Podcasts about positive behavioral interventions

In this episode, we're focusing on a key element of successful schools: understanding and supporting positive student behaviour. Brendan Lee speaks with Dr. Brandi Simonsen, a professor of special education at the University of Connecticut and co-director of the National Center on Positive Behavioral Interventions and Supports (PBIS). Brandi shares her practical insights into PBIS, exploring the crucial links between behaviour, attendance, and academic success. We delve into the ABCs of behavior and uncover effective, evidence-based strategies for creating positive classroom environments, from setting clear expectations to the power of specific praise. Whether you're new to teaching or looking to enhance your practice, this episode offers valuable knowledge and actionable takeaways on implementing Positive Behaviour Interventions and Supports. Resources mentioned: Brandi Simonsen and Diane Myers: Classwide Positive Behavioral Interventions and Supports: A Guide to Proactive Classroom Management Diane Myers, Brandi Simonsen and Jennifer Freeman: Implementing Classwide PBIS: A Guide to Supporting Teachers, which I highly recommend. National Center on Positive Behavioral Interventions and Supports (PBIS) You can connect with Brandi: Linkedin   You can connect with Brendan: Twitter: @learnwithmrlee Facebook: @learningwithmrlee Website: learnwithlee.net   Support the Knowledge for Teachers Podcast:  https://www.patreon.com/KnowledgeforTeachersPodcast

In this conversation, Cheretta Clerkley discusses the future of the Association for Positive Behavior Support (APBS), emphasizing the need for the organization to evolve and offer more value to its members. She outlines innovative changes, including new educational opportunities, partnerships, and a focus on inclusivity. The new APBS Executive Director also highlights the importance of international connections and the upcoming conference, which aims to diversify its content and presenters. The conversation concludes with a look at the Journal of Positive Behavioral Interventions and its role in supporting the organization's mission. Check out APBS:  https://apbs.org/   Contact: Cheretta Clerkley Cheretta.Clerkley@apbs.org https://www.linkedin.com/in/clerkley/  

Teachers in my Classroom Management Club always ask for strategies to help handle student behaviors, which is why classroom management is such a hot topic on this podcast. While I will continue to provide you with new tips you can use in your classroom, in today's episode, I want to reiterate a perspective that will change how you address behavior issues with your students. Although student behaviors can be challenging, it's important to remember that all behavior is communication. Since students are trying to tell us something, it's our job as educators to figure out what that something is, and it all starts with building strong connections. Today I'm sharing 12 practical and easy ways to build connections with your students. Show Notes: https://www.drlorifriesen.com/blog/behavior-is-communication  Free Masterclass - Your 5-Step Classroom Management Reset: https://www.drlorifriesen.com/the-5-step-reset “Teacher-Student Relationships: Impact of Positive Behavioral Interventions and Supports”: https://files.eric.ed.gov/fulltext/EJ1399789.pdf  “The Key to Effective Classroom Management”: https://www.edutopia.org/article/key-effective-classroom-management  “The Importance of Strong Relationships Between Teachers & Students”: https://edtrust.org/rti/the-importance-of-strong-relationships/  Grab a copy of my book, Dear New Teacher, Here's Exactly What to Do: Your 5-Step R.E.A.D.Y. for School Roadmap for Elementary Classrooms: https://amzn.to/3w3zZJ7 Check out Lori's TpT store (Beginning Teacher Talk): https://www.teacherspayteachers.com/Store/Beginning-Teacher-Talk  Connect with Lori on Pinterest: https://www.pinterest.com/drlorifriesen/ Connect with Lori on Instagram: https://www.instagram.com/beginningteachertalk If the Beginning Teacher Talk podcast is helping you in your teaching and if you're feeling extra loving, I would be so grateful if you would leave a positive review for the show! Your kind words mean the world to me. Just click here to leave your review now (and be entered into our draw for a $25 Amazon Gift Card)! https://podcasts.apple.com/us/podcast/beginning-teacher-talk/id1456137677 I hope you have a wonderful week, and remember - just because you are a beginning elementary teacher, there is no need for you to struggle like one. Xo Lori P.S. Do you have your copy of my FREE Ultimate Classroom Management Checklist? Get yours by clicking here now! https://www.drlorifriesen.com/ultimate-classroom-management-checklist

In this episode of the Principal's Handbook podcast, guest Brian Callahan, an experienced educator and state support team consultant. Brian shares insights on using data to inform decisions in schools, with a focus on Positive Behavioral Interventions and Supports (PBIS) and school climate.Key points discussed include:The importance of easy-to-use data collection systemsFocusing on acknowledging positive behaviorsThe impact of adult behavior on school climateConsistent teaching and reinforcement of expectationsExtending PBIS beyond the classroomThe potential of AI in interpreting school dataBrian emphasizes the need for data-driven decision-making and the value of building positive relationships with students. He also touches on common mistakes teams make with PBIS data and offers suggestions for improvement. The episode concludes with a discussion on the emerging role of AI in education and encourages listeners to explore more about educational technology.Listen to the EdTech Startup Showcase HEREFind Brian Callahan HERE on LinkedIn

