Georgia Association for Positive Behavior Support

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Georgia Southern University Digital Commons@Georgia Southern Georgia Association for Positive Behavior Support Conference 2020 Conference Archive (December 2-3, 2020) 2020 GAPBS Conference Program Georgia Association for Positive Behavior Support Follow this and additional works at: https://digitalcommons.georgiasouthern.edu/gapbs Recommended Citation Georgia Association for Positive Behavior Support, "2020 GAPBS Conference Program" (2021). Georgia Association for Positive Behavior Support Conference. 1. https://digitalcommons.georgiasouthern.edu/gapbs/2020/2020/1 This event is brought to you for free and open access by the Conferences & Events at Digital Commons@Georgia Southern. It has been accepted for inclusion in Georgia Association for Positive Behavior Support Conference by an authorized administrator of Digital Commons@Georgia Southern. For more information, please contact digitalcommons@georgiasouthern.edu. HOMEGROWNGAPBSGeorgia Association forPositive Behavior Support KEYNOTE SPEAKERSJudgeSteve TeskeDr.Heather GeorgeDr.Jemelleh CoesDAY 1: December 2, 20209:00-9:30 am – Lara Sims (Cornelius George/PBIS Film) 9:45-11:15 am – Judge Teske’s Keynote11:30-12:15 pm – Justin Hill - GADOE12:15-1:00 pm – Lunch/ Exhibitors Open1:00-2:15 pm – Dr. Jemelleh Coes’s Keynote2:30-3:15 pm – Innovative Practices/ Exhibitors Open 4:00-5:00 pm – Breakout SessionsDAY 2: December 3, 20209:00-9:30 am — Lara Sims/GAPBS Awards9:30-10:00 am — Jason Byars10:15-11:00 am —  Dr. Heather George’s Keynote - No One is Exempt! The Need for Safety, Equity and Working Together11:00-12:00 pm —  Lunch Break/ Exhibitors Open 12:00-1:00 pm —  Breakout SessionBREAKOUT BREAKDOWN — DAY 1Room 1: Strengthening Your PBIS Framework Given Current Events! —Tony Feldman, GaDOE•••Room 2: ePBIS- HERO in Every Environment — Veterans Elementary, Bibb CoRoom 3: Nurturing an Eective Workforce: Leadership Strategies and Considerations that Support Educators and the Social Emotional Development of Students— Esther Dykes & Peggy Sutton, DECALDefine social competencies to address current events. Ensure Leadership Team is utilizing best practices to teach and acknowledge expected behaviors. Implement simple and eective ways to utilize data within a problem-solving process to produce informed decisions.This session focuses on eective leadership strategies to support the systems, policies and resources necessary to ensure an eective workforce that addresses social-emotional development and challenging behavior. Learning Objectives:Learning Objectives:Implementing the Core Practices of PBIS to address Current EventsEnsure Leadership Team is utilizing simple and eective practices to problem-solve.•••••••Connect the role of program leaders in building an eective workforce that supports social emotional learningUnderstand basics of mind shifts of adults that will create positive outcomes for childrenReview leadership strategies including collaborative planning and professional developmentDiscuss adult capabilities, self-regulation, and the importance of supporting self-care for educatorsApply collaborative action planning strategies for improving social-emotional • Room 4: Integrating Restorative, Trauma-Informed and Cultural Responsive Practices to Propel your PBIS Framework — Michele Flowers, Clayton County SchoolsLearning Objectives:•••Participants will explore some of the principles of Trauma-Informed Care and how they complement the primary ideas behind PBIS.  Participants will learn how the integration of restorative practices and culturally responsive teaching can improve PBIS implementation.Participants will practice using SEL, Trauma, and Culturally sensitive approaches through a VIRTUAL classroom circle.PBIS is not eectively implemented without building relationships, and being culturally responsive and trauma-sensitive. Increasingly, there is recognition of the benefits of integrating practices that support healthy climates and cultures within school systems. The Positive Behavioral Intervention and Supports (PBIS) framework provides a strong foundation to integrate prevention practices such as Trauma-Informed Care, Cultural Responsive Teaching, and Restorative Practices. Trauma can sometimes be the root cause for a child adopting socially unacceptable behaviors in school, home, and/or community settings. Acknowledging the possibility that a student is acting out in response to adult-caused pain or other factors beyond their control, rather than from malicious intent, can help lead to more supportive and eective responses. Additionally, a student’s unique cultural and learning experiences should be used as the starting point for establishing expected behaviors and learning goals, not an afterthought. School