Pre-Conference Conference Workshops
Wednesday, March 4th, 2015
Draft: subject to change
Full-day Workshops: 8:30 am to 3:30 pm
Addressing Absenteeism and Truancy (K–12): School-wide and Individual Approaches
Jessica Sprick, MS Special Education, Former Teacher and Dean of Students, Consultant and
Writer, Safe and Civil Schools, Eugene Oregon
Location: Hellman
Attendance matters. Research indicates that as early as kindergarten, students who miss too
many days of school are at significant risk for lower academic performance. By 6th grade,
chronic absenteeism is a clear predictor of dropping out. ~ Attendance Works ~ If students are
going to be successful in school, they first have to be in school. Improving attendance is a
necessary step in increasing equity and opportunity. This session identifies risk factors from
absenteeism and practical solutions that schools can implement across all grade levels to
improve attendance for individual students and families at a school-wide or classroom level.
Outcomes: Participants will learn to (a) analyze attendance data—including “red flag
procedures” to identify individual students in need of intervention, (b) use school-wide
procedures to improve attendance of all students, (c) use Functional Behavior Assessments to
identify the purpose of an individual student’s chronic absenteeism and identify interventions
that have a greater likelihood of success.
Level of PBIS Knowledge: Any
Content Strand: School-wide /Tier 1, Tier 2
PBIS 101
Eryn Domeyer, PBIS Facilitator, NorthWest PBIS Network
Danielle Triplett, PBIS Facilitator, NorthWest PBIS Network
Location:O”Neill
Are you interested in creating a positive school culture where all students are encouraged and
supported in making positive choices? Would you like to be part of a staff that joins together to
create consistent expectations for all kids and adults in the building? Tier 1 is the foundation of
Positive Behavior Interventions and Supports, and this session will offer an introduction to
school-wide PBIS. While we will include a brief overview of all three tiers, the session will focus
on school-wide, tier 1 systems. After participating in this session, attendees will understand
best practices for implementation success, and the core features of the PBIS framework and
philosophy, including examples from schools at all grade levels. We'll also help attendees plan
their conference schedule so they can make the best use of their time at the conference.
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Outcomes: Attendees will understand the basic features of the PBIS framework and get support
in planning their conference schedule.
Level of PBIS Knowledge: Beginning
Content Strand: School-wide /Tier 1
Tier 2: Developing a Continuum of Behavior Support for Students At-Risk
Chris Borgmeier, PhD, Associate Professor, Portland State University
Location: Williams
School-wide PBIS is Response to Intervention for Behavior. Tier 2 systems are a critical
component of any effective RTI system for supporting students with challenging behavior. This
session will describe the elements of a comprehensive Tier 2 system including screening, a
continuum of interventions, progress monitoring, teaming, and fidelity of implementation.
Attendees will leave with a range of tools for developing and implementing a comprehensive
Tier 2 system in their school.
Outcomes: Participants will develop understanding about how to better support schools in the
implementation of a comprehensive Tier 2 PBIS System of Behavior Support for at-risk
students.
Level of PBIS Knowledge: Intermediate
Content Strand: Tier 2
Lessons Learned Over Three Decades of Inclusion for Young Children with Autism
Phil Strain, PhD, Professor of Educational Psychology, School of Education and Human
Development, University of Colorado Denver
Location: Bloch
This session will describe seven critical lessons learned over our 30 year history of promoting
inclusion for young children with autism in the Learning Experiences an Alternative Program for
Preschoolers and Parents (LEAP) Preschool Program. The lessons learned will directly relate to
classroom contexts, and instructional strategies and concrete examples of how they impact
classroom practice will be described. We will also provide participants with an overview of the
LEAP Preschool’s history structure, research base and the program’s guiding principles that
have directed our work over the past three decades.
