Regional Forums

All Regional Forum materials (Regional Forum PowerPoint presentation, handout packet and links to resource materials) are available by contacting:

Cathy Welling, PBIS TAC Associate

2016-2017 Regional Forum:

Integrating Trauma Sensitivity and Social Emotional Learning through PBIS, a Multi-Tiered System of Support

Positive Behavioral Interventions and Supports (PBIS) is a Multi-Tiered System of Support (MTSS) that supports all students in the social and behavioral domains. Due to the various and challenging needs of today’s student population, schools have begun to focus on how trauma impacts student functioning and the importance of social emotional learning (SEL) in helping students to be successful. In this session, participants learned how trauma affects an individual and strategies that can be incorporated into a PBIS/MTSS framework to increase sensitivity to these needs. In addition, the session provided an overview of SEL and an instructional framework that schools can utilize to address student’s emotional learning needs.

Using student vignettes that are specific to the grade level they are currently working with (i.e., preschool, elementary, secondary), participants had the opportunity to apply the principles of trauma sensitivity and social emotional learning, utilizing a PBIS/MTSS framework to provide efficient and effective supports.

Specifically, the objectives of the training were to assist participants with:

  • Recognizing how trauma impacts a student in the academic, social and behavioral domains
  • Establishing a trauma-sensitive lens to shift perspectives on students with challenging behavior and develop need based interventions
  • Developing a context for the implementation of SEL to assist students with learning skills in all five social domains
  • Making connections between data, systems and practices that can be utilized to braid PBIS/MTSS with trauma-sensitive practices and SEL to increase student social and academic engagement.

2015-2016 Regional Forum:

Restorative Relationships with Students Who Display Challenging Behavior

Positive and supportive relationships are crucial for all students and especially so for those students who display challenging behavior problems. In this session, participants learned about the elements of restorative relationships including how to respond to challenging behavior in a way that simultaneously holds the student accountable, teaches new behavioral alternatives and sustains mutual positive regard within the teacher/student relationship. Teachers who can establish and maintain this type of relationship in the presence of a student’s challenging behavior can reduce the risk of increased escalation and/or conflict and help improve behavioral and academic outcomes for these students. Participants had the opportunity to practice techniques presented during the session.

2014-2015 Regional Forum:

Prevent, Teach, and Reinforce: Promoting Student Use of Expected Behaviors

This full-day session provided participants with an in-depth look at how to support students with challenging behavior. Participants learned how to utilize Tier Two and Tier Three interventions to meet the needs of students who do not respond to Tier One interventions. Within the discussion of Tier Three Supports, the participants learned about the science behind behavior including setting events, antecedents, consequences, and functions. Participants also learned about techniques to help prevent setting events and antecedents from triggering behaviors and how to teach functionally equivalent replacement behaviors (FERBs). Finally, participants learned how to respond to inappropriate behavior and reinforce the use of a replacement behavior.

2013-2014 Regional Forum:

Strengthening Classroom Systems within the Context of PBIS: Using the Behavior Pathway as a Guide

This session provided information on classroom systems with emphasis placed on helping educators understand how both appropriate and inappropriate behaviors demonstrated by students unfold in a predictable sequence called the “behavior pathway.” Understanding of the “behavior pathway” as part of effective classroom management can help teachers proactively utilize strategies to prevent the occurrence of inappropriate behavior and to reinforce appropriate behavior.

2012-2013 Regional Forum:

Driving Progress in PBIS Using Data as the Guide

This full-day session provided participants with an overview of the Team Initiated Problem Solving (TIPS) model which enables users to become more efficient and effective at using data for decision-making during team meetings. Participants concentrated on utilizing data to apply a functional perspective to behavior. Structured activities were presented to allow participants to create action plans to use in their schools.