personnel should work to provide opportunities where culturally-based behaviors and language are used and respected. It is much more than an occasional expression of appreciation for diversity. Disciplinary procedures, behavioral lesson plans, and reward systems should reflect students’ and families’ perspectives, and evidence of students’ cultures should be readily observed. Integrating prevention practices into a current school-wide PBIS implementation can promote stronger application and generalization of skills for students and adults. • Room 5: Putting the "Universal" in Universal Screening: Focusing on the Whole Child….MCSD’s Journey-Kenya Gilmore and Nikki Sutton — Muscogee County SchoolsThe presentation will describe the successes and challenges of implementing universal screening to identify students needing additional behavior and social/emotional supports. We will provide information on how we began our journey from screening some to students at selected schools to screening students at all MCSD schools. We will describe the successes and pitfalls that we have experienced on this journey and provide trend data collected.• Room 6: The Transformative Power of Student Voice and Wraparound Services — Leigh Colburn, Centergy Project• Room 7:  Survival of the Fittest: “Changing Your Lens in 2020” — Lisa Futch, Coastal Academy GNETSWhat happens when early warning systems point to barriers outside of the school’s control? How do teachers, principals, and school districts address issues of transiency, family changes, poverty, trauma, immigration, addiction, mental, emotional, social, and physical health? Teachers, principals, and more importantly, students, know external factors get in the way of student learning, but don't know what to do about them. In this training, you will receive an overview of how schools and districts are gathering student voice to inform wraparound services for the purpose of holistically meeting the family, social & emotional, and academic needs of their students.Learning Objectives:Learning Objectives:•••••Participants will learn what Universal Screening for social/emotional and behavioral concerns is.Participants will learn about the MCSD vetting/approval process for our screener.Participants will learn what Georgia legislation drives our screening.Participants will learn about our implementation plan and process.Participants will be provided with our outcome data.••••Identify academic and social-emotional barriers to achievement.Identify family needs.Socialize the concept of wraparound services.Build a culture of trust.The educators of 2020 are facing more challenges than ever. Given the rise of the COVID-19 pandemic as well as the civil unrest in our country this year, stress and burnout has increased to an all-time high for sta and students. With this unprecedented phenomenon in mind, it’s time for a lens change in education. This presentation will provide a new perspective on creating and maintaining healthy learning environments for all stakeholders. The purpose of this presentation is to foster the idea that sta should be aorded the same physiological and psychological safety nets that we expect students to receive. Learning Objectives:•••••Utilizing Maslow’s Hierarchy of Needs as a conceptual framework, participants will:Understand how sta unmet needs can lead to trauma, toxic stress, and burnout.Examine how sta can spread more trauma, toxic stress, and burnout to students as a result of their own.Value the need for self-care for sta and students.Create strategies to address self-care for sta and students using a trauma informed lens.Sources of Strength is one of the most researched “upstream” student-led programs for preventing suicide, violence, bullying and substance abuse. Through the power of peer influence, social networking, and positive messaging, Sources of Strength mobilizes individuals and communities to lean on strengths through the ups and downs of life. Participants will experience the interactive presentation style of Sources of Strength that promotes connection and builds trust among adults and youth. During our presentation we will provide an overview of the program, allow participants to explore the strengths wheel, and demonstrate creative engagement strategies that promote strong relationships. Students with challenging behaviors often have underlying, and sometimes overlooked, mental health concerns. Through this session, participants will learn how to identify and support students with mental health concerns. Learning Objectives:• Room 1: Sources of Strength — Tammi Clarke, GADOE• Room 2: Mental Health Supports within a Tier 3 System — CLD • Room 3: Targeted Social Emotional Strategies for Educators — Alicia Prather and Emily Graham, DECAL •••Understanding of the Sources of Strength programUnderstand the eight