2019 Agenda

PBISaz Awards Ceremony Check in

PBISaz Achievement Awards Breakfast

Room: Sonoran Ballroom

Statewide PBISaz Achievement Awards program for invited award recipients.

Family Member Breakfast

Room: Library

A meet and greet for family members and educators interested in improving family partnerships.

BET-C Registration
Continental Breakfast
Partnership Lounge Open – Visit our exhibitors!

Opening Remarks and 1st Raffle

Room: Black Canyon Ballroom

Erica Maxwell, Associate Superintendent of Equity, Diversity and Inclusion, Arizona Department of Education

Ms. Maxwell has over 25 years of experience as a certified educator. Her experience includes roles as an administrator in the Chandler Unified School District, instructional coach at Skyline Gila River – a non-profit charter school serving the Gila River Indian Community, adjunct faculty member at Chandler-Gilbert Community College, and faculty associate at Arizona State University.

Additionally, Maxwell served as a member of the Opportunities for Youth Educational Momentum Action team, supporting at-risk and disconnected youth.

Keynote

Building District Capacity to Systematically Improve Outcomes for All

Room: Black Canyon Ballroom

The number of schools engaging in PBIS implementation has grown exponentially over the past 20 years and research has demonstrated improved student and teacher outcomes and reduced disciplinary exclusions. But what can districts do to enhance high implementation of PBIS in their schools in order to achieve positive outcomes? This talk will provide the latest research findings and practical strategies to build district capacity in order to improve outcomes for all.

Keynote Handouts

Keynote Slides

Heather Peshak George, PhD, University of South Florida

Heather Peshak George is a Research Professor in the Department of Child & Family Studies at the University of South Florida within the Florida Center for Inclusive Communities (FCIC), a University Center for Excellence in Developmental Disabilities (UCEDD). Her areas of interest include positive behavior support, school-wide discipline, systems-level change, implementation and function-based behavior support planning, and international applications of PBIS.

Break
Partnership Lounge: Visit our exhibitors!

Breakout Session #1

Identifying Suicidal Behavior and How to Respond

Room: Arizona

During this presentation, we will discuss how to recognize suicidal thoughts, language, and behaviors in children and adults, how to respond, and how to link the individual (and family) to behavioral health resources in the community. Attendees will learn to communicate with individuals who may be experiencing suicidal ideation. (Repeated Session at 1:15pm)

Session Materials

Kelli Donley Williams MPH, AHCCCS

Kelli Donley Williams, MPH, has worked in public health since 2003. She has served as the state suicide prevention specialist at the Arizona Department of Health Services, and now at the Arizona Health Care Cost Containment System. She has worked for the state of Arizona for more than seven years, including managing multiple behavioral health and public health projects. She received a BS from Northern Arizona University and her graduate degree in public health from the UofA. She has published three novels and is an avid gardener.

Social Emotional Learning through Play

Room: Desert Sky

In this interactive workshop, we will be teaching the importance and value of social emotional learning and how it can be directly connected to play. Attendees will walk away with tools to implement play at their sites and home and how to debrief those activities by directly linking them to SEL skills like decision making, self-management and teamwork. Attendees will receive an electronic copy of our recently released Playworks SEL Game Guide.

Session Materials

Heather Checky, Playworks Arizona

Heather Checky first experienced Playworks as a Development Intern. She then served as a Playworks Coach for four years in Texas, Massachusetts and Arizona before serving as a Program Specialist where she supported program quality in schools throughout the region. Heather is now using her knowledge and experience to support schools and youth organizations across the state of Arizona with trainings and consultations.

Session Materials

An Introduction to Courageous Conversations in Education

Room: Boulder

Courageous Conversations About Race by Glenn E. Singleton has been a resource that has changed the way we interact both professionally and personally. Join us for an introduction to this work and how it can be applied in daily interactions. We will share tools and strategies that can be implemented in a timely and intentional way in order to open dialogue in your space around race.

Session Materials

Session Materials 2

Danielle Brown, Arizona K12 Center

Danielle is in her tenth year in education and is a National Board Certified Teacher. Her experience includes teaching kindergarten, teaching arts integration, as well as supporting her former district in many leadership capacities. Danielle works as a Professional Learning Director at the Arizona K12 Center, where her work focuses on beginning teacher support, in the form of mentoring and induction supports for various districts across the state of Arizona.

