironwood

All children have the right to be safe and supported within their school and district. The goal of PBIS, as an equitable, multi-level system of supports, is to create safe and supportive environments so that all learners thrive. This includes and is especially true for immigrant youth. In this session, participants will gain an understanding of immigration and educational rights of students, become aware of systemic assumptions and challenges, and take away practical strategies for creating trusting relationships and safe environments.

Easy Steps to Align Implementation Data to the Key Features of an Equitable, Multi-Level System of Supports (A9) | Mangrove

Does your school self-assess, but still wonder what to do with the data? Sustainability research has shown that schools that use their system assessment data as part of a continuous improvement process have higher rates of implementation! This session is designed for schools using the TFI (Tiered Fidelity Inventory for PBIS/behavior) and/or the SIR (School-wide Implementation Review for reading/math). School teams will be given time and support to review their system assessment results in correlation with the key features of an equitable, multi-level system of supports. Please bring or have access to your most recent implementation data. The outcome of this facilitated work session is for your team to leave empowered to continue implementation through the lens of an equitable, multi-level system of supports.

From Confusion to Clarity: Aligning Supports as We Move Up the Triangle (A10) | Portia

Intensive, individualized processes should not feel disconnected or disjointed from our continuum of supports. In this session, we will discuss how the system, supports, and interventions that schools have in place at tiers 1 and 2 are the foundation for all tier 3 supports.

  • Presenters: Dave Kunelius, Rachel Saladis, Jody Pankratz (Waupaca Learning Center, Waupaca School District)
  • Presentation
Don’t Plan about Me, Without Me (A11) | Cypress

How do you create systems, structures, and spaces that guarantee success for boys and young men of color? How do you support them in developing an affirmed sense of identity, dignity, and self-confidence while giving them the necessary tools to successfully navigate college, career, and life? Come hear from this all-male panel of Black and Latino high school students about ways to improve school culture through dignity, equitable practices, and capacity building. Learn to use school and district data to improve academic, behavioral, and life outcomes.

  • Presenters: Andreal Davis, Kathy Myles, Paul Moga and student panel (Milwaukee Public Schools)
  • Presentation
I’m Sharing What with Who and Why?! Making Your Annual Evaluation Plan a Top Priority (A12) | Suite D

Do you find yourself wondering, “How do we keep PBIS a priority?” Are you struggling to get the district resources and support your team needs from year to year? One of the single most necessary keys to get to and sustain district-wide implementation of PBIS is to engage stakeholders and embrace the bigger, broader support for PBIS. That means finding smart ways to accelerate support and sustainability of PBIS by sharing the right critical information with stakeholders so that the implementation plan reflects the school community and its priorities.

  • Presenters: Anthony Galston, Kim Gulbrandson, Emilie O’Connor, Kerry Hughes (West Bend School District), Cody Vandertie (Southern Door County School District)
  • Presentation
Understanding Implicit Bias as a First Step to Interrupting Inequitable Practices (A13) | Suite E

People’s perceptions of others often involve implicit biases unconscious attitudes and stereotypes–that impact their responses. Bias often manifests automatically and unconsciously without our awareness. In this session, we will begin to explore implicit bias, how it perpetuates inequities despite good intentions, and how we can begin to take action to interrupt inequitable practices.

I Used to Hate PBIS (A14) | Suite F

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?” This session will feature stories of former PBIS-doubters and provide ideas of how to respond to naysayers in your building or district.

5 Steps to Creating Positive Classroom Environments (A15) | Aralia

Students spend most of their time in the classroom while at school, so it is no surprise that most problem behaviors occur in that setting! It is also no surprise that teachers have limited instructional time, so creating a climate and culture in the classroom that is conducive to student learning is critical. The focus of this session will be knowing what PBIS looks like in action in the classroom, which includes teacher-friendly strategies that are proactive and provide alternatives to traditional discipline. Participants will hear how one elementary school team helped staff develop common beliefs about discipline and empowered them to more effectively prevent and respond to student behaviors in the classroom.