Annie Friday is joined this week by Megg Thompson, Behavior Consultant, Coach, Speaker, and Youth Advocate. Megg shares the importance of behavioral support that is centered on caring, playful, and respectful relationships in order to affirm all neurotypes. Megg has seen firsthand Positive Behavioral Interventions and Support (PBIS) fail many young people leaving them to feel like they are a problem. PBIS is a program used by thousands of schools across the US. While employing reward-based intervention strategies can show positive results for some kids, many others are left out of the "fun." Even those who may be considered successful in PBIS, long-term damage of pressure, anxiety, and perfectionism can build over time. Seeing young people repeatedly broken down by school behavior plans, Megg centers her own work on supporting and empowering young people and families through education, information, and hands-on support.  Find more about Megg with 2 Gs at MeggThompson.com where she has more information and resources for young people, their families, and educators in both convention and unconventional learning environments. Thanks for listening! Links Share a comment or ask a questionSupport the show (and save 10%) when you shop early learning trainings at Explorations Early LearningVisit the show archives to browse and search all episodesMore AnnieMore CandisVisit Blue Bridge School's website or Instagram

MDJ Script/ Top Stories for April 23rd             Publish Date:  April 23rd             Commercial: From the Ingles Studio, Welcome to the Marietta Daily Journal Podcast.    Today is Tuesday, April 23rd and Happy heavenly Birthday to singer Roy Orbinson. ***04.23.23 – BIRTHDAY – ROY ORBINSON*** I'm Dan Radcliffe and here are the stories Cobb is talking about, presented by Credit Union of Georgia.  Former Police Officer Indicted in Fatal Shooting of Marietta Man Cobb Chairwoman Calls Out Republican Resistance to Ramadan Resolution Palmer Middle School Continues Earning Recognitions for Helping Students Succeed   All of this and more is coming up on the Marietta Daily Journal Podcast, and if you are looking for community news, we encourage you to listen and subscribe!    BREAK: CUofGA STORY 1: Former Police Officer Indicted in Fatal Shooting of Marietta Man Former Woodstock police officer Grant Matthew Shaw has been indicted by a Cobb County grand jury for involuntary manslaughter in the fatal shooting of 20-year-old Emmanuel Malik Millard during a police chase late last year. Shaw, 23, is accused of causing Millard's death "without any intention to do so." While the grand jury declined to indict Shaw for felony murder and aggravated assault, Shaw was taken into custody and is held without bond. The shooting occurred after a police chase led by Millard from Woodstock into Cobb County. Shaw, who resigned from the Woodstock Police Department in October, was placed on administrative leave pending the investigation's results. STORY 2: Cobb Chairwoman Calls Out Republican Resistance to Ramadan Resolution Chairwoman Lisa Cupid criticized Commissioners Keli Gambrill and JoAnn Birrell for their opposition to a Ramadan proclamation while supporting an antisemitism resolution. Cupid highlighted this as a double standard, advocating for equal recognition and fairness across communities. Despite the controversy, she affirmed her support for the "End Jewish Hate Day" but called for consistent and fair acknowledgment of all religious and cultural celebrations. STORY 3: Palmer Middle School Continues Earning Recognitions for Helping Students Succeed Palmer Middle School has gained recognition for its exceptional achievements, being named a National AVID Demonstration School and attracting attention from educational organizations like Learn4Life and the Georgia Education Policy Fellowship Program. Learn4Life representatives visited Palmer to understand its successful strategies, particularly in supporting Black and Hispanic students who outperform regional peers. The Georgia Education Policy Fellowship Program also visited to learn about the school's culture and academic success. Palmer's strategies include Schoolwide AVID Strategies, PBIS, counseling programs, and intervention strategies. The school emphasizes inclusivity, celebrates student and staff accomplishments, and fosters a supportive environment. Additionally, Palmer has been recognized for its health initiatives and Positive Behavioral Interventions and Supports program. The dedication of Palmer's educators, including Cobb County Social Worker of the Year Ginnie Barnes and Georgia Middle School Art Teacher of the Year Nicole Gaut, contributes to its success.   We have opportunities for sponsors to get great engagement on these shows. Call 770.799.6810 for more info.    We'll be right back    Break: CURIOSITY LAB BIKE RACE – DRAKE STORY 4: Kennesaw Battlefield Park Trail Blocked by Fallen Tree A fallen tree has damaged a trail bridge at Kennesaw Mountain National Battlefield Park, blocking access to part of the 24-Gun Battery Trail west of Old Mountain Road. The park's Facebook page urged visitors to avoid attempting to cross the damaged bridge and plan their hikes accordingly. Park staff are actively working to address the issue. An alert remains posted on the park's website to inform visitors about the situation. STORY 5: Men Don High Heels to Raise Awareness of Domestic Violence Men in red high heels participated in the "Walk a Mile in Her Shoes" event at Swift-Cantrell Park to raise awareness of domestic violence. Organized by the Cobb Domestic Violence Task Force, the walk aims to educate the community and support victims. In 2023, the event raised over $5,000 for the Cobb Family Advocacy Center. Law enforcement officials stressed the importance of advocacy in combating domestic violence, highlighting its prevalence and the challenges victims face in reporting abuse. Participants experienced discomfort wearing heels, symbolizing the challenges faced by victims. Despite the discomfort, participants acknowledged the importance of empathy and understanding in addressing domestic violence issues. We'll be back in a moment    Break: INGLES 1 STORY 6: East Cobb Middle School Student Takes 2nd Place at Robot Combat League National Championship Charlie Siegel, a 12-year-old student from East Cobb Middle School, achieved second place in the 150 g class at the Robot Combat League National Championship in San Jose, California. Despite fierce competition from seasoned adult competitors, Siegel showcased his talent and dedication. What sets Siegel apart is his involvement in Turnabot, a family business specializing in robotic kits for educational purposes. Siegel plays a crucial role in Turnabot's strategic development, testing, and ensuring a student-centered approach to their products. His success in competitive robot combat and practical robotics education uniquely positions Turnabot as a leader in STEM education. Visit www.turnabot.com for more information. STORY 7: Cobb County Water System Reports 1,020 Gallon Sewage Overflow On April 21, the Cobb County Water System reported a sewage overflow of approximately 1,020 gallons at 1794 Cloverhurst Lane in Kennesaw. The overflow, caused by root intrusion, discharged into a tributary of Due West Creek. Water System staff responded promptly, halting the overflow by April 22 at 1:35 a.m. Upon arrival, they observed sewage spilling from a secured manhole into two storm drains leading to the tributary and a nearby retention pond. Crews used a jet machine to clear the blockage, followed by road washing and lime application to the affected area. No fish kills were observed during their assessment. For further details, contact the Cobb County Water System's Maintenance Division at 770-419-6351. Break: TEDS   Signoff-   Thanks again for hanging out with us on today's Marietta Daily Journal podcast. If you enjoy these shows, we encourage you to check out our other offerings, like the Cherokee Tribune Ledger Podcast, the Gwinnett Daily Post, the Community Podcast for Rockdale Newton and Morgan Counties, or the Paulding County News Podcast. Read more about all our stories and get other great content at MDJonline.com.     Did you know over 50% of Americans listen to podcasts weekly? Giving you important news about our community and telling great stories are what we do. Make sure you join us for our next episode and be sure to share this podcast on social media with your friends and family. Add us to your Alexa Flash Briefing or your Google Home Briefing and be sure to like, follow, and subscribe wherever you get your podcasts.   Produced by the BG Podcast Network   Show Sponsors: ingles-markets.com cuofga.org drakerealty.com tedsmontanagrill.com   #NewsPodcast #CurrentEvents #TopHeadlines #BreakingNews #PodcastDiscussion #PodcastNews #InDepthAnalysis #NewsAnalysis #PodcastTrending #WorldNews #LocalNews #GlobalNews #PodcastInsights #NewsBrief #PodcastUpdate #NewsRoundup #WeeklyNews #DailyNews #PodcastInterviews #HotTopics #PodcastOpinions #InvestigativeJournalism #BehindTheHeadlines #PodcastMedia #NewsStories #PodcastReports #JournalismMatters #PodcastPerspectives #NewsCommentary #PodcastListeners #NewsPodcastCommunity #NewsSource #PodcastCuration #WorldAffairs #PodcastUpdates #AudioNews #PodcastJournalism #EmergingStories #NewsFlash #PodcastConversationsSee omnystudio.com/listener for privacy information.