Outcomes: Participants will (a) be able to describe key components of the LEAP Preschool
Model and LEAP’s guiding principles, (b) be able to identify the seven lessons learned that are
key to the successful inclusion of children with autism (or other developmental disabilities), and
(c) understand and be able to describe concrete ways these lessons can be applied in inclusive
classroom settings for young children with autism.
Level of PBIS Knowledge: Beginning, Intermediate
Content Strand: Early Childhood, School-wide /Tier 1
Working Together to Achieve Equity in School Discipline
Eddie Fergus, PhD, Assistant Professor, New York University
Kent McIntosh, PhD., NCSP, Associate Professor, Special Education, Associate Director,
Educational and Community Supports, University of Oregon
Kelsey Morris, EdD, Director of Communication and Training, Educational and Community
Supports, University of Oregon
Vicki Nishioka, PhD, Senior Research Advisor and State Coordinator, Education Northwest
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13th Annual NorthWest PBIS Spring Conference
Location: Sousa
Eliminating discipline disparities is a priority—and a mandate—for schools in Oregon and across
the country. Join us for an interactive workshop to learn strategies for identifying common root
causes of overrepresentation of racial/ethnic minority students in suspensions and expulsions.
Participants will develop a common language around key terms related to system gaps, such as
access, opportunity, and equity, as well as social-interactional gaps that include
microaggressions, stereotype threat, and racial/ethnic identity development. Participants will
also learn about an intervention framework that promotes equity for each student and specific
strategies for decreasing disparities.
Outcomes: Participants will (a) increase their understanding of prevention strategies associated
with lower suspension rates; (b) increase their knowledge of culturally responsive practices that
could prevent discipline incidents; (c) increase their knowledge of alternatives to suspension
and restorative practices; (d) learn strategies that Oregon districts have used to reduce
suspensions overall and narrow the discipline gap; and (e) learn how to use data to identify
disproportionate discipline, guide intervention decisions, and track progress.
Level of PBIS Knowledge: Any
Content Strand: Equity, Data
Implementing in High School - Getting Started
Brigid Flannery, PhD, Senior Research Associate/Associate Professor, University of Oregon
Mimi Kato, MA, Project Coordinator/Senior Research Assistant, University of Oregon
Patricia Hershfeldt, EdD, Assistant Director, Training and Technical Assistance, Sheppard Pratt
Health System, Baltimore Maryland
Location:Wilder/Hansberry
This session is for high schools that are in the early stages of implementation. We will share the
lessons learned from implementation in high schools related to the foundational components
(e.g., systems, data, practices) and how to address these within the contextual variables of high
school (e.g., size, philosophical approach, administrative structure).
Outcomes: Particiants will (a) identify the features of SWPBIS and what those might look like in
high schools, (b) have strategies and approaches to implementation of the features that have
been used in high schools, and (c) identify areas to watch for in implementing in high schools
and possible strategies to use.
Level of PBIS Knowledge: Beginning
Content Strand: High School, Coaching
Tier 3: Functional Behavioral Assessment and Support Planning
Brianna Stiller, PhD, Positive Behavior Supports and Intervention Coordinator, School District
4J, Eugene Oregon
Lisa Bateman, MS, Assistant Special Education Director, Bethel School District, Eugene Oregon
Location: Vista 2
This session provides training in Functional Behavioral Assessment and Support Planning. The
presenters will cover the primary strategies for completing a Functional Behavioral Assessment
including strategies for interviewing staff, parents and students; and strategies for direct
observation. Participants will receive training and practice in each of these strategies. The
session will also include training in how to create an effective Behavior Support Plan. Function
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based support planning teaches how to align intervention strategies with the function of problem
behavior and how to take advantage of the student’s strengths when developing support
strategies. Effective BSP’s include strategies for prevention; strategies for teaching replacement
behaviors; strategies for increasing reinforcement for appropriate behavior; and strategies for
minimizing reward for inappropriate behavior. The session will also cover strategies for
assessing fidelity of implementation and for collecting progress monitoring data.