Session B Breakouts | Leave feedback

Leading Implementation Means More Than “I Said So!” (B1) | Tamarind

The equitable, multi-level system of supports framework provides solid foundation for implementing systems’ change. The principal plays a critical role in implementation. Their role goes beyond an authoritarian leadership style to increase shared leadership and a positive culture. This leads to strong systemic and systematic practices relying on solid data-based decision-making. In this session, presenters will highlight these four key features, provide the foundational understanding, coupled with real-life examples.

PBIS IS for High School! (B2) | Aloeswood

“PBIS is for elementary schools, our students should know how to behave by now!” Have you ever heard this kind of response from high school educators in reference to implementing PBIS at the high school? Making PBIS fit the high school context and engaging all stakeholders in the development and continuous improvement process is the key to getting buy in. In this high-school focused session, Wisconsin high schools will share their successes and challenges in implementing key features of equitable, multi-level systems of supports through their PBIS system.

  • Presenters: Michelle Polzin, John Barthuly, Katherine Pogorelec (Fond du Lac High School, Fond du Lac School District), Nicole Goff (Wittenberg-Birnamwood High School, Wittenberg-Birnamwood School District), Amanda Urmanski (Delavan-Darien High School, Delavan-Darien School District)
  • Presentation
From Co-located to Integrated: Installation of an Interconnected Systems Framework (ISF) (B3) | Suite C

The Interconnected Systems Framework (ISF) is a structure/process to integrate mental health and PBIS systems through a single system. This session will describe the steps and tools for installing an ISF at the district- and school-level. A district experience with the process of integrating community-based clinicians into the teams will be shared.

How to Create More Equitable Problem- Solving Processes (B4) | Mangrove

We all develop and hold biases over our lifetime. Many of our biases are harmless in their impact, like preferring Coke to Pepsi. But some of our biases, unexamined, are maladaptive and ultimately harmful to the students we serve, even for those of us who hold strong equity beliefs. This session will help participants identify the biases that commonly emerge in problem-solving processes and learn strategies to interrupt them. Participants will receive access to DPI’s Culturally Responsive Problem-Solving Guide and practice coaching strategies to help their problem-solving teams build self-awareness and alternative behaviors.

Scaling-up: District Implementation Panel (B5) | Portia

Moving from single school implementation to full district implementation requires a shift in thinking, support, and expectations. This panel will provide examples of how districts across the state have scaled up their work and supported district-wide implementation. Presenters represent multiple district sizes, stages of implementation, and geographic locations.

  • Presenters: Dave Kunelius, Rachel Saladis, Jody Hubbard (Eau Claire Area School District), Sarah Lindh (Bristol School District #1), Dave Stanley (West Allis-West Milwaukee School District)
  • Presentation
Empowering Families to Facilitate Student Success (B6) | Suite G

Research on family engagement has shown that families, students, staff, and administrators all benefit from effective and authentic family engagement to support their equitable, multi-level system of supports. This session will focus on empowering families to improve learning for their child. Learn from Butte des Morts Elementary in Menasha and the Appleton Area School District on how they are using strategies to partner with families to improve learning for their students. Participants will learn how they can use and adapt strategies from the school to connect and develop authentic supports for families at an elementary and district-level perspective.

  • Presenters: Jennifer Grenke, Dan Seaman, Sheree Garvey (Appleton Area School District), Katie Tegge (Butte des Morts Elementary, Menasha Joint School District)
  • Presentation
Beyond Check-In/Check-Out: Developing and Implementing Tier 2 Interventions and Systems (Part 1) (B7) | Suite A

Many schools are implementing Check-In/Check-Out and asking the question “What’s next? What are other tier 2 interventions? Where do we go from here?” This is part one of a two-part series (C7) that will examine the critical features of tier 2 interventions as a framework for improving existing interventions and selecting and implementing new interventions to create a continuum of tier 2 supports. We will also examine the critical role of data and decision making in a tier 2 system which strives to maximize resources by balancing the efficiency and effectiveness of tier 2 interventions and supports.

