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Within their classroom, each educator implements, differentiates, targets, and intensifies evidence-based and culturally relevant PBIS and academic practices to meet the needs of each and every student. In this practice guide, we discuss how educators can leverage their classroom PBIS practices to inclusively support students during academic instruction by focusing on (a) promoting social, emotional, behavioral (SEB) and academic skill growth by setting students up for success and preventing mistakes; (b) teaching critical SEB and academic skills; (c) responding to SEB and academic skills to increase skill growth and decrease mistakes, and (d) deciding whether to maintain or adjust (e.g., intensify, adapt, or fade) support based on data.

This presentation shows you how to define the logic and core features of Targeted Interventions, and the specifics of the Check-in/Check-out (CICO) approach, provide empirical evidence supporting CICO, and practical examples from local schools, self-assess if CICO is appropriate for your school, and build action plan for CICO implementation

Many U.S. states and territories promote multi-tiered system of support (MTSS) frameworks to organize and optimize implementation of evidence-based practices.1 Positive Behavioral Interventions and Supports (PBIS) is the most widely implemented2 and evidence-based MTSS framework.3 At state, territory, and local levels, PBIS systems can be leveraged to integrate academic, attendance, social, emotional, behavioral, wellness, and school safety supports to maximize sustainability and efficient use of limited resources. We highlight three big ideas for integration within an MTSS framework based on decades of PBIS research and practice.‍