Level of PBIS Knowledge: Advanced
Content Strand: Tier 3
Early Childhood PBIS Tier 1
Ashley Lindberg Lawrence, EI/ECSE Outreach Specialist, Multnomah Early Childhood Program,
Portland Oregon
Location: Joplin/Seeger
This session will introduce the basic features of the PBIS framework and philosophy for young
children (age three to six). This session will introduce participants to the universal, or Tier 1,
strategies for early childhood settings. Participants will learn the fundamentals of EC PBIS and
strategies that serve to prevent most challenging behavior in EC environments.
Outcomes: Attendees will understand the basic features of the PBIS framework and get support
in planning their conference schedule.
Level of PBIS Knowledge: Beginning
Content Strand: Early Childhood, School-wide /Tier 1
Using an Anti-bias, LGBTQ Inclusive Approach to Creating Welcoming Schools
Tracy Flynn, MEd, Education and Management Consultant Pacific Northwest, Welcoming
Schools
Location: Directors
Welcoming Schools is a comprehensive approach to creating welcoming schools that utilizes
“teachable moments” and is LGBT inclusive. Welcoming Schools includes administration,
educator, teacher, and full community support strategies that foster the following: Respecting
family diversity and encouraging family involvement across the community including diverse
family structures such as adoptive families, foster families, children being raised by their
grandparents, single parent families, same gender headed families, etc.; Avoiding gender
stereotyping and creating gender inclusive schools by addressing stereotypes, gender
expression, gender expansive children, and interrupting and preventing gender bias; Ending
name calling and bullying through clear policies and procedures that prohibit harassment
intimidation and bullying based on race, ethnicity, social class, gender, nationality, sexual
orientation, abilities, and by supporting curricula and teaching strategies that are inclusive and
use “teachable moments” with children. Welcoming Schools is not an exclusively LGBT
program. However, Welcoming Schools does not avoid LGBT topics of inclusion related to
family, staff and student diversity.
Outcomes: Participants will (a) understand the importance of using a anti-bias/LGBT inclusive
approach in all schools, (b) learn tools to embrace family diversity that can work with colleagues
and also with students, (c) learn about ways to create more gender inclusive schools, and (d)
learn to use teachable moments to eliminate bullying behaviors.
Level of PBIS Knowledge: This session can apply to all levels and can be implemented with
staff, with students and with families.
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13th Annual NorthWest PBIS Spring Conference
Content Strand: Equity, Tier 2
Morning Half-day Workshops: 8:30 am to 11:30 am
Building Successful Learning Communities
Scott VanderWey, MHP, MS Ed, Director of 4-H Adventure Education, Washington State
University
Location: Vista 1
Building Successful Learning Communities is a Washington State University Extension training
program that brings the research and best practices of the experiential learning model into the
classroom. The researched-based approach targets three main objectives for developing
healthy youth (a) reducing risk factors, (b) increasing protective factors, and (c) improving
readiness to learn. Building Successful Learning Communities targets educators who want to
acquire the knowledge and skill needed to transform their classrooms into dynamic, high
achieving learning communities. This program establishes scaffolding to support educators,
resulting in increased student performance and decreased disruptive behaviors. Participants
have the opportunity to experience best practices, learn the latest research and the theory
behind it. Join us for a jam-packed session that is sure to re-ignite your passion for teaching.
Outcomes: Participants will (a) experience key elements of a successful learning community, (b)
gain new tools and techniques for teaching and learning, (c) understand current trends in
educational research, and (d) create an implementation plan for new ideas. Our experiential
trainings offer the key ingredients to second-order change.
Level of PBIS Knowledge: Beginner, Intermediate, or Advanced.
Content Strand: School-wide /Tier 1, Classroom Systems
Social, Emotional, Physical, Intellectual: Supporting the Whole Child Through Games.