sources of strength that promote resilienceUnderstand how to apply hope, help and strength personally and professionalBREAKOUT BREAKDOWN — DAY 2All students need a strong foundation in social and emotional learning in order to succeed academically. This session focuses on how educators can enhance students’ social emotional skills through building the core competencies of self-awareness, self-management, social awareness, relationship skills and responsible decision making.Learning Objectives:Implementing eective FBAs & BIPs can present formidable challenges for many schools. It is essential that schools know, understand, and consider the impact that traumatic experiences can have on a student’s inability to trust, increase feelings of powerlessness, fear, and hopelessness which can negatively impact a student’s ability to adhere to traditional behavioral norms. Implementing relevant culturally responsive and restorative practices into therapeutic behavioral interventions using the triangulation of data process can lead to more eective behavioral intervention plans, a reduction in implicit bias and disproportionality, resulting in more students mastering their behavioral goals and being reintegrated back into the least restrictive environment. •••••Learn and discuss the importance of social emotional learningUnderstand how children and adults react and respond as it relates to various brain statesIdentify strategies to enhance emotional awareness and managementIdentify ways to support students’ ability to build and maintain friendshipsIdentify strategies for teaching problem solving skills to support anger and impulse controlLearning Objectives:••••Identify, define, and understand culturally responsive and restorative practicesIdentify, define, and understand implicit bias and disproportionalityComprehend trauma history and trauma informed careExamine the triangulation of data process and be able to eectively identity FBA target behaviors while developing eective BIPs that include interventions that consider data from the triangulation process that  include targeted behavior, trauma history, restorative practices, and culturally responsive therapeutic behavioral interventions• Room 4: “Culturally Responsive Triangulation of Data That Helps Reduce Bias and Disproportionality” — North Metro GNETSSchools have a variety of interventions occurring on school campuses, often times these interventions are implemented in silos without much understanding of the alternatives and additional supports that also exist on campus. The purpose of this presentation is to take a deeper look into the options of Tier 2 interventions including intervention options and sta involved that can support school-wide positive behavioral supports and student mental health.Schools have a variety of interventions occurring on school campuses, often times these interventions are implemented in silos without much understanding of the alternatives and additional supports that also exist on campus. The purpose of this presentation is to take a deeper look into the options of Tier 2 interventions including intervention options and sta involved that can support school-wide positive behavioral supports and student mental health.Nestled in the growing community of Smyrna, GA, Grin Middle School has been implementing PBIS since the 2015 school year. Session participants will learn about the journey of the PBIS team and identify ways they have pivoted amidst the global pandemic to intentionally adopt and embed family engagement strategies, community partnerships, restorative practices, adult and student SEL, and cultural responsiveness.• Room 5: Exploring Tier II Intervention Options to Improve Student Behavior and Mental Health Outcomes — Robert J Marsh, Mercer UniversityLearning Objectives:••Participants will leave this session with the understanding of the purpose of Tier 2 interventions and the dierences of school-level MTSS systems.Participants will leave this session with the knowledge of Tier 2 interventions that are designed to improve student behavior and mental health.Learning Objectives:Describe the strategies the PBIS Team identified to scale up fidelity for the 2021 school year.••Examine how the PBIS team embedded family engagement strategies, community partnerships, adult and student SEL, and cultural responsiveness across the tiers.Identify ways the PBIS team modified implementation to fit the context of Grin Middle School due to the global pandemic.• Room 6: High School Panel• Room 7: All the Way Up: Scaling Up PBIS Fidelity across the Tiers — Cobb County- Grin Middle SchoolEXHIBITORS AND SPONSORS*Premier SponsorPLANNING PARTNERS

2020 GAPBS Conference Program

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2020 GAPBS Conference Program

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