Learn from a diverse panel with a superintendent, MTSS director, educator, school psychologist, and PBIS expert on how to build and sustain capacity for multi-tiered systems of behavior support in a post-pandemic school system. The District System Fidelity Inventory (DSFI) is an evidence-based roadmap districts have been using to manage change for over a decade - panelists will share their experiences and advice.
Adam Lecki, Ed.D., Superintendent
Casa Grande Elementary School District
Dr. Adam Leckie currently serves as superintendent of Casa Grande Elementary School District in Casa Grande, Arizona. He has previously worked as an assistant superintendent, director of special education, master teacher, and special education teacher in a preK-12 grade district. He is the previous president of the Arizona Council of Administrators of Special Education and served on the Executive Committee of the National Council of Administrators of Special Education. He was awarded the Arizona School Administrators Distinguished Administrator of the Year Award in 2019 and the BET-C Director’s Award for PBIS also in 2019. He has authored publications including Lucky 21: A General Education Teacher’s Guide to Special Education, and several journal articles on special education and leadership.
Pamelia Harris, M.Ed., Lead Teacher of Gifted Education Program, District PBIS Coach
Phoenix Elementary School District
Pamelia Harris is a Professional Learning Facilitator for KOI Education, as well as an internal trainer and coach within an urban school district. Because of these perspectives, Pamelia knows that the PBIS framework provides opportunity and support for all students to reach their greatest potential. She has led her districts' schools to earn multiple PBISAz Achievement Awards. Pamelia holds a masters in Educational Leadership from Northern Arizona University.
Jon Bowen, M.A., NCSP, BCBA, School Psychologist and Behavior Analyst
Paradise Valley Unified School District
Jon Bowen is a school psychologist and Board Certified Behavior Analyst who knows that implementing evidence-based practices through collaboration, consultation and ongoing professional development is key to student achievement. Jon is co-author of, “The Supportive Classroom: Trauma-Sensitive Strategies for Fostering Resilience and Creating a Safe, Compassionate Environment for All Students”. Jon holds a Masters in School Psychology from the University at Buffalo and a certificate in Positive Behavior Support from Northern Arizona University.
Cynthia Price, District Behavior Intervention Specialist
Roswell Independent School District, NM
Cynthia Price is a licensed clinical social worker, board certified by American Board of Clinical Social Work. She received a bachelor of social work from Eastern New Mexico University, master of social work from New Mexico Highlands University, master’ certification in applied behavior analysis from the University of Cincinnati and currently completing state requirements to obtain an educational administrative license. She is a commissioned behavioral health officer in the New Mexico National Guard. She has worked as a district wide behavior specialist for Roswell Independent School District for the past 10 years, with a total of 18 years’ experience working with students and initiatives related to mental health, student behavior and special education. More recently, Cynthia has focused on building multi-layered system of support (MLSS) for behavior, with a shift from focusing solely on special education interventions to building preventative and targeted systems of support across behavior and social emotional learning.
Daniel Gulchak, Ph.D., Panel Moderator
KOI Education
Dr. Daniel Gulchak, a co-founder of KOI Education, believes all students can succeed when adults have the right resources. Prior experience includes being a special education teacher, professor, and board member of several special education associations. He leads applied research in curriculum design and operations at KOI Education and is a co-author of 15 books on positive behavior support systems, numerous research articles, and magazine essays. Daniel earned his Ph.D. at Arizona State University.