Kimberly Lindell, MS, Lead Teacher, Neighborhood House Head Start, Portland Oregon
Location: Studio B/C
Games have the power to impart knowledge, increase proficiency, inspire and promote
resiliency. Games are uniquely able to teach many skills at once to children at many skill levels.
Games transcend age, gender, culture and economic level. Come learn how to harness the
power of games and utilize that power in your own classroom!
Outcomes: Participants will (a) learn the four defining characteristics that make up every game,
(b) be able to link games to Kindergarten readiness standards and elementary education
standards, (c) become familiar with the ACEs (adverse childhood experiences) study and how
games encourage resiliency factors in children, and (d) be able to link PBIS principles to game
principles and gain knowledge of the connections between the two.
Level of PBIS Knowledge: Beginning
Content Strand: Early Childhood
Using Positive Behavioral Interventions and Supports in Teaching Students with ASD
Sheldon Loman, PhD, Portland State University
Joel Arick, PhD, STAR Autism Supports, Portland Oregon
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Location: Ferber
Participants will learn how the data, systems and practices of SWPBIS can be implemented in
conjunction with evidence-based practices for students with ASD and other developmental
disabilities. Evidence-based practices and examples will be shared regarding students across
the continuum of learners.
Outcomes: Participants will learn how to design and teach lessons based on a student’s specific
behavior support needs.
Level of PBIS Knowledge: Intermediate
Content Strand: Autism and Developmental Disabilities
Afternoon Half-day Workshops: 12:30 pm to 3:30 pm
Restorative Intervention Strategies Based on Positive Behavior Support Principles
Stephanie Hunter, Positive Behavior Support Specialist, Oregon Technical Assistance
Corporation, Salem Oregon
Christina Albo, MA Conflict Resolution, Director of Restorative Justice, Resolutions Northwest,
Portland Oregon
Location: Vista 1
Resolutions Northwest (RNW) and Oregon Technical Assistance Corporation (OTAC) have
collaborated to highlight the intersection between assessing challenging behavior, applying
positive behavior support strategies, and using restorative practices to address the function of
the behavior, repair relationships, and improve quality of life for students and teachers.
Participants will learn strategies to address common functions of challenging behavior and how
those strategies can intersect with implementing restorative philosophy and practice.
Outcomes: Participants will acquire knowledge of restorative interventions with youth who have
complex needs and benefit from student-centered, alternative approaches.
Level of PBIS Knowledge: Any
Content Strand: Equity, Tier 3
Neuro-Developmentally Sensitive Assessments and Interventions In Schools: Tier 2 and
Tier 3
Rick Robinson, PhD, Consulting Licensed Psychologist, Oregon
Shannon Ashby, MEd, AISP Program Lead Teacher, Oregon City School District
Verne Ferguson, Educational Leadership Consultant, Oregon
Location: Studio B/C
Following a review of relevant literature regarding disrupted neurodevelopment in children, the
presenters will share a successful school-based model for supporting children with targeted and
individualized interventions that are effective in addressing concerns of executive functioning,
emotional arousal and hyperarousal and increasing students' ability to access academic
instruction.
Outcomes: Participants will (a) learn a useful model for explaining the effects of childhood
trauma and neglect on neurodevelopment; (b) receive a list of key research sources regarding
ACES and trauma informed practices; (c) learn key components of one district's successful
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13th Annual NorthWest PBIS Spring Conference
framework for integrating environmental and interpersonal interventions that are sensitive to
students with executive functioning and regulation deficits; (d) receive examples of tools used
successfully by the school team to assess student needs in the context of executive functioning,
hyperarousal, and emotional self-regulation; (e) be shown examples of classroom-based
interventions provided by a collaborative teacher, paraprofessionals and behavioral
interventionist team; and (f) be given models for completing thorough intake into the AISP
program and developing individualized plans for students within the group interventions.
Level of PBIS Knowledge: Intermediate
Content Strand: Tier 2, Tier 3
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