Angelia Ebner, Arizona K12 Center

Angelia is in her fourteenth year in education and loves what she does. She has taught kindergarten, through fifth grade and multi-grade classes. She is a National Board Certified Teacher, an Arizona Master Teacher, and currently works as the Associate Director of Programs at the Arizona K12 Center. Her goal is to inspire lifelong learning in students, facilitate leadership and efficacy among her peers, and be an advocate for excellence in education. Supporting candidates through the National Board process is a passion for Angelia. She believes all students deserve access to accomplished teachers and all educators deserve access to high quality professional learning.

Teaching Whole Child through Organic Teaching Opportunities

Room: Gold Dust

What skills, qualities, and attributes would you like your students to possess at age 25? During this session, educators will discuss core competencies, challenges, and solutions for implementing whole child strategies within their classroom and school. Educators will walk away with resources both digital and offline, to use within their classroom.

Cameron Warner, EVERFI

Cameron Warner supports teachers in Arizona for EVERFI, a leading technology company. He has been a college and career readiness educator for ten years and is passionate about supporting the physical, emotional, financial, and intellectual health of Arizona’s students.

Using Implementation Science to Impact Student Behavior: Engaging in Team-based Data-based Problem-Solving

Room: Sonoran Ballroom

Examining student outcomes is essential for identifying (a) what worked and needs to be sustained and (b) what didn’t work and needs to be changed. This session will describe the roles and responsibilities of team members and how various data can be used for ongoing planning within a PBIS framework to boost overall student success.

Session Materials
Session Materials 2

Heather George PhD, University of South Florida

Heather Peshak George is a Research Professor in the Department of Child & Family Studies at the University of South Florida within the Florida Center for Inclusive Communities (FCIC), a University Center for Excellence in Developmental Disabilities (UCEDD). Her areas of interest include positive behavior support, school-wide discipline, systems-level change, implementation and function-based behavior support planning, and international applications of PBIS.

The Battle Continues: Integration vs Inclusion in the Classroom

Room: Joshua Tree

Practices have shifted from doctor recommended institutional settings for living and education to a more inclusive model for those with disabilities. Through the passing of laws, people with disabilities have assimilated back into communities and schools. Different methods and programs are implemented in educating those with specialized needs. Research based practice for the classroom will be discussed for best post school outcomes for people with disabilities.

Session Materials

Marianne Scott, Pilot Parents of Southern AZ

Marianne Scott is the Program Coordinator at Pilot Parents of Southern AZ. She has taught leadership courses and educates on systems navigation. She is a founder of Dignified Changes, a grassroots organization that succeeded in the passing of legislation to install universal changing tables that accommodate adults. Her Bachelor’s Degree is from Boise State University in Early Childhood Education with certification in Special Education. Having a child with multiple disabilities, she understands the necessity to advocate for inclusion.

Susie Turrey, Parent & Co-Founder/COO of Unicorn Haven LLC

Wife of one, mom of two and co-founder/COO of Unicorn Haven. Susie is a self-proclaimed tantrum negotiator, mom-advocate, volunteer, activist and community organizer. The U.S. Air Force brought her and her husband to the Phoenix metro area. This is the third time Susie has attended the BET-C conference.

Dani Lawrence, Disability Advocate & Mom

Dani Lawrence began her journey battling for better educational services for her visually impaired son. Throughout her struggles she has learned to be a voice for other families by attending Pilot Parents Leadership Training, consulting with special education lawyers in the industry to help advocate for families in IEP meetings and currently working on legislation to change special education in AZ. All children deserve inclusion in education and her passion is to bring about the awareness to make that happen.

Courtney J Burnett, Master IEP Advocate

Courtney specializes in inclusion solutions, creating strong communication at home and school using a multisensory approach, creating child-centered IEPs and helping parents decrease their stress and anxiety with real everyday solutions. Courtney has over nine years of experience working as a speech and language pathology assistant (SLPA) and an IEP advocate. Courtney brings a unique and powerful perspective from her own personal experience as well as professional background.

