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For more details about a session including any presentation materials, click on the title of the session.

Teaching Classroom Expectations and Routines in Early Childhood Settings: Getting the School Year Started Off Right
Kimberly Ingram
This session will focus on describing how early educators can create safe, predictable, and supportive learning environments for students during the first two weeks of the school year. Presenters will discuss strategies for teaching classroom expectations and routines and share recent data showing the impact of these strategies.

Assessment Planning to Improve PBIS Implementation
Bert Eliason
Reliable and valid surveys exist at no cost to help states, regions, and districts regularly evaluate PBIS implementation. Organizations wonder which surveys best support disparate school needs and most effectively advise PD planning. Presenters will discuss access to surveys and how to efficiently and effectively plan for survey use.

Hello, Update, & Good-bye – Tier 2
Pam Hallvik
The Hello, Update, & Good-bye (H.U.G.) program is a Tier 2 targeted intervention providing a “check-in, check-out” system for students struggling with behavior. One a daily basis, staff set goals, teach expected behavior and provide reinforcement, feedback, and positive attention from adults, while communicating student progress to teachers and parents. Data collected in this intervention has shown early and significant behavior and learning improvement, often transferring into the next school year.

Effective Classroom Environment: Change Your World
Charisse N Elliott
This session will provide practical management systems to increase the likelihood of setting student up for success through a proactive staff approach to , physical environment, routines and expectations, classroom culture, etc.

Building a Trauma Sensitive Classroom : An Overview
Jen Goodman
Participants will gain an understanding of how Adverse Childhood Experiences (ACES) influence learning and behavior in the classroom. We will provide a framework for teachers to reflect on their own practices and how to increase trauma sensitive supports in their classroom.

Using a Tiered FBA Model to Support Staff and Students
Julie Sharp
This presentation discusses the use of a Tiered FBA process to support staff and students. This is the current model of conducting FBA’s within Salem-Keizer Public Schools. Attendees will gain understanding of the use of the Guess and Check, Brief FBA, and Full FBA to best support the needs of students.

Mindfulness – The Why, Apply and Try
Banni Bunting
Mindfulness: The WHY, APPY, and TRY. Current research on how practicing Mindfulness yourself and in your classroom can change the brain and improve wellbeing. Effective methods for making this a daily part of your own personal practice and classroom. Hear from colleagues currently implementing these techniques in their classrooms.

Circle Around Families to Improve Student Outcomes
Katie-Ann Berry
Working with parents/caregivers is the key to positive student engagement and attendance. Learn about Circle Around, a pilot program that facilitates teacher-family groups to improve outcomes for students with self-regulation/behavior issues. Outcomes and learning from this innovative project will be shared.

Understanding and Supporting Students with Challenging Behavior: School-wide Training to Build Staff Capacity
Chris Borgmeier
Supporting students with challenging behavior requires a school-wide effort. Students benefit when all staff are trained in the basics of understanding behavior and behavioral intervention. This session presents a training model with free training resources to build staff skills to support challenging student behavior.

From Classroom Interactions to Disproportionate Outcomes: Addressing Equity through SWPBIS
Chris Borgmeier
This presentation examines how implicit bias and teacher expectations influence classroom interactions that contribute to disproportionate outcomes and inequitable school experiences for students. SWPBIS will be presented as a framework for supporting staff to reduce disproportionate outcomes and improve school experiences for all students.

So We Have CICO, What Other Interventions Do We Need?
Teri Lewis
Check-in Check-out is the Tier II intervention designed to link Tier I and Tier III within the PBIS Framework. However, there are times that schools struggle with identifying other interventions for their comprehensive Tier II Menu. The goal is to have several (4-6) easy to implement interventions to support students with a variety of needs. This presentation will present a process for schools to identify how to develop a Tier II Menu that addresses their schools specific needs.

Do “High Fliers” Really Skew Tier 1 Data?
Katie Conley
Many schools use SWIS (i.e., referral data) to monitor Tier 1 supports across the school but did you know that SWIS can support decision-making across all 3 tiers? Have you ever wondered whether referrals from students receiving advanced supports are skewing decisions about Tier 1? This session is for you!

Thought Partner for Coach/Team Facilitator: Connect with OR PBIS Coaches Alliance
Teri Lewis
While there are advantages to living in the Pacific Northwest, it can be difficult to identify resources and find technical support for PBIS Coaches and Team Facilitators. The purpose of the Oregon PBIS Coaches Alliance is to provide support and networking opportunities for PBIS Schools. We will discuss the benefits of the coaching role and how to connect with other coaches in your area.

An Introduction to Collaborative Problem Solving
Jake Slodki
Participants will leave this introduction with a different view of behavior differently and enough information to start using CPS in their practice. In addition, participants will have a foundation that will allow them to pursue further training in Collaborative Problem

Restraint & Seclusion Policy to Practice: Dispelling Myths and Discussing Facts
Lisa Bateman
Session participants will discuss current issues, best practices and statute requirements surrounding restraint and seclusion in Oregon public education programs.

Implementation Science 101: Brought to you by Practitioners and Researchers
Sloan Storie
This presentation will build your capacity to use of implementation and improvement science to positively impact practices with evidence. We will share (a) research, (b) real-world examples, (c) free resources that can be implemented immediately. You will learn how to support ongoing learning and promote use of effective implementation strategies.

Effective evidence-based safety/crisis plans to minimize student and staff escalations
Ben Smith
This workshop demonstrates how educators can increase safety, reduce use of physical restraints, and lower the intensity and duration of student escalations by (1) identifying specific strategies for use at each stage of predictable escalation patterns, and (2) more clearly integrating daily promotion of emotional regulation skills in safety plans.