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:Tiered Fidelity Inventory Consequence Matrix Referral Category Definitions Practice Guide – Supporting and Responding to Behavior: Evidence-based Classroom Strategies for Teachers

In this engaging episode of our podcast, we dive deep into the world of Positive Behavioral Interventions and Supports (PBIS) Tier I, focusing on its vital role in both mainstream and alternative education settings, with Dr. Bruce Tinor. As both a seasoned behavior analyst and a school principal, Dr. Tinor brings a unique and practical perspective to the topic.The episode begins with a thorough exploration of PBIS, particularly Tier I, which forms the foundation of this behavior management framework. Dr. Tinor discusses how Tier I strategies are essential in establishing a proactive and positive school culture, setting students up for success from the outset.We then explore the nuances of implementing PBIS Tier I in alternative education environments. Dr. Tinor shares his first-hand experiences and insights, illustrating how PBIS can be adapted to meet the diverse needs of students who may face challenges in conventional educational settings. He provides real-world examples and effective strategies, highlighting the importance of a tailored approach to behavioral interventions.Throughout the discussion, we delve into the broader impacts of PBIS Tier I, not just on student behavior, but also on academic performance and the overall atmosphere of a school. Dr. Tinor addresses common hurdles in implementing PBIS and offers practical solutions for educators and administrators.This episode is an invaluable resource for educators, school leaders, and anyone interested in the transformative effects of PBIS Tier I. Whether you're working in a traditional or alternative educational setting, join us for a thought-provoking conversation with Dr. Tinor that will leave you with a deeper understanding of effective behavioral support and its critical role in fostering educational excellence.

Mansfield City wins districtwide honor for PBIS implementation: https://www.richlandsource.com/2023/12/04/mansfield-city-schools-earns-districtwide-recognition/ Today – we're taking a closer look at the transformative power of Positive Behavioral Interventions and Supports in Mansfield City Schools.Support the show: https://www.sourcemembers.com/See omnystudio.com/listener for privacy information.

For 25 years, the Center on Positive Behavioral Interventions and Supports has worked with schools around the country to make learning environments more supportive and productive. The PBIS framework focuses on establishing shared values and expectations for the classroom and acknowledging positive behavior. It also aims to address unwanted behavior through redirection instead of punishment. The center recently received $21 million from the U.S. Department of Education to fund its work for the next five years. Kent McIntosh is the Philip H. Knight Chair of Special Education at the University of Oregon and co-director of the center. He joins us to share more about the center’s work and the importance of creating positive school cultures.