Shifting The Work of the PBIS Team to Improve Implementation and Sustainability (B8) | Aralia

Do you want to improve the role and function of your PBIS team? In this session, a district and a school will highlight how shifting the work of their team has increased effectiveness in supporting implementation and sustainability. Attendees will leave this session with examples and resources.

An 80-90% Response Rate Isn’t Enough! Uncovering Inequity in Schools (B9) | Suite D

When looking at student outcome data through the PBIS triangle, it often appears that our system is effectively serving all students. However, disaggregating triangle data may uncover hidden inequities within our system for some student groups. In this interactive session, we will practice disaggregating triangle data in order to consider what policies, practices, and beliefs may contribute to systemic inequities in schools.

To Affinity and Beyond! (B10) | Suite F

Affinity groups, identity-based student groups linked by a common interest or purpose, can provide safe spaces for students to be themselves while supporting students and teachers to address and inform inequitable issues within the school building. This session will examine how affinity groups can provide a space for marginalized students to be seen and heard. Learn what conditions and resources are needed to run an effective affinity group in your school and beyond.

  • Presenters: Kao Moua Her, Milaney Leverson, Sharmaé Roberts, Robin Rivas (Racine Unified School District)
  • Presentation
Integrating Trauma Sensitive Practices Within Your Equitable, Multi-Level System of Supports (B11) | Cypress

Are you looking for an alternative to exclusionary discipline? Leave this session with a powerful, trauma-sensitive, restorative approach that can be systematically integrated into your equitable, multi-level system of supports. Hear from trauma experts on how to create a flexible, yet consistent, and predictable space for all students to ensure they feel safe and validated in your school.

Developing a System of Training and Coaching to Support PBIS Implementation (B12) | Suite E

Coaching significantly increases the number of educators implementing a program or strategy to fidelity, yet often they aren’t part of the support system. In other instances, coaches have been hired, but haven’t thoughtfully been installed. Districts and schools can expect to walk through the coaching system development worksheet to determine what key coaching supports are in place and which are in need of development. Participants will leave this session with an understanding of how a coach, or their PBIS team, can pair coaching with training in a systematic approach.

Empowering, Strengthening, and Inspiring Educational Leaders: Building the Table with Seating for Everyone (B13)| Suite H

How does a savvy and cohesive team support teachers in family engagement and student mindfulness in order to impact academic behavior success? This session will focus on definitive steps for building ultimate supports of knowledge, skills, attitudes, and beliefs in these areas: composition of a team, ways in which the team supports teachers, and how these practices align to an equitable, multi-level system of supports. Valuable outcomes from this session will serve school and district leaders to increase the sense of belonging and success for each and every student.

Session C Breakouts | Leave feedback

You Can’t Punish Someone into Learning Math: Why Do We Reinforce Prosocial Behavior? (C1) | Tamarind

Have you ever heard any of the following phrases: behavior should be intrinsically motivated; why should we reward kids for doing what they should be doing; why do the kids who behave poorly get rewarded more frequently? In this panel discussion, these questions and more will be addressed; participants will hear about different methods of providing feedback for pro-social behavior. The simple yet evidence based practice of positive praise and its use in the levels of systemic feedback will also be discussed and examined.

Feedback and Acknowledgement: Teaching Tools for Changing Behavior and Building Relationships (C2) | Suite B

The systematic use of feedback and acknowledgment is one of the most commonly reported challenges facing high school implementation. Yet, acknowledgement is a powerful tool for changing behavior and building relationships. This session will focus on adolescent development and the role feedback and acknowledgment play in learning and teacher-student relationships. Participants will collaboratively generate a fact-based elevator speech to address concerns of staff who question the value of this practice. Additionally, creative, low effort-high yield strategies for systematically acknowledging students will be provided.

