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Keynote Speaker

“Reaching the Wounded Student”
June 4, 2018, 8:30-9:45am

Joe Hendershott
President of Hope 4 The Wounded Inc.

Joe Hendershott, Ed.D., is a sought after speaker on the effects of trauma and working with wounded children. As president of Hope 4 The Wounded Inc., he also provides consulting, staff training, an online course, and has authored Reaching The Wounded Student & 7 Ways to Transform the Lives of Wounded Students. Joe has over thirty years in education and is the recipient of the 2015 National Crystal Star Award for dropout prevention and the 2016 Bixler Award, which recognizes excellence in education.

Based on the presenter’s book “Reaching The Wounded Student”, Hendershott will enable participants to discover ways to encourage the wounded student to find academic and life success.  By looking at the effects of trauma, this practitioner will describe methods for boosting esteem, creating empathic connections, and cultivating community.  Other topics discussed will be devising alternative discipline to help students remain in the classroom, increase achievement, and ultimately graduate from high school.

 


Session Speakers

PBIS Sustainability

June 4, 2018

10:00 – 11:15 a.m.

Session 1

John Vandenburgh

 

Session TBA

About
John Vandenburgh is a nationally recognized program developer, trainer and speaker on the latest youth trends and critical issues that are impacting the next generation of young people.  He is the author of the PLUS Program, a youth-based curriculum that is being utilized by schools nationwide to address bullying, cyber-bullying and building safer environments for all students to be included in.

12:45 – 2:00 p.m.

Session 2

John Vandenburgh

 

Session TBA

About
John Vandenburgh is a nationally recognized program developer, trainer and speaker on the latest youth trends and critical issues that are impacting the next generation of young people.  He is the author of the PLUS Program, a youth-based curriculum that is being utilized by schools nationwide to address bullying, cyber-bullying and building safer environments for all students to be included in.

2:15 – 3:30 p.m.

Session 3

Eric Rowles

Session TBA

About
Eric is a nationally recognized trainer, speaker, and consultant who has worked with over 150,000 youth, adults, administrators, professionals, and policymakers within the past 15 years. Eric’s previous experience includes his work as Senior Director of Training with the Youth Leadership Institute (CA), Director of Leadership Development at Rutgers University (NJ), Director of International Youth Summer Abroad programs (CA), Substance Abuse Prevention Coordinator with Riverside County Friday Night Live (CA), and has over a decade of innovative and cutting-edge classroom instruction and facilitation experience, including extensive use of experiential and “low-ropes” techniques and methodologies in his presentation and training approaches.

June 5, 2018

8:30- 9:45 a.m.

Session 4

Jon Eyler

 

Session Info

This session will showcase several examples of tools and strategies other districts have used to establish a truly coordinated system of support for students and adults. The presentation will focus not only on the conceptual drivers but the real solutions and examples of how systems are putting these concepts into practices that are both fiscally responsible and sustainable.

About
Dr. Jon Eyler is a widely recognized expert on topics of equity and educational psychology. He works with leadership teams across the nation to implement cohesive systems of support and lead adaptive change around perception and mindset. He has taught and held various leadership positions in K-12 education and has taught courses in educational psychology in higher education. Currently, Jon serves as a technical assistance provider for California’s State Performance Plan Technical Assistance Project and leads Collaborative Learning Solutions, an educational services and consulting firm based out of Southern California.

10:00 – 11:15 a.m.

Session 5

Jon Eyler

Session TBA

12:45 – 2:00 p.m.

Session 6

Terry Scott

Talking to Adults About PBIS: Building a Logic for Sustainability
This session will break PBIS systems into very small and understandable components that can be easily described, modeled, and monitored across adults in the school. The focus will be on making the PBIS process so simple and logical that adults are more likely to sustain implementation in a manner that affects increased student achievement.
About
Dr. Scott is a professor and distinguished university scholar at the University of Louisville. He received his Ph.D. in Special Education from the University of Oregon and has spent his career focusing on how schools can effectively teach and intervene with students who exhibit challenging behaviors. He has received more than $12 million in funding for research and has published extensively in the PBIS areas.