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

Mental health has been a challenge for educators for years and the pandemic only increased the needs of students and educators. Scared and unhappy kids can't learn. In this episode we talk to a middle school administrator who has been bringing greater awareness, sharper focus, and useful practices to students and educators in her school and district.Courtney Rau Rogers is a middle school Assistant Principal in suburban Boston. For the last 7-8 years she has been studying trauma-informed instruction, Positive Behavioral Interventions and Supports (PBIS), and looking to find ways to increase students' social-emotional skills and coping mechanisms. Her school uses their advisory program to deliver instruction and create small groups to make connections. This helps build resiliency and coping skills.This focused and intentional part of the school schedule works by providing simple tools that target the skill areas students are lacking, such as self-regulation, persistence, and confidence. The advisory program uses daily themes with sample activities that teachers can use or adapt for their own groups. The school uses Sown to Grow as a tool to help keep fingers on the pulse of the population overall as well as on individuals who may need support.ResourcesFostering Resilient Learners: Kristen Souers and Pete Hall, Relationship, Responsibility, & Regulation and Fostering Reslient Learners. Also have related quick reference guides. ASCD publishers.Sown to Grow  Sharon Salzberg: Mindfulness resources for your own developmentCenter on PBIS (pbis.org) LinkedIn, Facebook (Courtney Rau Rogers), Twitter (@courtneyrau), Instagram (@courtneyrau71)https://www.mass.gov/doc/603-cmr-53-student-discipline/download Recorded on 7/10/23If you enjoy our content, please like and follow - and review if you can!

Positive Behavioral Interventions and Supports (PBIS) is a framework being adopted by many schools, and some claim it can integrate trauma-informed pedagogies. However, we read scholarship that shows how PBIS is fundamentally incompatible with trauma-informed education. Later, we discuss a large-scale reciprocal reading study with significant impacts for some students is still not effective for every student. How should this shape our approach to implementing research-informed reading instruction?

Have you ever worked with a student that had problem behavior or experienced a situation in the classroom that was difficult to manage? As educators, we all have experienced this! We all have come across problem behaviors. Our episode today is all about managing challenging behavior in students, particularly those with special education needs. Our guest, Dr. Christine Reeve Christine Reeve, is a behavior specialist, consultant, and director of a program serving students with autism and behavioral issues. She shares her experience as a behavior specialist and consultant for special education needs. We talk about her journey towards founding the Special Educator Academy, a community that helps prevent teachers from feeling isolated and shares the challenges they face in special education. We will then discuss our team's resources, and how having a community with different areas of expertise can be beneficial for all educators.To understand challenging behavior, we need to focus on why it happens rather than the behavior itself. Many times, behavior is a mismatch between the child and the context in which they are interacting. We will dive into the Positive Behavioral Interventions and Supports (PBIS) approach and discuss how it can improve a child's quality of life and teach them appropriate behavior.There could be several reasons why a child may exhibit problematic behavior, such as communication difficulties, poor social skills, and an inability to self-regulate. To help address these behaviors, we talk about taking a skills-based approach that teaches appropriate behaviors and ways to gain attention or escape. By teaching and reinforcing appropriate behavior, the same level of attention can be given to both positive and negative behaviors, allowing for a reduction in negative behavior over time.This episode is FULL of insight, inspiration and actionable tips you can implement in your classroom to positively impact how you respond to problem behaviors. You DON'T want to miss it!Head over to the show notes: https://www.wifeteachermommy.com/podcast/problem-behavior/In this episode on how to address problem behavior, I discuss:How to most effectively respond to problem behaviorThe benefit of understanding "difficult" students and problem behaviorUnderstanding the WHY behind a student's problem behaviorWhy it is important to have creative responses for different problem behaviorOur student's beliefs ie what is REALLY going onPractical tips on how to respond to problem behaviorRelated episodes and blog posts:Smart Classroom Management Hacks with Dr. Lori Friesen [episode 38]The Social Emotional Gaps in Education- Tips From Real Teachers Like You (Part 2) [episode 33]Stress Management for Teachers: Understanding the Stress Cycle with Brittany Blackwell [episode 54]The 3 Learning Styles You Need To Know if You Teach Kids with Richie Soares from Homeschool and Humor [episode 55]The Achievement Gaps in Education- Tips From Real Teachers Like You (Part 1) [episode 31]

In this episode, Dr. Almitra Berry highlights the issue of policing in schools and shares staggering statistics from a recent investigation by a State Attorney General's office. The investigation revealed that incidents involving Black and Latinx students were more likely to result in severe policing outcomes, even for minor situations that did not require police intervention. This led to a significant disproportionality in the district, with Black students under the age of 10 being 176.9% more likely to be involved in incidents than white students. Dr. Berry emphasizes the need for more training and alternatives to policing, such as restorative justice programs and Positive Behavioral Interventions and Supports (PBIS), to address this problem.Don't forget to get a FREE copy of "Roadmap to Emancipation" by visiting www.3epodcast.com. If you have questions that you would like answered in the upcoming episodes, please feel free to ask me through www.askdrberry.com.Follow me on my social handles.FB: @almitraberryIG: @almitraberryLI: @almitraberryYT: @almitraberry#podcast #podcaster #drberry #podcastshow #education #applepodcasts #education #educationmatters #podcastersofinstagram #K12education #academicequity #DEI #diversityequityinclusion #publicschool #teaching #schoolculture #culturalawareness #podcastshow #educationpodcast #schools