How Screening, Brief Intervention, and Referral to Treatment (SBIRT) Efficiently Meets the Needs of Middle and High School Students within the PBIS Framework (C3) | Suite D

Looking for an efficient intervention to meet the behavioral health needs of your middle and high school students? Come learn about implementing Screening, Brief Intervention, and Referral to Treatment (SBIRT) as a tier 2 intervention within the PBIS framework. Originally developed for delivery in busy health care settings, SBIRT offers an efficient, evidence-based, and comprehensive service to address selected behavioral health concerns among adolescents (e.g., alcohol/other drug involvement). Implementation tips from the field will be shared.

The Elephant in the Room: Talking Race in ANY Space (C4) | Aralia

This is a topic usually saved for the parking lot or the water cooler. This session will share internal and external barriers that prevent schools and districts from having meaningful conversations about race that lead to improved student outcomes. We will also share various frameworks and protocols for courageously engaging in these conversations while maintaining a safe, respectful, and professional environment that values your willingness to move past discomfort to engagement and action.

Lessons Learned: District Leadership for an Equitable, Multi-Level System of Supports and Improved Student Outcomes (C5) | Suite F

District-level leadership is critical for the systemic, systematic implementation of a multilevel system of supports for equitable outcomes for students. This session will present a summary of the research on the alignment of district and school vision, non-negotiable practices, and continuous improvement processes. Lessons learned and examples of district-level leadership for system-wide implementation and sustainability will be shared from both a large and a small district.

  • Presenters: Heidi Laabs, Gail Anderson (Department of Public Instruction), Tiffany Frerks, Sheree Garvey (Appleton Area School District), Barbara Sramek (Wisconsin Association of School District Administrators)
  • Presentation
Embracing All Families to Strengthen Culturally Responsive Systems in an Elementary School (C6) | Suite H

Consistently, research shows that schools who prioritize family engagement see benefits for students, families, teachers, and administrators. This session will share the story of an elementary school that authentically embraced, engaged, and empowered families within their equitable, multi-level system of supports. Their collaborative approach included a schoolwide culture night and Read Your Heart Out event, a day celebrating African-American family engagement through literacy. Practitioners will leave with ideas that they can use in their own buildings to reach out to all families with the intent of increasing family engagement using Wisconsin’s equitable, multi-level system of supports framework.

  • Presenters: Michelle Belnavis, Dan Seaman, Mizzier Campbell, Lexi Vanden Heuvel (Northside Elementary, Sun Prairie School District)
  • Presentation
Beyond Check-In/Check-Out: Developing and Implementing Tier 2 Interventions and Systems (Part 2) (C7) | Suite A

Many schools are implementing Check-In/Check-Out and asking the question “What’s next? What are other tier 2 interventions? Where do we go from here?” This is part two of a two-part series (B7) that will examine the critical features of tier 2 interventions as a framework for improving existing interventions and selecting and implementing new interventions to create a continuum of tier 2 supports. We will also examine the critical role of data and decision making in a tier 2 system which strives to maximize resources by balancing the efficiency and effectiveness of tier 2 interventions and supports.

Build Bridges, Not Barriers (C8) | Suite G

Receive practical strategies about how to seek input from families and the community. When a school embraces the larger community, engages stakeholders in two-way communication, and empowers everyone to have a voice, bridges are built between home and school. Each school in this session has a unique approach. Join us to learn ways you can bridge family, community, and school connections. Participants will leave this session with feasible ways to enhance their current stakeholder engagement system to include culturally relevant strategies.

  • Presenters: Jennifer Grenke, Beth Helmueller-Perkins, Caroline Corbett (Phillips Elementary, Phillips School District), Zach Daniels, Kerry Hughes (West Bend High, West Bend School District), Heather McCann (Unified School District of Antigo), Brenda Shimon (Southern Door Middle, Southern Door School District)
  • Presentation
  • Champs brochure
Team Self-Assessment to Action: Effective Use of the Tiered Fidelity Inventory (TFI) (C9) | Suite E

School teams often have trouble effectively and consistently utilizing fidelity assessments. In this session, discussions will be framed around the TFI to examine the crucial role of fidelity assessments in sustainability of implementation. In addition to understanding the makeup of the TFI, participants will be walked through identified barriers and how to overcome them. We will be drawing from audience field experience in the use of fidelity assessments to refine PBIS practices and systems. This session is meant for a range of users from new team self-assessors to veteran, as well as coaches and administrators.

