The goal of the Coaching Institute is to increase the capacity of school-based coaches to include skills and strategies they can utilize to help guide their school through the process of change and improvement. The Coaching Institute provides the necessary background and rationale of the importance of the coaches’ role in leading the implementation process. The content of these two days is focused on arming coaches with the necessary coaching skills and strategies, enabling them to facilitate critical conversations and problem-solving techniques with their team members and school staff. The two-day training allows for networking among internal coaches and time for rapport and relationship building between the coach and the project staff.

Format: In-Person: 2 days

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The purpose of the Advanced Coaching Institute is to increase the participants’ capacity to influence reflective practices and problem-solving strategies through the use of coaching. As a follow-up to the Coaching Institute, coaches participating in the Advanced Coaching Institute explore: mentoring, consulting, collaborating, and coaching; building trust and rapport; effective listening levels; learning-focused verbal tools; powerful questioning; moving others along the continuum of change; effective collaborative patterns; purpose-driven inquiry; and decision making.

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Format: In-Person: 1 day

The objective of the Tier 1 Institute is to guide participating schools to create proactive systems of behavior instruction and management that include:

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• Defined behavioral expectations

• Direct instruction of behavior expectations

• A reward system for appropriate behavior

• A continuum of consequences for problem behavior

• A continuous collection and use of data for decision  making

Training sessions include hands-on activities where collaboration is emphasized, in the midst of support from the training facilitators. Participants spend much of their time collaborating and building a framework for the Universal Tier of Schoolwide Positive Behavior Interventions and Supports (SWPBIS) to take back to their building. Interwoven throughout the content is an emphasis on teaming practices, eliciting change, and creating buy-in among the staff and other stakeholders in each unique context.

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*A focus throughout will be supporting these school teams to build their capacity to provide training and support to their staff. LEA teams will also leave the training with their created/updated Action/Sustainability Plan.

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Format: In-Person: 4 days

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The objective of the Tier 2 Institute is to support school teams in maintaining their Tier 1 Schoolwide Positive Behavior Interventions and Supports (SWPBIS) framework while creating a Tier 2 behavioral system that includes:

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•   Universal behavioral screeners

•   Progress monitoring for at-risk students

•   System for increasing structure and predictability

•   System for increasing contingent adult feedback

•   System for linking academic and behavioral performance

•    System for increasing home/school communication 

•    The collection and use of data for decision making

Training sessions include hands-on activities where collaboration is emphasized, all in the midst of support from the training facilitators. Participants spend much of this time collaborating and making plans to maintain the Tier 1 behavior framework they have established. The Tier 2 training content builds on Tier 1 content and expands to include: identification of students, advanced progress monitoring, identification of interventions that match the functions of behavior and the individual needs of students, specific training on identified interventions, and measuring outcomes and fidelity of Tier 2 implementation.

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*A focus throughout will be supporting these LEA teams to build their capacity to provide training and support to their local staff. LEA teams will also leave the training with their created/updated Action/Sustainability Plan.

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Format: In-Person: 3 days

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The objective of the Tier 3 Schoolwide Positive Behavior Interventions and Supports (SWPBIS) Training Institute is to support school teams in maintaining their Tier 1 and Tier 2 SWPBIS framework while creating a Tier 3 behavior system that includes:

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•    Functional behavior assessments

•    Team-based comprehensive assessments

•    System for linking academic and behavior supports

•    Individual interventions based on assessment information focusing on: 

  • Prevention of problem context

  • ​​Instruction on functionally equivalent skills and instruction on desired performance skill

  • Enhancing contingence reward of desired behavior

  • Use of negative or safety consequences if needed

•    The collection and use of data for decision making

*A focus throughout will be supporting these LEA teams to build their capacity to provide training and support to their local staff. LEA teams will also leave the training with their created/updated Action/Sustainability Plan.

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Format: In-Person: 3 days

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This session will provide participants with an introduction and overview to the basic building blocks of Schoolwide Positive Behavioral Interventions and Supports (SWPBIS). SWPBIS is a framework or approach comprised of intervention practices and organizational systems for establishing the social culture, effective learning, and teaching environments, and individual behavior supports needed to achieve academic and social success for ALL students.

Format: In-Person: 1 day

Millions of children and adolescents have mental health concerns that threaten their wellbeing and educational performance. It’s undeniable that positive mental health allows children to think clearly, develop socially, and learn new skills. We also know that access to mental health supports directly improves students’ physical and psychological safety, academic performance, and social and emotional learning. In this session, we will explore the components of a Systemic Approach to Supporting Students’ Mental Health:

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• Creating District-Wide Common Language

• Utilizing Sustainable and Scalable Systems (MTSS, PBIS, and ISF)

• Developing Positive Relationships (Staff to Students, Staff to Staff, Staff to Families, Student to Students)

• Creating Safe Environments

• Implementation of Evidence-Based Practices

• Modeling Staff Self-Care

Format: In-Person: 1 day

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Current rates of mental illness, substance misuse and opioid abuse are alarming and require societal shifts. Mental health prevention is now recognized as a critical part of education, but schools struggle with how to establish a comprehensive system of mental health support.

What we need is an interconnected system that leverages all the available resources. This brings us to the Interconnected Systems Framework or ISF. ISF systematically joins together the practices of PBIS and School Mental Health into a single system of support.

Rather than doing one more thing, or adding on something new, the ISF utilizes the already established framework of MTSS and PBIS and expands and enhances that framework to include school mental health supports.

In this session, we will explore how using an interconnected framework allows schools to:

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• Identify students with mental health needs earlier

• Link students to evidence-based interventions

• Use data to ensure students receiving support improve

• Expand the roles for clinicians to support school personnel and students at every tier

• Create healthier school environments

Format: In-Person: 1 day

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We know that students are coming to us each year, with backgrounds that are more diverse and with unique needs. Many of our students have experienced trauma and adversity early in life. Oftentimes, educators are not taught how to identify and support the challenges that result from these “not okay” experiences. In this session, we will dive into the realm of trauma-sensitive practices. Our goal is to better understand, recognize, and respond to the effects of trauma our students have experienced.

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Format: In-Person: 1 day

With over 20 percent of students reporting they have been bullied on school campus in the last 12 months, bullying and cyberbullying prevention is an issue we must all invest in. In this professional learning session, participants will explore what bullying and cyberbullying is and what it is not and how to effectively prevent and respond to these situations. A focus throughout the one-day training will be to view this issue through the eyes of the students and to create an action plan and to build a sustainable system to support all students.

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Format: In-Person: 1 day

Relationships, specifically positive developmental relationships, are the foundation for student and educator success. In this professional learning session, participants will explore the connection between SEL and relationships and the elements crucial to creating developmental relationships. Participants will also examine the indicators of trust within their own organization. Through the lens of empathy, participants will explore effective ways to respond to difficult students and situations, all while sustaining these positive connections.

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Format: In-Person: 1 day

A well-managed learning environment is the foundation for positive relationships and academic success. With a focus on prevention, participants will work to explore the following evidence-based practices: building rapport and relationships, creating and teaching consistent and effective expectations, acknowledging positive behavior and providing effective feedback, implementing consistent and predictable consequences.

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Format: In-Person: 1 day