This SCTG webinar series includes topics that will educate viewers about PBIS implementation, discuss methods for alignment with SEL practices, and provide strategies for cultivating cultural wellness. Click the presentation's title to access the webinar.
Time: 11:00 EST
Title: Using PBIS to Build a Culture of Wellness for All
Description: Using key features of a MTSS, we will describe ways to organize, align, and allocate resources to cultivate a culture of health and wellness for all.
Time: 11:00 EST
Title: Implementing PBIS with a Racial Equity Lens
Description: Many schools are implementing PBIS in efforts to reduce racial disproportionality in school discipline. Research shows that schools implementing PBIS with fidelity have more equitable school discipline, but eliminating disproportionality will likely require a specific equity focus. The presenter will share specific strategies and free Center resources for enhancing the cultural responsiveness of PBIS systems.
Time: 11:00 EST
Title: Rural Implementation
Description: Rural settings have a variety of unique challenges that can make accessibility to resources challenging but also have strengths that can be utilized. Learning environments that support the social, emotional and behavioral needs for all students and adults have been shown to positively impact outcomes regardless of setting. Multi-tiered behavioral frameworks, such as PBIS, have been successfully implemented in rural schools, helping to promote a positive school climate and better student outcomes. This webinar will review some of the lessons learned in implementing PBIS in rural settings, explore strengths, and describe the adaptations needed for improved PBIS implementation.
Time: 11:00 EST
Title: Alignment and Integration of RP and SEL
Description: Schools across the country are tasked with installing multiple initiatives to address the social-emotional-behavioral (SEB) needs of their students. These initiatives include, but are not limited to, social-emotional learning, trauma-informed care, restorative practices, school safety, and suicide prevention. This session will provide an overview of how to align and integrate initiatives, such as those mentioned above. Examples, tools, and resources will be shared, specifically to address restorative practices and SEL.
Time: 11:00 EST
Title: Supporting Alternative Schools & Using SROs Effectively
Description: The success of PBIS in typical school settings has led to PBIS implementation in alternative settings, including disciplinary alternative day schools, residential mental health programs, and juvenile justice programs. In this webinar, we will describe important considerations for planning and implementation in these settings, and how to manage possible challenges that may be encountered during planning and implementation. In addition, we will encourage state and district PBIS teams to include the full range of educational settings in PBIS plans and activities.
Time: 11:00 EST
Title: Implementation of PBIS in High School
Description: Despite the challenges of implementing PBIS in high schools, we know that it leads to improved outcomes for secondary students. In this session, we will review the rationale for and the critical features of PBIS at the high school level and share suggestions for improving training, coaching, and technical assistance for high schools. Further, improving student behavior is important but not sufficient at the high school level. It is essential that we prepare students adequately for College or Career. In this session, we will discuss strategies for integrating academic and behavior supports to ensure that the knowledge, skills, and habits students need to be successful after high school are consistently taught and reinforced across all school settings.
An active PBIS district in Georgia where the elementary school is promoting positive behaviors and a love for reading.
Students at the school made posters honoring essential workers and their efforts during the coronavirus pandemic, and they were posted at various sites around the area.
“The California PBIS Coalition was pleased to recognize Emma W. Shuey Elementary School for the outstanding contribution of support and care during the unprecedented COVID-19 pandemic which resulted in disruptions to the school year,” a PBIS statement read.
The PBIS program which stands for Positive Behavioral Interventions and Support has been implemented at Neil Armstrong Elementary for the past 3 years, where students are recognized and rewarded for the good deeds they do...Throughout the school, you can see positive signs lining the hallways, reminding students to think before you act. Green says part of the program helps students manage impulsivity. "How do I navigate this path if I have a disagreement with someone? Because hopefully, this is something that everybody is a lifelong learner. This is one of those lessons we want to carry on with them."