Is it Time to Organize and Declutter Your System? Make it Easier on Your Team! (C10) | Suite C

How do you make your job easier? Become effective and efficient. Wisconsin’s framework for equitable, multi-level system of supports helps your team organize, prioritize, and release current initiatives and/or practices within a school system. In this session, district or school teams will learn a process to map their current activities, initiatives, or practices to the key system features of an equitable, multi-level system of supports that support their vision, mission, and goals. This mapping identifies what is strong, what is missing, and what isn’t helping. Within their continuous improvement process, teams will build their capacity to use this mapping strategy back in their buildings. This strategy, coupled with data review process, aids the prioritization, organization, and/or releasing of current initiatives or practices to keep the district or school mission moving forward.

Academic Problem-Solving Through a Trauma-Sensitive Lens (C11) | Mangrove

Trauma-informed academics extends beyond teaching in the classroom. Collaborative teams also need to attend to the impact of trauma and the values of trauma-informed care throughout their academic problem-solving processes. In this session, participants will explore the role and practice of self-awareness in decision-making. They will learn strategies for using a trauma sensitive lens to match tier 2/3 academic supports to learner needs, to monitor progress, and to adjust accordingly. Methods for involving students and their families in the development of their goals and designing the environment for supports will also be shared.

Tier 3, Equity, and Culturally Responsive Practices: Supporting Students and Families in a Way that Makes Sense to Them! (C12) | Portia

Students that struggle the most, need us the most. In this session, we will utilize Equity: Wisconsin’s Model to Inform Culturally Responsive Practices to ensure that our data, systems, and practices are examined and applied in an equitable, culturally responsive manner, specific to our work in providing intensive, tier 3, supports to students and families. Resources and practices will be shared in this interactive session.

Rock Your Implementation with These Solid Strategies for Monitoring and Improving Practices (C13) | Cypress

Wondering how to boost your implementation? According to the National Implementation Research Network (NIRN), “The most effective intervention will not produce positive effects if it is not implemented.” Continual checks for fidelity of implementing practices at the classroom level helps to ensure all students receive equitable, high-quality instruction. Come to this session to learn from schools on how to propel your implementation to the next level by using effective formative fidelity practices!

  • Presenters: Kim Gulbrandson, Stephanie Skolasinski, Jackie Haefs (Green Bay Area Public School District), Kennedy Reed (Southern Door Elementary School, Southern Door County School District)
  • Presentation
If We Build It, They Will Come…Well, Not Exactly. Using Stakeholder Input to Foster Commitment to PBIS (C14) | Aloeswood

PBIS teams face many challenges with strong, sustainable implementation of foundational practices despite efforts to create a system that provides all of the technical pieces for staff to use. The matrix and lesson plans, reinforcement systems, forms for documenting student behaviors, and staff responses to problem behaviors can all be set up and ready to use, but there is, or seems to be resistance. District- and building-level teams need to leverage best practices in leadership, coaching, data-based decision making, and stakeholder input in order to create a culture that is needed for changing hearts and minds of educators to do the work. In this session, participants will learn how district and building leadership used stakeholder input from staff and students to create momentum for creating a positive school culture in high school and elementary buildings.

Day 2: Wednesday, Aug. 15

Breakout Session D | Leave feedback

Use These Strategies to Integrate Behavior and Academic Inside the Classroom (D1) | Suite A

This session will build purpose for merging an academic instructional framework with behavioral expectations. We will share classroom matrices and walk through a specific example for integrated literacy and behavioral (CCR, ACP, SEL) skills. Participants will leave with a classroom matrix, example lesson plans, and strategies for classroom integration at all levels (4K – 12), while building purpose for what this could look like at a systems level.