2:15 – 3:30 p.m.

Session 7

Sara McDaniel

Case Examples of Tier 2 Identification and Intervention
This presentation will overview (a) identification for students who require Tier 2 behavioral supports, (b) evidence-based intervention at tier 2, (c) progress monitoring and data-based decision making in tier 2, and (d) case examples across elementary and secondary school implementation.
About
Dr. McDaniel is an associate professor of Special Education in the Department of Special Education and Multiple Abilities at the University of Alabama and is the Director of the Alabama Positive Behavior Support Office (APBSO). The APBSO is a statewide PBIS technical assistance center that focuses on supporting schools and districts in implementing PBIS in Alabama. She conducts research and teaches in the areas of: (a) secondary tier PBIS, (b) classroom management assessment and coaching, (c) PBIS for alternative education settings, and (d) early prevention for diverse populations of children at high-risk.

ABCs of PBIS

June 4, 2018

10:00 – 11:15 a.m.

Session 1

Eric Landers

Addressing Behaviors in Schools
Response to Intervention (RtI) is intended to be a process for providing a continuum of academic and behavioral interventions. While the majority districts have a clear innovative academic interventions firmly rooted in data-based decision-making, most districts revert to more reactionary and antiquated behavioral interventions when discipline is necessary. In the absence of innovative practices, districts are at a disadvantage in terms of decision-making and open to more challenges regarding behavioral interventions. This session will challenge conventional thinking in terms of discipline in schools. The goal of this session will be to highlight practices that are not effective in addressing behavioral issues and suggest news methods of approaching discipline in school.

12:45 – 2:00 p.m.

Session 2

Eric Landers Examine School-wide Routines
Ineffective routines are a primary reason for inconsistent behavioral expectations in school. Participants will examine current trends within their school and revise routines as needed.

2:15 – 3:30 p.m.

Session 3

Eric Landers Establish School-wide Expectations
School-wide expectations provide the foundation for the common language in a school. Participants will define school-wide expectations, create a teaching matrix, and develop lesson plans for teaching expectations in school.

June 5, 2018

8:30 – 9:45 a.m.

Session 4

Eric Landers Establish School-Wide Routines Cont
Ineffective routines are a primary reason for inconsistent behavioral expectations in school. Participants will examine current trends within their school and revise routines as needed.

10:00 – 11:15 a.m.

Session 5

Eric Landers

Effective School-Wide Recognition
Giving kids “things” to behave is not an answer to addressing discipline procedures. However, recognizing achievement, either behaviorally or academically, is key to increasing these behaviors. Participants will develop effective recognition system that is free, effective, and sustainable.

12:45 – 2:00 p.m.

Session 6

Eric Landers

Effective School-wide Discipline Procedures
If one fact is clear in public schools, it is the fact that discipline and consequences are needed to effectively address behavior issues. Participants will examine school-wide issues and determine the most effective method of implementing consequences in the discipline process.

2:15 – 3:30 p.m.

Session 7

Eric Landers Complete School Plan

June 6, 2018

8:30 – 9:45 a.m.

Session 8

Eric Landers Tier II Interventions
Planning for students who do not respond to the universal intervention of school-wide PBIS is essential to successful implementation. Teachers and staff must know that there are other interventions ready and in place when initial teaching is unsuccessful. This session will guide participants through understanding and implementing the Check-in/Check-out procedure as an initial Tier II intervention.

10:00 – 11:15 a.m.

Session 9

 Eric Landers Tier II Interventions Cont
Planning for students who do not respond to the universal intervention of school-wide PBIS is essential to successful implementation. Teachers and staff must know that there are other interventions ready and in place when initial teaching is unsuccessful. This session will guide participants through understanding and implementing the Check-in/Check-out procedure as an initial Tier II intervention.

PBIS Individualized Intervention

June 4, 2018

10:00 – 11:15 a.m.

