By PBISApps
5
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The podcast currently has 43 episodes available.
When educators are in the classroom day after day, year after year, the focus on fresh authentic, genuine PBIS implementation gets harder. In this episode, we’re talking about how to adapt, evolve, and continuously improve your efforts over the long term. Joining us in conversation are the three co-directors of the Center on PBIS.
Dr. Brandi Simonsen is a professor of Special Education in the Department of Educational Psychology at University of Connecticut. She is also the co-principle investigator of the National Multi-Tiered System of Supports Research Network. She's an advocate for supporting educator implementation across a continuum of settings.
Dr. Kent McIntosh is the Philip H. Knight Chair of Special Education at the University of Oregon and the Director at PBISApps. His current research focuses on increasing racial equity in school discipline, and sustainability of systems for social, emotional, and behavior support in schools.
Dr. Heather George is a professor in the Department of Child and Family Studies at the University of South Florida, the director of the Florida Center for Inclusive Communities and the co-director of Florida's Statewide PBIS Project. She's a longtime colleague of ours in this implementation work, and she's a continued advocate for supporting system level implementation to support all students wherever they learn.
Our experts offer some timeless tips for continually improving your PBIS. These include focusing on building genuine relationships with your students right at the start of the school year and building relationships with families. In fostering meaningful bonds with students, educators approach PBIS in the classroom from a more holistic, respected position with students that is less about compliance and more about connection and kindness. We also share what it looks like to make an intentional effort to build an inclusive classroom that feels safe and welcoming to everyone.
Resources
• PBIS Implementation Blueprint
• Tiered Fidelity Inventory
• Crisis Recovery
In this episode, we’re looking back at every podcast we had over the past school year and sharing our favorite episodes and lessons learned. We’ve interviewed 16 guests across nine episodes. Every conversation gave us something to think about and find ways to infuse it in our work moving forward. Today, we wanted to highlight just five of those episodes and encourage you to take another listen over these summer months.
To travel back in time to any of these episodes mentioned today, check out the following links:
Ep. 32: The Fundamentals of Schoolwide Teams
Ep. 34: Conferences as Professional Development
Ep. 36: Culturally Sustaining Practices
Ep. 38: Mythbusters — There are Some Students Skewing Our Schoolwide Data
PBISApps Community
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By the end of the school year, you have a lot of data at your fingertips. There are two important actions to take. The first is to share it with your schoolwide community as part of your annual PBIS evaluation. The second is to plan how you’ll build on your success next year.
In this episode, we’re talking about what it takes to evaluate PBIS implementation and use data to create an action plan at the end of the year. Joining us in our conversation are Diane LaMaster, Michele Cook, and Kim Barker.
Diane LaMaster is a technical assistance coordinator with the Midwest PBIS Network. Diane brings with her decades of experience in various roles including as a special education teacher, behavior interventionist, and a district coach.
Michele Cook has been a special educator, PE teacher, PBIS coach, building principal, and executive director of student support services in the Gresham-Barlow School District in Gresham, OR. Now she works part time to support multi-tiered systems of support (MTSS) implementation in the district.
Kim Barker is a long-time educator from Gresham-Barlow School District, too. This year marks her 21st year with the district where she now works as an administrator for Deep Creek Damascus K-8 School.
During our conversation, we explored the way data serve as historical references for where implementation has been and where it will go in the future.
For more information about the resources shared in this episode, check out the following links:
Have you heard this before in your teams: If we removed these students from our schoolwide data, our trends would look better. In this episode, we’re tackling the myth that some students’ behavior data skew our schoolwide data. Joining us in this conversation are Rayann Silva and Mari Meador from the University of Washington’s School Mental Health Assessment Research and Training (SMART) Center.
Rayann has done it all in education. From classroom teacher to district administrator, to state/regional school mental health training and technical assistance provider, she centers social-emotional well-being in every role she holds. In her current work, she supports education agencies and school districts to deliver evidence-based strategies that improve social, emotional, and behavioral outcomes for all.
As an implementation coach, Mari supports schools in their implementation efforts. She has been a PBIS state facilitator, an assistant coordinator for the Northwest PBIS Network, and a school-based counselor and mental health associate. Mari is a forever advocate for system-level change, culturally responsive practices, and social-emotional learning.
Together, we talked about the unintended consequences of excluding some students from schoolwide data, and what it truly means to include every student’s experience in our schoolwide decisions.
For more information about the resources shared in this episode, check out the following links:
Role of social worker at all three tiers from Washington State Association of School Psychologists Behavioral Health Coalition
There are two primary questions every team should ask related to their PBIS implementation:
Because PBIS is an evidence-based framework, you know there are data to help you answer these questions. Which brings us to today’s topic: How do you choose a system to store and monitor the fidelity and outcome data you collect? Joining us today to help us answer that question are Diertra Lomeli and Seth May.
Diertra is the PBISApps Customer Support Manager. She leads the team of people who connect with our users, set up every account, invoice every subscription, and problem-solve every bug as it comes in. Diertra is also a member of several project teams dreaming up new app features to address emerging needs related to data-driven decision making in PBIS implementation.
Seth is the PBISApps IT Director. He started as a developer creating the very first version of the Schoolwide Information System (SWIS). Now, he leads a team of developers and IT professionals to create the applications schools use everyday.