When We Really Engage ALL Students in High School PBIS Implementation, Everyone Benefits (D2) | Suite B

Student engagement in a critical component of PBIS in high schools. Developmentally, adolescents want to play an integral role in decision making specific to their school and community experience. Participants will explore student engagement in terms of a continuum of participation, reflect on how your school is currently including student voice, and collaboratively generate ideas for increasing the degrees of participation.

Access Is Not Enough: Ensuring Mental Health Interventions are Producing Student Outcomes (D3) | Suite C

Often mental health interventions are not progress-monitored with the same rigor as other behavioral interventions in schools. This session will describe strategies for ensuring that interventions delivered by school and community-based mental health clinicians are included in a multi level system of behavioral support with layered progress-monitoring across the tiers.

Showing What We Know: What’s Really Happening with Equity in Schools and Districts? (D4) | Suite H

Equity is at the core of Wisconsin’s vision of multi-level systems of support in schools and districts, and can only be achieved by implementing culturally responsive practices in a systematic way. In this session, panelists will share their experiences with building culturally responsive systems and discuss their plans for implementation from multiple perspectives.

  • Presenters: Michelle Belnavis, Paula Fernandez, Milaney Leverson, Jodi Hubbard, Audrey Robinson (Eau Claire Circles of Change), Ashley Ace, Jennifer Vondrak (West Middleton Elementary, Middleton-Cross Plains School District), Kari Strebig (Rhinelander High, Rhinelander School District)
  • Presentation – Show and Glow Panel
  • Presentation – Circles of Change
Developing Strong Shared Leadership Teams Through an Equity Lens: Part 1 School-Level (D5) | Aloeswood

In order to effectively make change for all students, it is essential that equity exists across a multi-level system of supports. In this session, a school leadership team will share how a focus on equity has led to coherence in their universal systems and structures. Specifically, the school will walk through how they grew and applied an equity lens to analyze outcome and system assessment data, resulting in the examination of their universal systems for potential changes, rather than placing the responsibility for change on families and students. Participants will walk away with an understanding of what it can look like to use outcome and assessment data to springboard the development and use of an equity lens as well as identify equity gaps; inventory and improve on current structures/practices before bringing in more; and explicitly link school-level systems assessment data/action planning to continuous improvement processes–all to address structural and systemic inequities.

PBIS Goes to Preschool (D6) | Suite D

Program-wide implementation of the Pyramid Model provides a developmentally appropriate context for implementing PBIS practices. This session will showcase three Wisconsin program models working to implement an equitable, multi-level system of supports that ensures social and emotional competence, reduces seclusion and expulsion, and increases supports for families for their communities youngest learners. Mt. Horeb 4K, Green Bay Area Public School Head Start, and Verona Area First Five Years coalition will inspire you to learn more.

Check-In Check-Out Checkup (D7) | Portia

There are six critical features that contribute to the success of any tier 2 intervention. This session will explore those six features within the Check-In Check-Out (CICO) intervention with multiple schools providing examples. Attendees will leave the session with ideas and resources that will reinvigorate their CICO implementation.

  • Presenters: Deidra Gorman, Liz Ponto, Andy Bake (Valley View Elementary, Ashwaubenon School District), Emily Kruzel (Donges Bay Elementary, Mequon-Thiensville School District)
  • Presentation
How to Reduce Implicit Bias in the Classroom: Addressing Equity through School-wide PBIS (D8) | Tamarind

How do implicit bias and teacher expectations influence classroom interactions that contribute to disproportionate outcomes and inequitable school experiences for students? The session will identify classroom interactions that are highly susceptible to expressions of implicit bias and ways to support teachers to reduce the impact of implicit bias to create more equitable classroom experiences for all students. SW-PBIS and classroom systems will be used as a framework for supporting teachers and staff to use evidence-based practices to reduce disproportionate outcomes and improve school experiences for those students most susceptible to bias.

Use Protocols to Maximize Team Data Conversations (D9) | Aralia

Is your data team stuck in a cycle of problem admiration? Using a protocol might help. This practical approach optimizes collaborative time by defining steps for crucial conversations, leading to thoughtful action. Learn the what, why, and how of protocols, then hear how one school uses these processes to move from data to doing.