Social and Emotional Learning in our schools

Room: Library

Social and Emotional Learning (SEL) lessons in our schools will save lives. It is as simple as that, yet the need is profound. Studies show that SEL can improve student academic performance significantly while also giving children the skills to build healthy relationships with their peers, friends, teachers, and family which will impact their lives and community.

Stephanie Orr, Casa Center for Positive Social Change

Ms. Orr has been the CEO/President at Casa Center for Positive Social Change (Casa) since 1988 and has embodied Casa’s original mission to provide crisis counseling for victims of abuse; primarily sexual abuse. Ms. Orr has worked tirelessly over the past 20 years to lead Casa as it has evolved into its current mission, which is to teach prevention education programs throughout the Metropolitan Phoenix area in schools and other organizations.

**Family School Partnerships within Multi-Tiered Systems of Support

Room: Coyote

Schools often struggle to effectively partner with all families, yet family participation and voice is essential to effective PBIS systems and practices. Examples of positive family partnering practices across all three tiers will be shared, with considerations for increasing engagement and reinforcement for families in order to support student behavior across contexts.

Session Materials

Sarah A. Fefer, PhD, BCBA, University of Massachusetts Amherst

Sarah Fefer is a school psychologist and behavior analyst whose research focuses on supporting students with challenging behaviors across home and school contexts using Positive Behavior Support. She has implemented and evaluated behavioral family education in clinic and school settings, and currently studies feasible methods to increase partnership between schools and families.

Networking Lunch and Second Raffle

Room: Black Canyon Ballroom

Today’s Master of ceremonies is Dr. Joe Roselle, Laveen School District

Breakout Session #2

**Inclusive Recreational Programming: A Case Study

Room: Horseshoe

Inclusive recreational programming can be particularly important for youth with autism to draw on opportunities to practice social skills, physical aptitude and increase motivation. It is vital to provide proper training and supports to families and staff to provide a meaningful recreational experience. In this training, participants will learn the benefits of inclusive recreational programs, effective strategies for an inclusive environment including behavioral skills training (BST), and explore ways to transform their current program to become more inclusive.

Session Materials

Megan Mann, Southwest Autism Research and Resource Center

Megan is a Clinical Consultant at the Southwest Autism Research and Resource Center (SARRC). Her clinical experience focuses on inclusion, dissemination of applied behavior analysis, and caregiver training for parents of children with autism spectrum disorders (ASD).

PBIS in the Classroom: It is Manageable

Room: Arizona

We will discuss implementation of Tier 1 PBIS systems in the classroom from a teacher point of view. During this session you learn about the reality of PBIS in the classroom and the tools that you can take to apply in your classroom. We will look at teaching expectations, reinforcing behaviors, and managing the behavior flow charts/accountability systems.

Session Materials

Joseph Fuentes, M.Ed., Phoenix Elementary School District and KOI Education

Mr. Joseph Fuentes has taught 1st, 3rd, and 7th/8th grade. He became the PBIS Team Leader for his school, where he served in this role for three years, and had previously served a member for 1 year. Joseph has spent the past two years training and coaching schools as they develop and implement Tier 1 & 2 PBIS systems. He looks forward to sharing how PBIS has had an impact on his classroom management and the culture of his campus.

Positive Bus Safety System (PBSS) Implementation Across 8 Districts: Methods & Outcomes

Room: Joshua Tree

Safety makes the wheels on the bus go round and round!

All students can benefit from a bus ride that is predictable, consistent, equitable, and safe. See fidelity surveys, social validity evaluations and Pre/post assessments from districts that have been implementing this approach to improving behavior on the school bus. Learn about a complete PBSS program including expectations, reinforcement, accountability, and data-analysis.

Session Materials

Ruth Reynoso, KOI Education

Ruth Reynoso loves teaching and sharing her knowledge and experiences with students and adults. She is relatable because she draws from her experiences as a classroom teacher, staff developer, and PBIS Team Leader to support the systems change that schools must undergo in order to implement PBIS with fidelity.