Session 1

Christian Moore

Resilience Can Be Taught! 10 Tools To Motivate ANY Student
Discover 10 tools to help foster resilience in even the most unmotivated students. Once you understand them, you won’t go to another day without using them! Whether you work with students in a one on one, small group, or classroom settings, you’ll gain the skills you need to deliver the life-changing power of resilience to students of any background and learning style.
About
Christian Moore is an internationally renowned speaker, social worker, and author of The Resilience Breakthrough. Moore’s “WhyTry” Program is used in 18,000 institutions worldwide and has proven to effectively teach the social and emotional skills needed to thrive in school and life.

12:45 – 2:00 p.m.

Session 2

Shanna Hirsch

Functional Assessment-Based Interventions: Linking an Assessment to an Intervention
To support students with the most intensive behavioral needs, educators use more individualized practices based on the function, or purpose, of the student’s behavior. The purpose of this double session is to provide educators and other school staff (e.g., paraprofessionals, administrators, counselors) with an (1) overview of the functional behavioral assessment (FBA) process, (2) understanding of the critical features of functional-assessment based intervention plans, and (3) introduction to troubleshooting common issues. To make the strategies relevant, session participants will receive multiple examples as well as opportunities to practice skills.
About
Shanna E. Hirsch, Ph.D., BCBA-D, is an Assistant Professor of Special Education in the Department of Education and Human Development. She received her master’s degree from Vanderbilt University and a doctoral degree from the University of Virginia. She has previously worked as a special education teacher and behavior analyst. These experiences have shaped her research, teaching, and service. Her expertise centers on (a) supporting novice teachers learn to implement classroom-level positive behavior interventions and supports (PBIS), (b) developing classroom-level supports for students with or at risk for emotional behavioral disorders, and (c) teacher training on targeted behavioral supports (i.e., functional-assessment based interventions). Dr. Hirsch is an active member of a number of professional organizations (e.g., Council for Exceptional Children, Association of Positive Behavior Supports) and serves on the editorial boards of Behavioral Disorders, Beyond Behavior, Exceptional Children, and TEACHING Exceptional Children.

2:15 – 3:30 p.m.

Session 3

Shanna Hirsch

Session TBA

June 5, 2018

8:30 – 9:45 a.m.

Session 4

Terry Scott

Using Function and Environment to Effectively Address Escalating and Extreme Student Behaviors
This session will demonstrate how teachers can use the tenets of teaching replacement behaviors and environmental manipulations to both prevent and effectively react to students whose behaviors are extreme and escalate. The focus in on the use of individualized intervention to reduce the need for restraint or seclusion.
About
Dr. Scott is a professor and distinguished university scholar at the University of Louisville. He received his Ph.D. in Special Education from the University of Oregon and has spent his career focusing on how schools can effectively teach and intervene with students who exhibit challenging behaviors. He has received more than $12 million in funding for research and has published extensively in the PBIS areas.

10:00 – 11:15 a.m.

Session 5

Joe Hendershott

7 Ways to Transform the Lives of Wounded Students
This session provides a wealth of strategies for professionals who work with wounded students―those who are beyond the point of “at-risk” and have experienced trauma in their lives. Based on the evidence in his most recent book, seven key strategies will be shared for changing school/organizational culture to transform the lives of students. Recognizing the power of effective leadership and empathy in creating a sense of community and safety for wounded students, this session is designed to help professionals redesign their school/organizational environment and empower professionals to direct students on a path to academic and life success.

12:45 – 2:00 p.m.

Session 6

Sara McDaniel

Advocating for and Supporting Students with E/BD in Transitioning from Restrictive to Less Restrictive Settings
Many students with E/BD are served in alternative and restrictive settings such as self-contained schools and self-contained classrooms. While these placements are appropriate when student behavior presents risks, transition planning back to the traditional education setting should be planned prior to a change in placement. This presentation will overview transition planning and strategies educators can use to advocate for your students’ transitions to less restrictive settings. We will focus on collaborating with families and general educators in supporting student transitions.
About
Dr. McDaniel is an associate professor of Special Education in the Department of Special Education and Multiple Abilities at the University of Alabama and is the Director of the Alabama Positive Behavior Support Office (APBSO). The APBSO is a statewide PBIS technical assistance center that focuses on supporting schools and districts in implementing PBIS in Alabama. She conducts research and teaches in the areas of: (a) secondary tier PBIS, (b) classroom management assessment and coaching, (c) PBIS for alternative education settings, and (d) early prevention for diverse populations of children at high-risk.