  • Presenters: Heidi Erstad, Karen O’Donnell, Danielle Brown Smith (Saukville Elementary, Port Washington-Saukville School District)
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  • Data handout
Aligning Interventions Across All Tiers (D10) | Mangrove

Providing supports to benefit all students can feel overwhelming–but there is hope! No more crossing your fingers and hoping that skills taught in isolation will magically generalize to all settings and situations. Attend this interactive session to look at ways to align supports and interventions across all tiers.

Top Strategies for How to Incorporate Social Emotional Learning (SEL) into Your PBIS Framework (D11) | Suite F

Excited about social and emotional learning (SEL), but wondering how to avoid making it “one more thing?” If your school is already implementing PBIS at the universal level, you have structures in place and just need to make a few adjustments. This session will provide implementation examples of how to incorporate social and emotional (SE) skills within school and classroom matrices, and how to use effective instructional practices to ensure students’ SE skills are continuously supported.

  • Presenters: Kim Gulbrandson, Stephanie Skolasinski
  • Presentation
Evolving Together Towards Equity: an eCourse for Everyone! (D12) | Suite E

Equity is at the center of an equitable, multi-level system of supports, but as everyone is at their own place in the journey, how can a team be committed to collaboratively accessing and extending their learning? The Promoting Excellence for All eCourse was created for this purpose, and has been a source of learning since 2014; however, diving into the content of a 15-hour course can seem daunting. In this session, participants will be exposed to the new facilitator’s guide, which breaks the eCourse into twelve 1-1.5 hour sessions. The guide provides slide-by-slide facilitation notes, reflection prompts, journaling and coaching considerations, and ready-made handouts. Participants will also engage in a sample session (Identity Starts With Me: Identity and Identity Salience) to have a first-hand experience of the course. There will also be time for participants to plan how to access the entire eCourse either as a team or individual.

“De-track” Your High School: Increase Opportunities for ALL (D13) | Suite G

High school implementation of an equitable, multi-level system of supports really is significantly different than elementary implementation. From the adolescent brain research to content area licensure to college and career readiness to scheduling of courses, high schools are different! In addition, each high school needs to implement according to their own contextual factors. Come learn more about increasing access to all course-work, increasing rigor and relevance, and “detracking” your school.

  • Presenters: Jill Koenitzer, Sharmaé Roberts, Hugh Gaston, Ashleigh Ziehmke (Wisconsin Dells High, Wisconsin Dells School District)
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Breakout Session E| Leave feedback

“PBIS Isn’t Working!” Rethinking Ways to Prevent and Respond to Behavior Error (E1) | Aralia

Making mistakes is a natural part of learning, regardless of content area. This session will explore environmental, instructional, and response strategies that can be used to prevent behavior error and support students and staff.

  • Presenters: Milaney Leverson, Karen O’Donnell
  • Presentation
Craving Consistency: Using School-wide Expectations to Build a Shared Community (E2) | Suite B

Consider the challenge of creating consistent messaging in high schools and yet students and adults alike recognize the important role consistency plays in a safe and healthy school climate. Engaging students in this challenge expands the reach and broadens the impact of consistent messaging throughout the high school community. This session will highlight ways to use the teaching matrix as a mechanism for aligning multiple initiatives (CCR, mental wellness, bully prevention, substance use prevention), and explore multiple ways to involve students in the development/refinement of the matrix and the teaching of expectations.

  • Presenter: Patti Hershfeldt
  • Presentation – coming soon!
The Changing Role of Clinicians in Multi-Level Systems of Supports (E3) | Suite C

The role of school-based clinicians constantly changes to meet the needs of youth, schools, families, and communities. This session will describe effective use of clinicians, including counselors, psychologists, and social workers within a multi-level system of support. A district’s process for changing school and community clinicians’ roles will be shared.