2019 PBISaz Ignite Talks

Room: Boulder

PBISaz has been Arizona’s statewide PBIS network for over 16 years and is lead by an Advisory Council of your colleagues. We are the official Association for Positive Behavior Support (APBS) network for Arizona. PBISaz is credited with building PBIS leadership, capacity and visibility throughout our state, in part, by sponsoring the PBISaz Achievement Awards, PBISaz Film Festival, PBISaz Ignite Talks, and PBISaz.org website.

Our Ignite Talks challenge leaders from across Arizona to share their enthusiasm and appraisal of the impact of PBIS in their district in 5-minutes with 20 slides that auto-advance every 15 seconds. Once the clock starts – it doesn’t stop. A Q&A session will follow so you can ask about data, outcomes, building capacity, or sustaining PBIS in your district or school.

Session Materials

Brett Humphrey, Laveen School District, AP - Ignite Host

Brett Humphrey has served as the Assistant Principal at Trailside Point Performing Arts Academy in the Laveen School District for the past five years. During his tenure in this position, he has been awarded in 2017 the Laveen School District Pinnacle of Leadership Award and was selected in 2015 as a Rodel Aspiring Principal. Brett is passionate about building a strong PBIS program with high fidelity and Trauma-Informed Education. Brett has been an integral part of increasing the fidelity of implementation of PBIS at Trailside Point. As a PBISaz Gold Award Winning school, Trailside Point’s positive, safe, healthy, and supportive climate can be attributed to the success of it’s strong PBIS program.”

Joree Schneider - 6th Grade Teacher, Laveen School District - Team Facilitation Strategies

Melissa Hall - MTSS Program Coordinator, Marana Unified School District - Alternative to Suspension Program and Small Group Interventions

Laura Anderson - School Psychologist, Paradise Valley School District - Where to Begin: 1st Year Implementation Lessons and Solutions

Steven Humble - Science Teacher, Laveen School District - Data Driven Decisions

Bruce Hesse - High School Student Support Group Coordinator, Marana Unified School District - Small Group Intervention

Increasing Community Collaboration through Cultural Wealth

Room: Library

This workshop engages participants to understand and recognize the difference between a deficit-thinking and empowerment thinking approach. By learning the concepts of Community Cultural Wealth, participants will be equipped to better collaborate with others that are different from themselves. By changing or reshaping our view of others, we position ourselves and our schools for success.

Session Materials

Jeff McGee, EdD, Cross-cultural Dynamics, LLC

Dr. McGee is a thought leader in using an asset-based approach to understand cross-cultural competencies. His interactive approach empowers leaders to think differently and challenge norms. Dr. McGee has years of experience as an educator, leader, coach, and trainer for city governments, businesses and nonprofit organizations. He seeks dismantle cross-cultural and leadership misunderstandings through education, practice, and policy making.

Using Implementation Science Practices to Facilitate Sustainability and Improve SWPBIS Program Outcomes

Room: Echo Canyon

This session examines how methods espoused by implementation science: (1) examining the impact of variables at the practice, (2) organization, and (3) systems levels, improve the sustainability and outcomes of a SWPBIS program.

Session Materials

Session Materials 2

Chris Huzinec, Pearson Clinical NA

Mr. Huzinec is an educational researcher, evaluator, and consultant with over 25 years of practical experience in public education. He is currently a Senior Educational Consultant for Pearson Clinical North America involved in the development of professional development and training related to research to practice, proactive behavior support, Social Emotional Learning, and integrating assessment and interventions.

**Family School Partnerships within Multi-Tiered Systems of Support

Room: Coyote

Schools often struggle to effectively partner with all families, yet family participation and voice is essential to effective PBIS systems and practices. Examples of positive family partnering practices across all three tiers will be shared, with considerations for increasing engagement and reinforcement for families in order to support student behavior across contexts.

Session Materials

Sarah A. Fefer, PhD, BCBA, University of Massachusetts Amherst

Sarah Fefer is a school psychologist and behavior analyst whose research focuses on supporting students with challenging behaviors across home and school contexts using Positive Behavior Support. She has implemented and evaluated behavioral family education in clinic and school settings, and currenlty studies feasible methods to increase partnership between schools and families.