June 6, 2018

8:30 – 9:45 a.m.

Session 8

Allison Bruhn Session TBA

10:00 – 11:15 a.m.

Session 9

Laci Watkins

Practical Intervention Strategies for Students with Autism Spectrum Disorder
This presentation focuses on interventions to reduce challenging behavior and improve social communication skills, academic skills, and adaptive behaviors in students with autism spectrum disorder. Research-based strategies that are practical and feasible for teachers to implement in the classroom such as antecedent interventions, behavioral skills training, and peer-mediated interventions will be presented and step-by-step guidelines for implementing the interventions will be provided. Individualizing intervention strategies based on the unique characteristics of students with autism will also be discussed.
About
Laci Watkins, Ph.D., is an assistant professor of special education at the University of Alabama. She is a former special education teacher who has worked with students with autism at all grade levels in both self-contained and inclusive classroom settings. Her primary research interests include developing peer social interaction interventions for students with autism in inclusive settings, examining how improved social skills can lead to improvement in other skill domains, and rigorously assessing the social validity of practices in order to better support teacher implementation of interventions.

PBIS Behavioral Health

June 4, 2018

10:00 – 11:15 a.m.

Session 1

Allison Farrell, Christopher Haines, and Robert Stevens Introduction to School Behavioral Health: PBIS-Mental Health and the Interconnected Systems Framework- 10 Key Concepts (ISF)
Introduction to integrating School Mental Health (SMH) services into school-wide Positive Behavior Interventions and Supports (PBIS).  Successful integration requires an Interconnected Systems Framework (ISF) approach.  This session will introduce (and provide to participants) an ISF  workbook that will support district and school leadership teams with a step-by-step approach for schools who are  integrating and aligning School Mental Health (SMH) and Positive Behavioral Interventions and Supports (PBIS).  Teams will be able to ten key concepts for successful implementation of an Interconnected Systems Framework (ISF) to ensure effective mental health interventions. (While a limited number of hard copies of materials will be available, attendees are strongly encouraged to bring thumb or flash drives for capturing electronic copies.)

12:45 – 2:00 p.m.

Session 2

Allison Farrell and Christopher Haines Effective Use of DMH Counselors in Classroom Settings
School staff play a key role in identifying students with emotional and behavioral problems as well as linking them to appropriate services in the school and community. This presentation will highlight the role of school-based mental health programs and draw on research supporting the critical role of school-based mental health counselors. Strategies for effectively integrating the school-based mental health clinician into the multi-tiered classroom will be reviewed will include techniques to improve the collaboration between school-based mental health counselors and teachers. An overview of clinician driven and classroom based supports will include effective strategies to engage school-mental health services to improve academic achievement, overall school climate and student outcomes as well as how to identify, approach, and refer students who show signs of psychological distress. The SC Department of Mental Health has over 650 school-based mental health programs that will serve as a platform for learning and discussion. Objectives of this session include improved understanding of the purpose and structure of school-based mental health programs and the role of evidence-based practice in the academic environment.

2:15 – 3:30 p.m.

Session 3

Robert Stevens Using the PBIS Online Tools for Implementation of Behavioral and Mental Health interventions
PBISAPPS (Assessment) is a web-based application designed to assist in high-fidelity, implementation of school-wide positive behavioral interventions and supports (SWPBIS). A major feature of SWPBIS is the commitment to ongoing assessment of implementation for secondary and tertiary interventions. These tools are especially effective for measuring implementation of Mental Health interventions within the school’s PBIS system.  PBIS Assessment provides surveys for teams to examine implementation and guides them through the process of improving their implementation to benefit students, families, and the overall school culture. Attendees will spend time completing various assessments and discussing how to use them in their schools to improve implementation.  Al surveys are free to PBIS schools and evidence based.