Dr. Tim Lewis has been involved with developing school-wide systems of behavioral support for over 20 years.  He has worked directly with school teams around the world, secured over $80 million in grants to support his research and demonstration efforts, and is a frequent contributor to the professional literature examining various aspects of Positive Behavior Support. At present, Dr. Lewis is a Curators' Distinguished Professor of Special Education at the University of Missouri. Dr. Lewis directs the University of Missouri Center for School-wide Positive Behavior Support, is Co-Director of the national OSEP Center for Positive Behavioral Interventions and Supports and former Co-Director of the Center for Adolescent Research in Schools. His specialty areas include social skill instruction, functional assessment, and proactive school-wide discipline systems.Websites: (with clickable links)Tim's faculty page: tim-lewisPBIS: www.pbis.org Missouri Schoolwide Positive Behavior Support: https://pbismissouri.org/Council for Exceptional Children (CEC) Division of Emotional Behavioral Health (DEBH): https://debh.exceptionalchildren.org/To read: (Check out your local bookstore or favorite online provider)Alexander Hamilton by Ron ChernowThe Warmth of Other Suns: The Epic Story of America's Great Migration by Isabel Wilkerson Made in America by Bill Brysonanything by John Steinbeckanything by Ernest Hemingway

On this episode, we are joined by Student Wellness and Success Supervisor Liz Massey and Administrative Intern Molly Kane to discuss Positive Behavioral Interventions and Supports, or PBIS. They take us through what it is, how it looks in the Shaker Heights Schools, what the long-term goals are for this system and how it impacts educational equity in our schools.

Show Notes: Bullying affects children. It is not something that children have to learn to live with and it is not a "normal" part of childhood. We can identify the isgns and symptoms and find meaningful ways to intervene. Davis, S. & Nixon. (2010). The youth voice research project:Victimization and strategies. http://njbullying.org Gini, G. & Pozzoli, T. (2013). Bullied children and psychosomatic problems: A meta-analysis. Pediatrics. 9 (11). Bullying Prevention. (2022). Positive Behavioral Interventions and Supports. www.pbis.org

Today our guest is Felisha Santiago the Director of MTSS at CharacterStrong. We talk to Felisha about how Environment is of the key ingredients of Tier 1 and how Positive Behavioral Interventions and Supports (PBIS) can impact the way that students learn by establishing safe, predictable, routines. She also shares how educators bring PBIS it to life in classrooms, and what districts can to do to continue to support the work. Felisha Santiago recently served in public education overseeing PBIS, Restorative Practices and Social Emotional Learning under the MTSS Framework as a District Climate and Culture Coordinator. Her 14 year expertise ranges from a district secretary, special education aide, teacher at all grade levels, site administrator designee, Department Lead, District Specialist and District Administrator. She led over 25 schools in her district to obtain state of CA PBIS recognition that ranged from Bronze to Platinum. She has a passion for rooting for the whole child work, training staff in effective practices and giving a voice back to our students.

Adam Collins, PhD,  the Statewide Bullying-Prevention Manager and MTSS Specialist  for the Colorado Department of Education, and his colleague Jason Harlacher, PhD, Senior Researcher with American Institutes for Research are passionate about making schools safe and welcoming places for every student. They have co-written the book, Effective Bullying Prevention: a Comprehensive School-wide Approach, supporting educators to successfully create a bully-proof culture.   Resources:  Connect to The Wonder Project from myFace   Pre-order Effective Bullying Prevention: a Comprehensive School-wide Approach Evidence Based Recommended Resources from Adam and Jason's book: PRAISE RULER Second Step Words Wound Bully Prevention in Positive Behavior Support Curriculum Resource for Elementary Students Expect Respect from PBIS is a school-wide resource for secondary students Facing History and Ourselves Olweus Bullying Prevention Program (OBPP) Positive Action   Article: From Ancient Greece to Iraq, the Power of Words in Wartime    More Resources: Bullying Prevention and Education Resources from CDE School Bullying Prevention Resources from CDE Reducing the Effectiveness of Bullying Behavior in Schools from the OSEP Center on Positive Behavioral Interventions and Supports   EdCuration's Certified EdTrustees Micro Professional Learning ExPLorations EdCuration's Blog: Learning in Action EdCuration's upcoming Online Events     

Listen in as Crystal Hughes shares how she developed scaffolds to support her 8th graders shift from passive online learners to engaged historians and writers on PEBC's Phenomenal Teaching Podcast with Michelle Morris Jones. When school began last year, Crystal's students were quite reluctant to engage in writing, yet Crystal knew that her students were capable of being successful with argumentation. Tapping into the workshop model and formative assessment allowed Crystal to create a Writer's Workshop within her social studies class. Specifically, throwing away writing fears, setting high expectations, planning for engagement with intriguing topics, leveraging formative assessments, meeting in small groups, conferring, chunking the process, providing time to write, differentiating tools, using consistent rubrics, and developing a community of writers were some of the ways that Crystal moved students from producing a few lines on the page to crafting an argumentative essay with each unit. Crystal believes in the importance of courageous curiosity and radical empathy and uses these beliefs as energy sources to support each and every student to be successful. This episode connects to the workshop and assessment strands of the PEBC Teaching Framework. Crystal spent 10 years in the beauty industry before coming to teaching full-time. Throughout those years she worked with students in many different types of settings. Tutoring on weekends, volunteering with youth in her community and at local schools. During those years Crystal earned a Bachelor's degree at the University of Kentucky and her Master's Degree from Georgetown College. Crystal is a first-generation college student who knows first-hand the challenges of generational poverty. With the love and support of her family, Crystal has been sowing roots at the Mighty Elkhorn Middle School for the past five years where she served as an 8th grade social studies teacher, team lead for seven teachers and a Positive Behavioral Interventions and Supports team member. She most recently completed her Principal Program at the University of Cumberlands and is now an Academic Dean. Follow her on Twitter @007CHughes. The “Phenomenal Teaching Podcast” is brought to you by Public Education & Business Coalition (PEBC) and is intended to elevate the strands of the PEBC Teaching Framework illustrated in Wendy Ward Hoffer's book, Phenomenal Teaching. Those strands include community, planning, workshop, thinking strategies, discourse, and assessment. Thank you for joining us this season as we strive to share the stories of educators who are creating scaffolds for each and every student to ensure that classrooms and schools are places where agency, equity, and understanding can flourish.