Identifying Suicidal Behavior and How to Respond

Room: Sonoran Ballroom

During this presentation, we will discuss how to recognize suicidal thoughts, language, and behaviors in children and adults, how to respond, and how to link the individual (and family) to behavioral health resources in the community. Attendees will learn to communicate with individuals who may be experiencing suicidal ideation. (Repeated Session)

Session Materials

Kelli Donley Williams MPH, AHCCCS

Kelli Donley Williams, MPH, has worked in public health since 2003. She has served as the state suicide prevention specialist at the Arizona Department of Health Services, and now at the Arizona Health Care Cost Containment System. She has worked for the state of Arizona for more than seven years, including managing multiple behavioral health and public health projects. She received a BS from Northern Arizona University and her graduate degree in public health from the UofA. She has published three novels and is an avid gardener.

Break
Partnership Lounge: Visit our exhibitors!

Breakout Session #3

Classroom/Home Matrices and Flowcharts for Teaching and Correcting Behaviors

Room: Arizona

Participants will actively engage in creating a classroom matrix that aligns to their school-wide or home expectations and addresses the specific areas, activities, and transitions within their classroom or home. Additionally, participants will develop a step-by-step sequential correction system for responding to minor misbehavior that aligns to the school-wide behavior flowchart or your child’s behavior at home.

Session Materials

Jeremy Gibson, PBISAz Director of Community Connections

Mr. Jeremy Gibson has worked in education with a specific focus on emotional and behavioral disabilities using evidenced-based programs as well as designing programs based on best practice. Currently, he supports district-wide implementation of PBIS in 10 schools and works closely with school-level teams to sustain multi-tiered supports through data-informed responses to student needs.

**Positive Parent Contact: Promoting Family-School Partnership for Students with Challenging Behavior

Room: Coyote

Sarah will introduce a Tier 2 strategy called Positive Parent Contact (PPC) that was designed to encourage parent-teacher communication without placing additional demands on families, in a way that is also feasible and low-demand for teachers. Preliminary results show increased reciprocal communication between home and school and increased on-task behavior in the classroom as a result of the intervention.

Session Materials

Sarah A. Fefer, PhD, BCBA, University of Massachusetts Amherst

Sarah Fefer is a school psychologist and behavior analyst whose research focuses on supporting students with challenging behaviors across home and school contexts using Positive Behavior Support. She has implemented and evaluated behavioral family education in clinic and school settings, and currenlty studies feasible methods to increase partnership between schools and families.

Connect and Collaborate: Mental Health Partnerships in Schools

Room: Echo Canyon

According to the National Institute of Mental Health, approximately 22% of adolescents had a severe mental health concern. It is vital that schools, families, and mental health providers forge connections to support youth in being able to better address behavioral health needs. This leads to increased communication, shared vision, and more impactful outcomes. This presentation will focus on how to create these partnerships, as well as discuss successes and lessons learned.

Meghan Stogner, Touchstone Health Services

Meghan Stogner has worked at Touchstone since 2013. Prior to Touchstone, Meghan worked with the Phoenix Crisis Response Unit and Aurora Behavioral Health. Meghan started at Touchstone as an Outpatient Therapist, Groups Administrator and Program Manager of School Based Services. Meghan has significant training in trauma and therapeutic approaches using CBT and DBT. She holds certifications in Trauma Focused CBT, CBITS/Bounce Back, trainer in Youth Mental Health First Aid, Motivational Interviewing, safeTALK and ASIST.

Amy Castellanos, Touchstone Health Services

Amy Castellanos has been with Touchstone Health Services since 2015. Prior to her work with
Touchstone, Amy spent 10 years building Health Promotions programs throughout Fresno County,
California and Mohave County, Arizona. Amy leverages her diverse background to connect with
communities and build programs that focus on social emotional learning, trauma informed care and
healthy relationships. Amy’s passion is to build community resiliency by teaching leaders trauma
informed approaches, and inclusive facilitation practices.

Mindfulness Based Social Emotional Learning

Room: Sonoran Ballroom

Learn what Mindfulness Based Social Emotional Learning (MBSEL) is and how it is currently creating impact in Arizona schools. We will explore how MBSEL helps us to manage and regulate trauma. We will also discuss how MBSEL works hand-in-hand with PBIS.