June 5, 2018

8:30 – 9:45 a.m.

Session 4

Lori Fernald

Collaborating to Provide Practical Interventions for Students with Emotional and Behavioral Difficulties
One of the key partners for effective emotional and behavioral outcomes in the classroom is the school psychologist.  This session will discuss the “in building” partnerships that are needed for positive emotional and behavioral outcomes to occur in the classroom. Often this partnership is led by the school psychologist.  This session will provide examples of how partners including school psychologists cane effectively create practical classroom and school-wide interventions for students.  Examples of interventions that psychologists have helped design and support in the classroom will be shared.

10:00 – 11:15 a.m.

Session 5

Penny Arnau Integrating MH into secondary and tertiary PBIS interventions
Schools that have implemented secondary and tertiary tiers of PBIS are ideally prepared to include mental health interventions within their PBIS structure. This session will explore MH interventions such as Cognitive Behavioral Therapy (CBT) and wrap-around services, and how they can integrate into secondary and tertiary tiers.  Materials by Tim Lewis and the Missouri PBIS Initiative will be shared.

12:45 – 2:00 p.m.

Session 6

Allison Farrell and Christopher Haines Addressing the Impact of Adverse Childhood Experiences (ACES) in the School, Classroom and Community
Adverse childhood experiences (ACEs) are traumatic events that occur in a child’s life prior to the age of 18. This adversity can be a barrier to academic instruction and learning and may result in long-term negative health and social outcomes. An overview of the most common and persistent behaviors of youth who have experienced trauma and neglect will highlight the challenging intersection of academic outcomes and toxic/traumatic stress from adverse childhood experiences. Attendees will spend time learning how to recognize students with symptoms of trauma and understanding the conflict between social and behavioral expectations and academic success. Participants will learn how to use the ACE data to start a conversation in their schools and community about preventing ACEs. An overview of the SC ACE Initiative will offer insight on how trauma informed schools and communities help children and families overcome the effects of traumatic experiences, prevent poor health outcomes and promote well-being later in life. This session will introduce participants to the importance of ACE- informed policies that can support the success of students, families and communities to overcome the negative adult health outcomes of ACEs.

2:15 – 3:30 p.m.

Session 7

Allison Farrell and Christopher Haines Overview – Mental Health First Aid for the Classroom
All educators, no matter what grade, institution or walk of life, should incorporate mental health and wellness into their curriculum. With “Youth Mental Health First Aid”, teachers learn what warning signs to listen for, what language to use and how to ask their students the right questions about mental health.  Mental Health First Aid fits within the classroom PBIS structure.  The training gives teachers the skills they need to start critical–even potentially life-saving–conversations about mental health and substance use in their classrooms.  (This introduction will be followed at next year’s 2019 Southeastern PBIS Conference by the full day certification training.)

June 6, 2018

8:30 – 9:45 a.m.

Session 8

Ferrell, Stevens, Arnau, Fernald, Haines, et al Screening of Paper Tigers and follow-up group discussion.
Screening of Paper Tigers and follow-up group discussion.  The film provides an intimate look into the lives of selected students at an alternative school that specializes in educating traumatized youth.  Set amidst a rural Washington community, the film examines the inspiring promise of Trauma Informed Communities – a movement that is showing great promise in healing youth struggling with the legacy of Adverse Childhood Experiences (ACES.)

10:00 – 11:15 a.m.

Session 9

Ferrell, Stevens, Arnau, Fernald, Haines, et al Paper Tigers and follow-up group discussion con’t.
Screening of Paper Tigers and follow-up group discussion.  The film provides an intimate look into the lives of selected students at an alternative school that specializes in educating traumatized youth.  Set amidst a rural Washington community, the film examines the inspiring promise of Trauma Informed Communities – a movement that is showing great promise in healing youth struggling with the legacy of Adverse Childhood Experiences (ACES.)

Last updated: 2/9/2018

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