http://masterfesto.comhttps://amzn.to/3dxWMj8May is the month for celebrating mothers and appreciating teachers. We have a very special guest on our show today, Shana Kidston, an outstanding mother and teacher. Shana has been teaching throughout her life. She started as a Tutor for the developmentally disabled when she was in high school, then as a Tutor in public school, and now as a teacher in San Bernardino the last 24 years. Shana has taught everything from preschool to adults. She has also worked as an Educational Therapist at the Learning Enhancement Center in La Verne. Most of Shana's teaching career has been on working with students with special needs. Currently she is teaching First Grade.For the last 24 years, Shana has taught for San Bernardino City Unified School District as a Resource Specialist, previously worked for Chaffey College as an Instructor in their Developmental Disabilities DepartmentShana has a degree in Psychology from Pitzer College. Her credentials include Education Specialist with Authorization in Autism Spectrum Disorders, Neurodiversity, and Inclusion Certification, Cross-cultural, Language, and Academic development.Shana has taken a plethora of courses to enhance her teaching including Neurodiversity and Mindfulness, Reading Recovery, Sensory Integration, Positive Behavioral Interventions and Supports, Crisis Prevention, and many others…Support the show

It always amazes me when I talk to people about positive behavioral support and find out what they think about it. I've been mystified by some of the definitions I've heard out there. Today, I really want to get into the nitty gritty of positive behavioral interventions and support (PBIS). So in this episode, I talk about what PBIS is, where it came from, and where it's gone since its arrival. 2:16​ - The origins of positive behavioral interventions and support 6:37 - The myth that PBIS isn't based on science 8:03 - How school-based positive behavioral support data helps teachers with administrations 9:07 - Why PBIS is different from ABA (applied behavior analysis) 11:44 - The element of PBIS I find the most challenging (and the most interesting) 13:05 - How some states, school districts, and organizations may approach using PBIS Grab the transcript, freebie and resource links at http://autismclassroomresources.com/episode122 Autism Classroom Resources' Free Resource Library... http://library.autismclassroomresources.com Want more information about the Special Educator Academy? SpecialEducatorAcademy.com Join the Free Facebook Group specialeducatorsconnection.com --- Send in a voice message: https://anchor.fm/autismclassroomresources/message

In today's episode, we are going to be talking about Positive Behavioral Interventions and Support (PBIS) with my guest and a dear friend of mine, Dr. Karen Robbie. After 23 years of serving as a classroom teacher, Dr. Karen Robbie went back for her doctoral to help shape and support future classroom educators. Dr. Karen realized that in order to make a difference in the classroom, that teachers needed to be equipped with evidence-based data to truly dig into the root cause of behavioral concerns in the classroom. Grab your notepad and be prepared to learn what PBIS is and how you can use it in your classroom on this episode of Morning Meeting.Episode Highlights:[00:02:50] Welcome Dr. Karen Robbie to the show.[00:05:08] Dr. Karen explains what PBIS is and some of the misconceptions that come along with it.[00:08:19] PBIS is asking what are the outcomes that you looking to have with all students.[00:10:00] Strategies and resources available for teachers dealing with behavioral concerns in the classroom. [00:13:50] Expectations in the classroom and in society should be clear, so that students know what is expected of them in their new environments.[00:16:45] Supporting and responding to students' social and behavioral needs.[00:19:40] Dr. Karen shares the one message that she would share with early educators.[00:22:16] The quick five with Dr. Karen where I switch things up and try to guess her answers.PBIS Resources:National Technical Assistance Center on PBIS: www.pbis.org/Supporting and Responding to Students' Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators: https://www.pbis.org/resource/supporting-and-responding-to-behavior-evidence-based-classroom-strategies-for-teachersMulti-tiered Systems of Support (MTSS) in the Classroom: https://www.pbis.org/resource/multi-tiered-system-of-supports-mtss-in-the-classroom Habits of Effective Practice: https://www.pbis.org/resource/habits-of-effective-classroom-practice Karen's Instagram: https://www.instagram.com/krnrobbie/The Morning Meeting Podcast is a community for early education teachers. Join me as I share insights, resources, and research-based principles for educators. Did you love this episode? Drop me an email and share your biggest takeaway.  Click here Follow me on Instagram. Interested in learning how we can work together? Music by Matt HalpernMy YouTube channel with music videos and instructional tips and ideasSupport the show (https://www.buymeacoffee.com/matthalpernedu)Support the show