  • Presenters: Lucille Eber, Caitlin Zozakiewicz (Port Washington-Saukville School District)
  • Presentation
Leading and Coaching Effective Teams (E4) | Portia

Collaborative teamwork is a key element of in an effective, multi-level system of supports for students. Administrators, coaches, and teacher leaders work with multiple teams at the district, school, and grade/department levels as they implement an equitable, multi-level system of supports. This session will provide suggestions on how to maximize the impact and effectiveness of teams at all levels. Participants will learn the importance of teamwork and collaboration for the implementation and sustainability of an equitable, multi-level system of supports, how collaborative teams help to sustain change, the stages of team development, the characteristics of effective teams, and strategies for increasing team effectiveness.

Developing Strong Shared Leadership Teams Through an Equity Lens: Part 2 District-Level (E5) | Aloeswood

To effectively make change for all students, it is essential that equity exists across a multi-level system of supports. Building effective, cohesive systems require linked teams from the district to the classroom. In the session, a district team will share how a focus on equity has led to coherence in their systems and supports. Eau Claire Area School District will walk through how they use their continuous improvement process to explicitly connect systems assessment data and action planning, including the use of additional measures to examine the fidelity of their school-wide systems specifically with regard to the equity of outcomes for all students.

Participants will walk away with an understanding of what it can look like to provide district-level guidance and support to schools in using outcome and assessment data to springboard the development and use of an equity lens as well as identify equity gaps; aligning multiple measures to examine fidelity of school-wide systems; and explicitly linking systems assessment data/action planning to continuous improvement process–all to address structural and systemic inequities.

Learn About the Support Organizations Available to Your School and Your Families (E6) | Suite A

Family and community engagement is a key system feature of equitable, multi-level systems of supports where schools and districts embrace, engage, and empower the families they serve. This session will provide participants with a new, dynamic resource that can be used to strengthen partnerships between your school and your families within a multi-level system of supports. The resource provides connections to state organizations and agencies that support schools and families to enhance student and family partnerships. Several of the agencies on the resource will provide a brief overview of the supports they provide, as well as a school practitioner that has used the resource. Participants will leave this session with a deeper knowledge of how they can support families of their students.

Becoming A Sage with Social/Academic Instruction Group (SAIG) (E7) | Tamarind

Social/Academic Instruction Group (SAIG) is an intervention that serves a specific function within a school’s continuum of support, and makes the support system more efficient. In this session, participants will refresh their knowledge about SAIG, apply the six features of interventions to this particular intervention, and learn about common implementation errors and how to correct those.

4 Fierce Ways Meetings Move Ideas to Action (E8) | Suite D

Participants will leave this session with four ready to use, proven skills they can immediately put into place for the next meeting they attend or lead. Meetings can be powerful vehicles for moving ideas, visions, and goals into actions. Learn to avoid getting stuck in the muck of the organizing and prioritizing during meetings. Master action-oriented techniques so that your resources of time, energy, and knowledge are maximized!

Foolproof Strategies for Changing Beliefs and Behaviors (E9) | Suite G

Supercharge your equity efforts! Come learn from DeForest HighSchool about how they’ve identified and addressed student outcome disparities. These same presenters led a similar session last year that was rated as “best conference session” according to attendee feedback. Participants in this session will walk away with universal processes and staff-driven strategies for building culturally responsive systems, actively engaging families and community, and intentionally including student voice.

  • Presenters: Kim Gulbrandson, Jill Koenitzer, Brittany Brazzel, Sarah Heatwole (DeForest High School, DeForest Area School District)
  • Presentation
5 Terrific Tips for Sustaining Tier 1 (E10) | Suite F

Leave this session with pivotal strategies for sustaining tier 1. Learn how schools across the state energize and ensure success and sustainability of their universal system by applying these strategies.

  • Presenters: Kao Moua Her, Stephanie Skolasinski, Brett Dimmer (John Long Middle School, Grafton School District), Joel Hibbard, Doug Pieschek (Valley View Elementary, Ashwaubenon School District), Kori Sack (West Allis-West Milwaukee School District)
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  • SRI Protocols

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.