Session Materials

Sunny Wight, Mindfulness First

Sunny created Mindfulness First after experiencing a stress-related breakdown and illnesses from which she used mindfulness to recover and completely transform her life. Sunny is conventionally qualified with a Bachelor’s Degree, 200 hour Yoga Teacher Training and Mindful Schools Fundamentals/Curriculum Training: with a prior career in PR/Marketing.

Lauren Coe, Mesa Unified School District

Lauren is currently a School Psychologist in the Mesa School District with more than 13 years of experience. She has 7 years of experience training districts and schools in PBIS and has been using mindfulness personally and professionally for the past 16 years.

Voices of Youth Disengagement

Room: Desert Sky

Today’s classroom features a variety of distractions that cause students to become at risk. During this session participants will discuss the warning signs from first hand stories directly from today’s youth on how items such as mental health, social media, and other life changing events put their education at risk. Participants will identify how schools can work effectively with students to prevent youth disengagement.

Michael Goto, Ombudsman Educational Services

Michael Goto serves as a district level administrator for seven schools serving at risk and disengaged youth. Fueled with a Masters’ in Instructional Technology with Google Educator and Microsoft Innovative Educator certifications, his passion is using technology to bridge the achievement gap and strengthen real world classroom collaboration. Mr. Goto is a west valley Arizona native with a wife and four kids.

Heather Lynn, Ombudsman Educational Services

Ms. Lynn serves as the Outreach Specialist for Ombudsman in Glendale, Arizona. A graduate from California State University, San Bernardino with a bachelor’s degree in Business Administration – Entrepreneurial with over 20 years of experience in education with a diverse background of training in adolescent health. Ms. Lynn enjoys working with scholars to help them achieve their goals through college and career fairs, speakers, trainings, and assisting with resources for wrap around services.

Vanessa Villarreal (student)

Pamela Reed (student)

Sasha Espinoza (parent of 4)

**The 5 Rs of Social Emotional Behavioral Programming

Room: Gold Dust

The 5 Rs is a comprehensive, memorable and effective set of guiding principles used to train and support self-contained school teams working with students with significant emotional and behavioral needs. The 5 Rs are: Relationships, Readiness, Reinforcement, Redirection and Reintegration.

Session Materials

5 R’s Handout

Fidelity Check Examples

Relationship Lessons Worksheet

Mike Linehan, MA, NCSP, BCBA, Littleton Elementary School District

Mike Linehan is a Board Certified Behavior Analyst, Nationally Certified School Psychologist and certified teacher with more than 20 years of experience working in public schools and mental health facilities. As a
teacher, Mike implemented class-wide positive behavior supports and as a psychologist and behavior analyst, he has facilitated problem solving and worked with school and mental health teams to advance positive behavior interventions and support systems for all students and specialized programs for students with Emotional and Behavioral Disorders and Autism.

Creating Safe & Supportive Learning Environments

Room: Boulder

This session is geared toward Individuals who interact with children and youth in various settings (schools, community programs, foster care, etc.). As an influential adult in a child’s life, it is important to build a strong and authentic relationship. Children need to be surrounded by caring people and know they are in a safe space. By recognizing a child’s/youth’s culture, past traumas and background it increases the capacity to create a safe and supportive learning environment in which that child/youth can excel academically and socially.

Session Materials

Janelle Wood, Black Mothers Forum, Inc.

Janelle Wood earned her Bachelor of Science degree in Economics from Arizona State University in 1989 and her Masters of Arts degree in Biblical Leadership from Phoenix Seminary in 2005. She has served on various boards, Chief of Staff for the Phoenix City Council, Interim CEO of a women’s international leadership ministry to Christian women leaders in the Middle East. Janelle is the founder of the Black Mothers Forum, Inc., founded in August 2016, a non-profit organization of Black mothers who have come together to end the bloodshed in the Black community; dismantle the school to prison pipeline; and restore the strength, dignity and hope of the Black community.

PBISaz Film Festival Reception

Room: Library

Host: Matt Abney

Hosted beer and wine reception and the PBISaz Film Festival

Sessions with (**) are eligible for BCBA credit.