We don't build houses without first laying a solid foundation. So why do we expect children to learn without first making sure they feel safe and secure?  COVID has been a complex trauma for us all, yet we're pushing on rather than taking the time to process the information and being mindful of what students (and teachers!) are experiencing. Because if students aren't regulated, they cannot process academic content. On this episode, Dr. Kristen Miller of With Heart Project is sharing her research on the brain and why, when we take the time to make sure our students feel safe and that they belong, academic retention and scores increase dramatically.   In the episode, she shares her perspective on positive behavioral interventions and supports (PBIS), acute vs. complex trauma, how trauma changes people, how teachers can meet the demands of students, and so much more. About Dr. Kristen Miller: Following a three-year engineering career, Kristen Miller spent 13 years in education teaching predominantly high school mathematics, AVID and Career Technical Education, and serving as a middle school Vice Principal in Northern California.  Seeing a huge need for high quality social and emotional interventions, systems and supports, Miller created a youth empowerment organization, With Heart Project (WHP), to work alongside schools and districts promoting Social-Emotional Wellness (SEL), Restorative Practices (RP), and Positive Behavioral Interventions and Supports (PBIS).  In her inaugural year, she partnered with a high-poverty middle school in Northern California to create and implement practices, processes, and procedures to decrease student suspension rates and increase academic achievement. Her results were remarkable. Her efforts yielded a 79% growth in Common Core Mathematics achievement, as well as reduction in discipline and attendance infractions, increase in GPA, and increase in math and reading grade levels among at-risk students Jump in the Conversation: [3:13] - The impact of restorative practices [6:14] - You have to pair amends with accountability [7:17] - PBIS - positive behaviorial interventions and supports [8:04] - Social emotional learning [8:04] - PBIS is just good teaching, good education [9:22] - Trauma informed teaching and learning [12:28] - COVID causes disregulation [13:22] - Kristen's pre-pandemic research [16:38] -What educators need to be focused on [18:55] - We're all experiencing acute trauma right now [19:38] - How to help teachers meet these demands [22:36] - Getting into policy side of things [25:08] - Turbo Time [29:22] - Kristen's Magic Wand [31:14] - Maureen's takeaways Link What Happened to You by Dr. Bruce Perry and Oprah Winfrey Email Maureen Maureen's TEDx: Changing My Mind to Change Our Schools The Education Evolution Facebook: Follow Education Evolution Twitter: Follow Education Evolution LinkedIn: Follow Education Evolution EdActive Collective Maureen's book: Creating Micro-Schools for Colorful Mismatched Kids Micro-school feature on Good Morning America The Micro-School Coalition Facebook: The Micro-School Coalition LEADPrep

In this episode, Lauren talks about how to teach your kiddos about the emotional brain and its functions by using a hand signal developed by Dr. Dan Siegel. We talk about how powerful the upstairs and downstairs brain is in influencing learning and our fight, flight, freeze or fawn reactions. The downstairs brain keeps us safe, so we can think of it as the “barking dog” that warns us when we feel unsafe. The upstairs brain is where our logic and reasoning lives, so we can refer to that part of our brain as the “wise owl”. To better explain how the barking dog and wise owl work, Dr. Dan Siegel developed a simple hand signal to explain to young children. This easy-to-teach hand model helps kids better understand what's happening in their brain and why they feel the way they do in a given moment. Try out the hand signal, teach to a child, then come back and let us know how it went! -------------------------------Lauren answers this week's listener question during the episode: What are the best ways to help teachers understand behaviors and PBIS? (Positive Behavioral Interventions and Supports)Try-at-home tip: Try using this free app: Insight Timer-------------------------------Mentioned in this episode:Dr. Dan Siegel – Hand Model of the Brain-------------------------------Other related resources from The Behavior Hub: Blog Post: The Brain in the Palm of your Hand: Dan Siegel's Hand ModelThinking Brain: The Wise Owl Emotional Brain: The Barking DogReptilian Brain: Better known as the BrainstemOur Online Courses: From Wild Emotions to Tamed Feelings – How to Self-Regulate (5 Needs Areas) ------------------------------- Do you have a question? I can answer it in a future episode! Email questions to podcast@thebehaviorhub.com or send via text to 717-693-7744.Subscribe to our mailing list and find out more about the Emotional Brain.Check out our Facebook Group – Raising and Teaching Respectful Children The Behavior Hub websiteThe Behavior Hub blog Are you struggling with behaviors and not sure where to begin? Let me help! Schedule a free discovery call and let me be your Guide.