Integrated, Sustainable, Whole Child Interventions for Trauma
Lynea Gillen
Lynea Gillen, LPC and Yoga Calm Founder, and Manda Bryn Severin, Neuroscience Instructor, share movement, mindfulness, art, music, and storytelling practices for building stress resilience and trauma recovery. Learn effective, classroom-tested tools to safely release stress, regulate the nervous system, express and integrate feelings, and attend to the present moment.

Building a Trauma Sensitive Classroom: Relationships and Routines
Lorna Van Geem
Learn new strategies to build relationships and create rituals in your classroom. Walk away with simple tools to increase positive teacher-student interactions including greeting routines and circles.

Implementing CICO in Middle and High Schools: Context, Systems, and Practices
Nadia K Sampson
This session will share lessons learned about implementing Check-In/Check-Out (CICO) in middle and high schools. We will discuss strategies for (a) implementing CICO within the middle and high school context, (b) ensuring CICO fits within existing organizational systems, and (c) making sure CICO meets the needs and development level of middle and high school students.

Professional Resilience
Amy Yillik
Professional Resilience is our ability to thrive while working in the high demand environment of education. This training will provide information on specific resilience skills and allow time for self-reflection and development of your own professional and personal resilience practices.

Restorative Practices and PBIS : Alignment for Enhancing Student Support
Jessica Swain-Bradway
Restorative Practices are emerging as a promising approach to discipline in education. Across the country, both school-based and large-scale exemplars have one thing in common: alignment within a strong PBIS framework. This workshop will share examples of alignment, as well as lessons learned in real-word implementation examples.


  1. Summarize the philosophy alignment
  2. Define driving theories behind RP
  3. Identify 1-2 RP practices
  4. Describe how RP can be integrated into the classroom, and larger school systems
  5. Identify resources for RP in PBIS alignment

Addressing Behavior in the IEP Process: Best Practices & Resources for Implementation
Jeremy Wells
An IEP is a detailed guide of the tools and assistance necessary to ensure a student with a disability reaches their excellence. This session will center on best practices for meaningfully addressing behavior in all areas of the IEP.

Assessment Planning to Improve PBIS Implementation
Bert Eliason
Reliable and valid surveys exist at no cost to help states, regions, and districts regularly evaluate PBIS implementation. Organizations wonder which surveys best support disparate school needs and most effectively advise PD planning. Presenters will discuss access to surveys and how to efficiently and effectively plan for survey use.

Tiered Fidelity Inventory (TFI): A Free and Comprehensive Tool for Assessing PBIS Implementation at All Tiers
Celeste Rossetto Dickey
This session will target school, district, regional and
state evaluators who are organizing the collection
and use of the TFI to evaluate PBIS adoption and
guide improved implementation of PBIS. A local
school district will present how they use the TFI in
planning professional development and coaching

Practical Problem Solving: Drilling Down Into Data for Decision Making
Alan Cook
Does your team struggle to effectively use data for
decision making? Session participants will practice
using the Drill Down tool in SWIS to analyze data
and identify a precise problem statement. Note:
While examples will be specific to SWIS, the logic
and tools provided are widely applicable to data

Trauma Hurts. How Can We Ease the Pain?
Tanya Beard
Resilience research has a forty plus year history.
What is resilience? What can we do to nurture it?
How do we do this without overextending the finite resources each of us has to affect change?
So many questions! Let’s dig in and see if we can find some answers.

Nailed it? How to tell if you’re really implementing PBIS, and how to take it to the next level.
Kent McIntosh
You have expectations, a matrix, acknowledgement systems, and a flowchart. But are you REALLY doing PBIS? This presentation is intended for teams (and their coaches) who have implemented the basics and are ready for next level implementation, after the basics are in place and the deep work starts.

LGBTQ Panel Discussion
Erin Rook
Today, more than ever before, there is an acute awareness of the unique academic, social, and emotional needs of LGBTQ students. This panel of educators and students from Central Oregon secondary schools and colleges will address the challenges they have encountered with this population of students (and their parents), and how they are working to remove barriers and promote success through enlightened and proactive prevention and intervention strategies.

Social-Emotional Learning: Reclaiming the Heart & Science of Whole-Child Education
Chris Moore
the Era of Accountability and Standardized Testing has had vast and lasting consequences that have dramatically changed the landscape of public education. This session provides an overview of why we lost our way and how, with a robust focus on Social-Emotional Learning and Positive School Climate, we can build on what’s working, jettison what’s not and provide the whole-child education that all students, staff, families and communities deserve.

QPR Suicide prevention training
Devan Larsen
QPR stands for Question, Persuade, and Refer – the 3 simple steps anyone can learn to help save a life from suicide. Just as people trained in CPR and the Heimlich Maneuver help save thousands of lives each year, people trained in QPR learn how to recognize the warning signs of suicide crisis and how to question persuade and refer someone to help. Each year thousands of Americans, like you are saying “yes” to saving the life of a friend, colleague, sibling or neighbor. QPR can be learned in our Gatekeeper course in as little as an hour.

Social Justice and Equity: Establishing culturally responsive practices using PBIS’s 5-Point Intervention Framework
Moira McKenna
A process for creating staff awareness of social justice through the lens of implicit bias will be identified using PBIS’s 5-Point intervention framework. This presentation will use disparate discipline data to tell the tale of one middle school over the course of a 3-year timeframe, in alignment with relevant action steps and accomplishments. Data for one elementary school will also be shared, with emergent conversations. Implications for developing culturally responsive practices through building level professional development will be discussed.