For more information about the resources mentioned in this episode, check out the following links:
For PBIS implementation to feel authentic to your school’s culture, it’s important to ask your larger schoolwide community for their feedback about the systems and practices you’ve put in place AND to use that feedback to improve your implementation.
In this episode, Dr. Ambra Green joins us to talk about how you can implement the foundational features of PBIS to create culturally sustaining, truly inclusive spaces.
Ambra is an Associate Professor of Special Education at The University of Texas at Arlington. She is a national scholar with publications and research focused on students of color with and at-risk for disabilities, inequitable school practices, behavior disorders, PBIS, and the use of evidence-based practices. Ambra currently serves as a member of the Center on PBIS Equity workgroup and provides technical assistance at the school, district, and state levels.
During our conversation, the three of us talked about how to know when there's a mismatch between your implementation and the lived experiences in your schoolwide community, the way two-way conversations are critical to the process of creating culturally sustaining implementation, and to engage everyone in those conversations requires trust you need to develop over time.
For more information about the resources shared in this episode, check out the following links:
Today, we’re bringing you another installment in our mythbuster series. In October, we tackled the myth that PBIS is only about rewards. Spoiler alert: Rewards are part of it, but there’s more to it than the myth suggests. In this episode, we’re exploring the myth: There are no consequences in PBIS. Back again to help us bust this myth is Dr. Kent McIntosh.
Kent is the Philip H. Knight Chair of Special Education at the University of Oregon and the Director at PBISApps. He is also Co-Director of the Center on Positive Behavioral Interventions and Supports. His current research focuses on increasing racial equity in school discipline, and sustainability of systems for social, emotional, and behavior support in schools.
Together, we talked about the types of consequences we deliver in schools. We really honed in on how our options ought to be instructional whenever possible and removing students from instruction shouldn’t be our option B, C, or even D.
For more information about the resources shared in the episode, check out the following links:
A system-level feature of your PBIS implementation involves the professional development you offer to all staff.
Many of us take advantage of conferences to receive professional development, especially related to our PBIS implementation. We love a good conference. We also know lecture-style learning alone isn’t enough to sustain the outcomes we want to achieve. We wondered what it would look like to leverage our conference experience to supplement our on-going professional learning.
We called on some conference organizers for our favorite PBIS conferences to see what they had to say about this idea. Joining us in conversation are Dr. Jessica Swain-Bradway, Kelly Perales, and Dr. Stephanie Martinez.
Dr. Jessica Swain-Bradway is the executive director for Northwest PBIS Network – an organization providing professional development and support around PBIS & MTSS. She is also helps to organize the group’s annual PBIS conference. In her work, Jessica also focuses on equipping teachers with strategies for instruction, relationship-building, and designing effective learning environments.
Kelly Perales is the co-director of the Midwest PBIS Network and she's an implementer partner with the Center on PBIS. As an implementer partner, Kelly helps to organize the annual National PBIS Leadership Forum. Kelly leads schools implementing the Interconnected Systems Framework (ISF) by focusing specifically on the integration of mental health and educational systems. In addition to her work with schools, she researches the effects ISF has on family-school-community partnerships.
Dr. Stephanie Martinez provides training and technical assistance on the Florida PBIS Project at the University of South Florida. She is also a board member for the Association for Positive Behavior Support (APBS). As a tri-chair for the Training and Education Committee for APBS, Stephanie assists with planning the organization’s annual International Conference on Positive Behavior Support. She also helps coordinate the High School APBS Network.
For more information about the resources shared in the episode, check out the following links:
Northwest PBIS Conference
National PBIS Leadership Forum
International Conference on Positive Behavior Support
Society for Prevention Research Annual Meeting
Council for Exceptional Children Convention and Expo
National Center for School Mental Health Annual Conference
California PBIS Conference
Southeastern School Behavioral Health Conference
We’re back with the second installment of our Expert Instruction Mythbusters series. Today we’re exploring the myth: “PBIS is just about rewards and tokens.” Joining us in conversation is Dr. Kent McIntosh.
Kent is the Philip H. Knight Chair of Special Education at the University of Oregon and the Director at PBISApps. He is also Co-Director of the Center on Positive Behavioral Interventions and Supports. His current research focuses on increasing racial equity in school discipline, and implementation and sustainability of systems for social, emotional, and behavior support in schools.
During our discussion, we explored the ways rewards are intricately linked with the schoolwide expectations you set. We talked about the purpose rewards play in your PBIS implementation and how they play an important role in establishing the equitable outcomes you hope to achieve.
For more information about the resources shared in the episode, check out the following links:
• Tiered Fidelity Inventory (TFI) https://www.pbisapps.org/products/tfi
• Feedback and Input Survey https://www.pbisapps.org/resource/feedback-input-surveys-fis-manual
• School Climate Survey (SCS) https://www.pbisapps.org/products/scs
• Lesson Plan: Co-creating Classroom Expectations with Students (Elementary Schools) https://www.pbis.org/resource/lesson-plan-co-creating-classroom-expectations-with-students-elementary-schools
• Be+ App https://www.pbis.org/announcements/track-positive-reinforcement-with-our-be-app
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