Arkansas State Personnel Development Grant

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Suite #450
Little Rock, AR 72201
Phone: (501) 319-7333
Fax: (501) 379-8387

Webinar Video Archive

On this page you will find webinars on a variety of topics. Each of the following videos may be viewed in the video players below, or you may use the arrowed icon [] on the far right of each player to view full screen.

If you play these videos on a mobile device, they should play full screen automatically once the play button has been clicked.

Please be aware that these videos range from 60 to 90+ minutes in length and are played streaming to your device. If you find the videos are not playing smoothly, simply allow the file to buffer (or pause for a few minutes) and then continue watching the video.

If you have any questions or issues, please let us know and we will be glad to assist you where possible.


March 17, 2011 - School Year Starts in April - Systematically Transferring Academic and Behavioral Response-to-Instruction Success

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School Year Starts in April - Systematically Transferring Academic and Behavioral Response-to-Instruction Success

Description of the Webinar:

      “Articulation” refers to the systematic transfer of student information, interventions, and other lessons learned from one school year to the next.  Many times, teachers receive successful RtI consultation and technical assistance with their most challenging students resulting in successful academic or behavioral interventions.  Unfortunately, these successes often are not systematically “articulated” or communicated to the next year’s teacher or teaching team such that these students receive the same effective services at the beginning of the new school year.

     Separately, many building-level RtI teams provide assessment and intervention services every year to any number of students with academic or behavioral challenges.  Relative to articulation, how many of these building-level teams analyze all of the cases that they have considered at the end of each year so that referral trends and intervention/professional development needs are identified and strategically addressed the next year?

     This presentation discusses (a) who should be on the building-level RtI team; (b) a data-based functional assessment problem solving process, and why it should be taught to every instructional staff person in a school; and (c) why grade-level RtI teams are also essential to an effective school-wide RtI process.  The presentation then describes four critical articulation strategies:  (a) the “Get-Go” process that ensures that interventions are transferred from one teaching team to the next, from one school year to the next; (b) the use of Student Briefing Reports to facilitate the transfer of student information and interventions; (c) the Consultation Referral Audit to help building-level RtI teams identify referral trends and intervention and professional development needs; and (d) the importance of before school Articulation Briefing Meetings during the week before school starts so that the articulation process is completed.


February 15, 2011 - Why Behaviorally Challenging Students Act Up:  The Seven “High-Hit” Reasons and How They Link to Intervention (with Dr. Howie Knoff)

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Description of the Webinar (approximately 90 minutes)

      There are many reasons why students demonstrate angry, aggressive, and acting out behavior in their schools or classrooms—or anxious, withdrawal, and “checking out” behavior.  The U.S. Surgeon General’s office and Institute of Medicine have recognized that one in five students will experience significant social, emotional, or behavioral problems during their school-aged years.  Yet, two-thirds or more of these students do not receive the social, emotional, or behavioral services needed to help address their difficulties—sometimes because schools do not understand why their problems are occurring, and what to do about them. 

      This presentation identifies the seven “high-hit” types of students who exhibit social, emotional, or behavioral challenges to the degree that they need strategic (Tier 2) or intensive (Tier 3) skill-based instruction or intervention.  Critically, most functional behavioral assessments (FBA) only evaluate for two of these seven types—and even then, incompletely.  Thus, the seven types of students are identified in this presentation, interventions needed at the Tier 2 and Tier 3 levels in every school are outlined, and the high-success interventions that link to each of the seven types of students are discussed.


December 3, 2010 - Response-to-Instruction and Intervention to Facilitate Effective Classrooms and Successful Students:  Integrating Academic and Behavioral Prevention and Intervention  (with Dr. Howie Knoff)

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Description of the Webinar (approximately 65 minutes)

    Response-to-Instruction and Intervention (RtI2)  involves evaluating the degree that students (a) master academic material in response to effective instruction, and (b) demonstrate appropriate, prosocial behavior in response to effective classroom management.  When students are not progressing or “responding” to effective instructional conditions, academically or behaviorally, RtI includes a functional assessment/problem solving process to determine the reason(s) for the lack of success, and the implementation of strategic through intensive interventions to help those students progress and be successful.  

    This presentation describes an integrated evidence-based blueprint that guides effective classroom instruction and behavior management.  The blueprint includes respective academic and behavioral “service and support” cascades to insure that at-risk, underachieving, or unsuccessful students receive the strategic instruction or intervention needed when they do not respond in the effective classroom.  The blueprints also address a data-based functional assessment process that determines why students are having academic or behavioral difficulties so that high success interventions can follow.  All of this is guided by an early intervention team process.


October 22, 2010 - Response-to-Intervention (RtI) and Behavior:  Organizing Social, Emotional, and Behavioral Interventions along a Three-Tiered Positive Behavioral Support System (with Dr. Howie Knoff)

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Description of the Webinar (approximately 75 minutes)

      A behavioral intervention gap exists, nationwide, in our schools.  Indeed, surveys of schools nationwide indicate that they do not have enough professionals available to develop and implement essential social, emotional, and behavioral interventions.  This is particularly compelling given the presence of many behaviorally challenging students—students who disrupt the academic climate of their classrooms, often are not academically successful, and who, many times, are early school drop-outs.  This webinar discusses the need for schools to identify their behavioral intervention gaps, address them through systematic professional development programs, and implement strategic behavioral interventions so that challenging students receive the services they need and deserve.  

     To help guide this process, a three-tiered, evidence-based prevention to intensive intervention continuum is described to help schools address the social, emotional, and behavioral needs of all students.  This continuum includes over 20 specific behavioral interventions to address the needs of challenging students, and it has been successfully used in Arkansas’ State Personnel Development Grant’s PBS schools—as part of their involvement in Project ACHIEVE, a national evidence-based school improvement program.  These specific behavioral interventions are discussed within a comprehensive Response-to-Intervention (RtI) context at the prevention, strategic intervention, and intensive need/crisis management levels. 


September 17th, 2010 - Response-to-Intervention (RtI) and Behavior:  Designing and Implementing Evidence-Based Positive Behavioral Support Systems in Schools and Districts (with Dr. Howie Knoff)

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Description of the Webinar (approximately 75 minutes)

    This webinar explicitly describes Project ACHIEVE’s PBSS components and their successful implementation in hundreds of schools across the country.  Six critical components are discussed that make up the PBSS:  (a) the Stop & Think Social Skills Program; (b) the development of grade-level and building-wide accountability systems; (c) how to increase staff and student consistency; (d) the analysis of “special situations”-- behavioral situations that occur in the common areas of a school and/or that involve peer-mediated teasing, taunting, bullying, harassment, and physical aggression; (e) crisis prevention, intervention, and response; and (f) the importance of home and community outreach.

    In the end, this webinar describes a functional, effective, and comprehensive school-wide system that maximizes students’ academic engagement and achievement, creates safe school environments and positive school climates, increases students’ prosocial skills, and decreases discipline referrals to the office and school suspensions and expulsions.

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