Biography of Primary Presenter

Brian Mincey is a school psychologist for Henry County Schools. In this role, Brian has served as a consultative resource in developing behavioral frameworks across K-12 schools in the Stockbridge area. This coincides with past presentations at the district and state levels, as exemplified by a prior engagement for the Student Support Team Association for Georgia Educators (SSTAGE).

Most recently, Brian served as a region representative for the Georgia Association of School Psychologists (GASP).

Highest Degree of Primary Presenter

Specialist Degree

Presentation Abstract

This presentation offers a Title I school's early implementation of Positive Behavior Interventions & Supports (PBIS). Initial focus will apply to the universal (Tier I) application, where a shared leadership model utilized the collective experiences of educators and school-based mental health professionals. Secondary discussions will highlight the importance of community-based involvement, with primary examples noted in state-level representatives.

Additional topics will highlight the use of the Second Step Curriculum in instilling self-regulation and social skills at a Title I school. This will accompany particular strategies employed in various settings in the school setting (e.g., classroom, cafeteria, hallways, etc.). Participants will witness a modeling of examples for classroom and home use.

Final discussions will focus on the cultural components of implementing a PBIS framework. This will involve a year-to-year comparison of office disciplinary referrals (ODRs). Implications for future practice will be offered in a Q&A session.

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A Fair View: The Connection Between PBIS and Title I

This presentation offers a Title I school's early implementation of Positive Behavior Interventions & Supports (PBIS). Initial focus will apply to the universal (Tier I) application, where a shared leadership model utilized the collective experiences of educators and school-based mental health professionals. Secondary discussions will highlight the importance of community-based involvement, with primary examples noted in state-level representatives.

Additional topics will highlight the use of the Second Step Curriculum in instilling self-regulation and social skills at a Title I school. This will accompany particular strategies employed in various settings in the school setting (e.g., classroom, cafeteria, hallways, etc.). Participants will witness a modeling of examples for classroom and home use.

Final discussions will focus on the cultural components of implementing a PBIS framework. This will involve a year-to-year comparison of office disciplinary referrals (ODRs). Implications for future practice will be offered in a Q&A session.