Library of Webinar Presentations

Library of Webinar Presentations

Howie is continually invited to provide national and international webinars in his areas of expertise. Whenever possible, he places the webinar recordings, and their related handouts and materials, into a Webinar Library that is available on an annual subscription basis. Subscribers get unlimited access to all of the webinars in the password-protected library—which is continually updated or expanded. While access and passwords are non-transferable (due to Federal Copyright law), webinars can be projected directly from the Library for group viewing.

Below are the current holdings in the Library, and brief descriptions.

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Current Webinars in the Library

BRAND NEW !!!!
  • The Seven High-Hit Reasons for Students' Challenging Behavior: Functional Assessment for the 21st Century [Insights to Behavior; September 16, 2020]
  • Enhancing Trauma Stress-Sensitive Schools: Addressing Students' Multi-Tiered Emotional Self-Regulation Needs [Expanded Webinar for the National Association of School Psychologists; July 8, 2020]
  • Teaching Students Social, Emotional, and Behavioral Self-Control and Self-Management Skills: Applying This Instruction to Students with Challenging Behavior   [Insights to Behavior; June 17, 2020]
  • Ten Multi-Tiered Practices that Explain Why Students Ain't Learning  [Step X Step "Straight Talk" International Conference; May 28, 2020]
  • Solving the Disproportionality Dilemma through an Effective School Discipline, Classroom Management, and Student Self-Management System   [Insights to Behavior; April 15, 2020]
Other Recent Presentations in the Webinar Library
  • An ESEA Guide to Strategic Planning, Shared Leadership, and Student Success  [Creative Leadership Solutions]
  • Planning Your Multi-Tiered (MTSS) Services for Next Year by Analyzing Your Current Students' Needs Today  [Creative Leadership Solutions]
  • Building Academic and Social, Emotional, and Behavioral Progress for All Students  [PresenceLearning]
  • SEL: Critical Steps to Implementing a Comprehensive School-Wide Evidence-Based Program  [Illuminate Education; with Dr. Chris Balow]
  • Conducting Quarterly Student Achievement Review (Q-STAR) Meetings: An Early Identification & ESSA Progress Monitoring Approach [Illuminate Education; with Dr. Chris Balow]

Brief Descriptions of the Library's Current Webinars

An ESSA Guide to Strategic Planning, Shared Leadership, and Student Success

   ESSA requires districts and schools to take the primary responsibility for educating, addressing the academic and behavioral progress, and providing multi-tiered systems of support for all students. This webinar discusses the functional academic and behavioral student outcomes that “anchor” the ESSA legislation.  These outcomes are connected to an effective school and schooling blueprint that is implemented within a shared leadership structure and process.

Ten Multi-Tiered Practices that Explain Why Students Ain't Learning

   ESSA requires districts to develop multi-tiered systems of services, supports, strategies, and interventions for academically or behaviorally at-risk, underachieving, unresponsive, and/or failing students. This webinar discusses (a) the legal requirements for a multi-tiered system; (b) the primary goals and objectives for a defensible system; and (c) ten current flaws and solutions so that districts and schools can rethink their approaches and implement effective strategies that lead to successful student outcomes.

Planning Your Multi-Tiered (MTSS) Services for Next Year by Analyzing Your Current Students' Needs Today

   We believe that next year's MTSS system of school services begins with a number of significant transition activities that occur now. One such activity is the "Get-Go Process."  Using the Get-Go Process, each grade-level team in a school analyzes the progress of each of their students so that the student-centered "lessons learned" can be formally communicated to the next year's teaching team. 

   But in addition, the Get-Go Process is completed to determine (a) what MTSS services and supports specific students will need on the first day of the next school year; (b) how to prepare teachers and other support staff to deliver needed multi-tiered programs or interventions; and (c) how to best organize students into their next year's classrooms so that differentiated instructional approaches and positive classroom interactions are maximized. 

   This webinar describes the Get-Go process, discusses the data and information that need to be collected and analyzed, and explains how to prepare for and conduct the Get-Go grade-level meetings.

Building Academic and Social, Emotional, and Behavioral Progress for All Students

   Research and practice demonstrate that effective classroom management and student instruction in social, emotional, and behavioral self-management is a blueprint for success.  This webinar discusses evidence-based ways to structure a strong student-centered foundation that schools can use to increase strengthen school climate, increase student engagement, and improve academic outcomes.  These approaches especially include ways to implement a comprehensive school discipline, classroom management, and student self-management (SEL) system.

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SEL: Critical Steps to Implementing a Comprehensive School-Wide Evidence-Based Program

   Recent surveys reveal that educators want to implement SEL approaches in their classrooms, but many don’t have a specific evidence-based model with programs and strategies for implementation. In this webinar, we highlight: (a) a science-to-practice model complemented by the Stop & Think Social Skills Program; (b) ways to evaluate SEL program outcomes using a user friendly data management platform; and (c) how to implement a flexible, practical SEL program from start to finish.