A new ideology of behavior reform is taking hold in Visalia schools and the district is experiencing minor success. School District’s Director of Social Wellness, Dhillon says kids often don’t learn from being expelled or suspended. He believes taking a student away from the learning environment doesn’t inspire an affinity for learning. There’s been changes in legislation and discipline practices in California over the last couple years. One of the big changes is that schools are required to demonstrate interventions prior to considering suspension or expulsion.
The Portland School District has started an overarching student-focused program that’s bringing in big results. Through a grant from Michigan’s Integrated Behavior and Learning Support Initiative (MIBLSI) and Positive Behavior Intervention Support (PBIS), Portland Schools are building intervention strategies to put in place where students may need extra support.
A growing body of research shows that schools can prevent bullying – and ensure that all kids go to school each day without fear of being physically hurt or socially targeted. The UVA team leveraged the widely used school-wide prevention framework known as "Schoolwide Positive Behavioral Interventions and Supports," which aims to improve school climate and student behavior across a range of outcomes like discipline and academics.
Chris Kenroy, Westwood Principal, says that the impact of PBIS can be observed throughout the school. In the three short years since it has been implemented, behavioral issues have been significantly reduced. Only about 1% of Westwood’s 450 students experience ongoing behavioral issues that need significant interventions. “99% of our students have zero to one intervention during the school year. Because of this we can focus more on classroom engagement for all student and then give specialized attention to the four or five students who have greater needs for social and behavioral interventions.
USF is part of a five-year $32.6 million grant that will continue and expand the work of the national Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS), funded by the U.S. Department of Education's Office of Special Education Programs (OSEP) and the Office of Elementary and Secondary Education (OESE).
Black students in the Hernando County School District were disciplined far more often than their white peers. The district is working with the University of South Florida's Positive Behavioral Interventions and Support program. So far the results are promising, with Hernando High closing its disciplinary gap almost entirely.
Flushing Community Schools was just named the 14th safest in the state by Niche. This is one of the schools supported by the SEA School Climate Transformation Grant. The school started something promoting positive behaviors with the students. They call it PPSC, promoting positive school culture and also they really get to know their students.
A 2012 EdSource survey showed that PBIS was by far the most popular behavior management system in place in California school districts. The goal is not just to correct bad behavior but to create a positive school environment where all students - among them special ed students, English learners, students impacted by trauma, as well as high achievers - develop the social, emotional and academic skills to learn and thrive.
More than 50 teachers from across Alabama gathered Tuesday at the Tuscaloosa Career and Technology Academy for the last day of training from state education officials Tuesday on Positive Behavior Interventions Supports, or PBIS.
Suspensions in Baltimore city schools dipped last year as the district continued to reform its disciplinary practices to reduce the rate of students getting kicked out of school. The nearly 20 percent drop comes as city schools CEO Sonja Santelises has put renewed emphasis on positive behavioral interventions.
If a student misbehaves, instead of punishing them, we want to correct the behavior but at the same time go beneath the surface to treat the underlying problem and therefore reduce the need for office referrals and suspensions.
Statistics from the National Bullying Prevention Center show more than 1 out of every 5 American students were bullied at school last year. The program works to teach good behaviors that will reduce the probability of bullying incidents.
The Watson Chapel School District has a new sense of respect and eagerness to learn. It's all because of a new initiative in effect this school year.
Students and staff at West Bay's Sir John A. Cumber Primary School last week had a kickoff party to mark the launch of a program aimed at reinforcing good behavior.
Federal funding, renewed focus leads to decreased suspensions and increased engagement. Over the last four calendar school years the number of students being suspended by Battle Ground High School has dropped more than 50 percent. During the 2012-13 school year 387 students were suspended, compared to only 145 during the 2015-16 school year.
McDaniel and the Office are working with Birmingham and Huntsville city schools to implement the Positive Behavior Interventions and Supports framework, a model established by the U.S. Department of Education’s Office of Special Education Programs. The effort defines, develops, implements and evaluates a multi-tiered approach to helping schools. The goal is to positively impact emotional, social and academic outcomes for all students.