Teaching Social, Emotional, and Behavioral Skills: From Preschool to High School/With Typical to Challenging Students

   Many students with social, emotional, and/or behavioral challenges have not learned or mastered critical interpersonal, social problem-solving, conflict prevention and resolution, or emotional control and coping skills.  Using the evidence-based Stop & Think Social Skills Program as an exemplar, this presentation discusses (a) how to choose and implement a social skills program as part of an multi-tiered behavioral system; (b) what social skills are most important, and how to teach them to challenging students; (c) how to integrate emotional self-control skills into social skills instruction; (d) how to use social skills instruction to address teasing, taunting, bullying, harassment, hazing, and physical aggression; and (e) how to use this approach to teach important classroom and building routines.

   More specifically, this presentation will overview the Stop & Think approach to teaching social skills to children and youth from preschool through high school. The Stop & Think process identifies over 50 pro-social skills that can be taught to students, and teaches through a cognitive-behavioral approach emphasizing: modeling, role playing, performance feedback, and generalization. The Stop & Think program has been used in day and residential treatment centers, as well as alternative programs and juvenile justice facilities.

Solving the Disproportionality Dilemma through an Effective School Discipline, Classroom Management, and Student Self-Management System

   School discipline, behavior management, and school safety continue to be major concerns in education—as schools and districts attempt to maximize students’ academic engagement and motivation, while preventing classroom disruptions and school violence.  And related to all of this is the stark reality that minority and students with disabilities continue to be referred disproportionately to the office for discipline referrals, to be suspended and expelled, and to be sent to alternative school programs. 

   Because “zero tolerance” approaches are no longer advocated, many states and districts have adopted approaches that (a) have not been validated, (b) do not provide explicit implementation steps and strategies, (c) delay services to students with the most challenging behavior, and (d) do not fully address disproportionality from a science-to-practice perspective.

   This presentation will detail the essential evidence-based components and selected implementation activities in an evidence-based Positive Behavioral Support/Social-Emotional Learning System (PBSS/SEL).  It will also specifically highlight how this system has helped schools across the country to address the issue of disproportionality, while increasing students’ engagement, prosocial interactions, and academic achievement.

Conducting Quarterly Student Achievement Review (Q-STAR) Meetings: An Early Identification & ESSA Progress Monitoring Approach

   As part of a multi-tiered (MTSS) system, schools need to evaluate the academic and behavioral progress of all students each quarter to make sure that they are appropriately progressing and succeeding.  This webinar describes the Quarterly Student Achievement Review (Q-STAR) process, developed over 30+ years through Project ACHIEVE, that has been implemented in thousands of schools across the country.  Included is: (a) the information and data that should be routinely included in the meetings; (b) how to prepare for and conduct grade-level Q-STAR meetings; and (c) how data analytic software can facilitate data collection, analysis, and interpretation across multiple measures to drive instructional decisions.

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Enhancing Trauma Stress-Sensitive Schools: Addressing Students' Multi-Tiered Emotional Self-Regulation Needs

   Many schools are implementing trauma-sensitive or trauma-informed programs or practices.  Unfortunately, virtually all of them are not scientifically-based, and have not been objectively field-tested or clinically validated.  Critically, they also do not include multi-tiered supports and interventions, are not integrated into districts' multi-tiered systems of supports, and do not address students' emotional regulation needs at the prevention, strategic intervention, or intensive/clinical need levels.

   This webinar provides clinical documentation that schools, first and foremost, should not be focusing on the specialized area of trauma, but on the different stresses experienced by students. As such, schools need to first be "Stress-Sensitive and Stress-Informed." The webinar also directly addresses existing science-to-practice gaps, focusing especially on ways to enhance students' emotional regulation skills relative to explicit multi-tiered services, supports, strategies, and interventions.  A cognitive-behavioral emotional regulation blueprint is presented, along with specific Tier II and III cognitive-behavioral programs and interventions.

The Seven High-Hit Reasons for Students’ Challenging Behavior: Functional Assessment for the 21st Century

    For students with significant social, emotional, and/or behavioral issues, functional behavioral assessments (FBAs) are often a significant part of the assessment process.  However, many FBAs still are completed using approaches that have existed since the 1970s, they focus on a narrow operant perspective of behavior that does not incorporate over 40 years of biologically- and psychologically-based research, and hence, they may result in questionable conclusions and recommendations.

    This presentation describes the seven “high-hit” reasons why students present with behavioral challenges, discussing how to assess these reasons as part of a “21st Century” FBA.  It also demonstrates how to link each high-hit functional assessment reason with specific social, emotional, or behavioral interventions.  The tiers in such a multi-tiered system will be defined based on the intensity of services and supports.  Thus, most of the discussion will center on what should be the Tier II level of strategies and interventions. 

    Critically, most “traditional” FBAs assess for only two of the seven high-hit types (i.e., students with motivational or emotional difficulties).  This presentation will assert that some student behavior does not have a specific motivational function.  Thus, a traditional FBA may not always be helpful to the assessment process.

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