In this episode, we talk with Dr. Michael Gottfried, applied economist at the University of Pennsylvania, and Dr. Kent McIntosh, professor at the University of Oregon and co-director of the US Department of Education's Office of Special Education Programs' National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS). Dr. Gottfried and Dr. McIntosh are experts on the use of transactional attendance and discipline/behavior data, respectively, in educational research and practice. We hear about their recent research findings and how these findings can be used by school and district staff to reduce inequitable outcomes among students by race/ethnicity. We also discuss the range of implications that pandemic-related school closures have had on research in these areas, and ideas for future research on student engagement and behavior beyond attendance and discipline records. Episode resources: Michael Gottfried: https://www.gse.upenn.edu/academics/faculty-directory/gottfried https://www.gse.upenn.edu/news/california-district-study-finds-latinx-students-latinx-teachers-attend-more-school Gottfried, M., Kirksey, J. J., & Fletcher, T. L. (2021). Do high school students with a same-race teacher attend class more often? Educational Evaluation & Policy Analysis. https://journals.sagepub.com/doi/full/10.3102/01623737211032241 Kent McIntosh: https://education.uoregon.edu/directory/faculty/all/kentm "A school-wide intervention that increases racial equity in exclusionary school discipline." https://www.apa.org/pubs/highlights/spotlight/issue-228# McIntosh, K., et al. (2021). Equity-focused PBIS approach reduces racial inequities in school discipline: A randomized controlled trial. School Psychology, 36(6), 433-444. https://doi.org/10.1037/spq0000466 Schoolwide Information System (SWIS) and Positive Behavior Intervention Support Apps (PBISapps.org): https://www.pbisapps.org/products/swis https://www.pbisapps.org/resource/referral-category-definitions https://www.pbisapps.org/resource/referral-form-examples-2

In this episode of Expert Instruction: The Teach by Design Podcast, we're talking about stress – specifically the stress so many adults in education feel right now. Our guests are Susan Barrett and Dr. Kimberly Yanek from the Center for Social Behavior Support at Old Dominion and the Technical Assistance Center on Positive Behavioral Interventions and Supports. Together, they will share tangible strategies for tackling problems at the system level that contribute to the stress so many in education feel right now. They've even got some solutions to start implementing today!For more information about some of the resources mentioned in this episode, check out these links:The Burnout Epidemic by Jennifer MossGuidance and resources for supporting schools during and after crisis from the TA Center on Positive Behavioral Interventions and SupportsResource mapping activity (aka Initiative Inventory)Practice Brief: Building a Culture of Staff Wellness Through Multi-Tiered System of Supports

On this episode, we were joined by the elementary principal Jessica Sharp. We had an amazing conversation about Positive Behavioral Interventions and Support, including how it is implemented and how it can positively impact building culture.

Join us for some reflections on our work over the past year in this teaser episode for Season 2. In this teaser, we reflect on this unique school year (virtual & hybrid) and what we have done to address disproportionate discipline in our roles. Some of our liberation lessons include a reinforced emphasis on trusting relationships, strong foundations of culturally-responsive Positive Behavioral Interventions & Supports (CR-PBIS), restorative practices, teamwork and communication, coaching new teachers, collaborating with parents/caregivers, and, finally, ongoing, intentional & explicit dialogue about race & racialized trauma. Want to know more about these concepts and approaches? Check out our new season where we will dig deeper into our experiences, resources, and strategies for disrupting racialized discipline in schools. CR-PBIS - https://www.pbis.org/resource/pbis-cultural-responsiveness-field-guide-resources-for-trainers-and-coaches Restorative Conversations - https://www.jefferson.kyschools.us/restorative-practice Breonna Taylor - https://www.npr.org/2021/03/13/973983947/a-year-after-breonna-taylors-killing-family-says-theres-no-accountability --- Send in a voice message: https://podcasters.spotify.com/pod/show/colorbold502/message

The 2021 Summer Series continues with a roundtable discussion on Social-Emotional Learning. Joining Tom for this discussion are Tre' Gammage, Jessica Hannigan, & John Hannigan.   Tre' Gammage is a Dean of Students & SEL Consultant from South Carolina. Tre' has always had a passion for helping others. With a vast background in speaking, podcasting, and consulting, Tre' was once told “when you see someone living their dream, it makes you want to be a part of that dream” and he's been living by that motto ever since. He is the author of "EVERY DECISION COUNTS: 8 LESSON'S I WISH THEY TAUGHT ME IN SCHOOL" and the host of The Dash Podcast. Tre' on Twitter: @tregammage Tre' on Instagram: @tregammage Tre' on Facebook: Tre Gammage Tre' on LinkedIn: Tre Gammage www.tregammage.com   Dr. Jessica Djabrayan Hannigan is an assistant professor in the Educational Leadership Department at California State University, Fresno. She works with schools and districts across the nation on designing and implementing effective behavior systems. Her expertise includes response-to-intervention (RTI) behavior, multi-tiered system of supports (MTSS), positive behavior interventions and supports (PBIS), social and emotional learning (SEL), and more. Jessica on Twitter: @Jess_hannigan Jessica on LinkedIn: Jessica Hannigan Equity in School Discipline (Facebook) Jessica's Amazon Author Page: Books   Dr. John Hannigan is an executive leadership coach for Fresno County Superintendent of Schools in California. He has served in education for over 20 years as a principal, assistant principal, instructional coach, and teacher. Under his leadership, his school has received numerous awards and recognitions, including California State Distinguished School, Gold Ribbon School, Title I Academic School, Positive Behavioral Interventions and Supports (Platinum Level). John on Twitter: @JohnHannigan75 Equity in School Discipline (Facebook) John's Amazon Author Page: Books   Tom Schimmer Podcast: Email the Podcast: tomschimmerpod@gmail.com Podcast on Twitter: @TomSchimmerPod Tom on Twitter: @TomSchimmer Instagram: tomschimmerpodcast Facebook: Schimmer Education Website: www.tomschimmer.com Amazon Author Page: Books

For the latest episode of the Edleader podcast, Dr. Jackson is joined by two outstanding EdLeaders who are making a difference serving and supporting schools and school systems in their implementation of Multi-tier Systems of Support. But what is MTSS and what is it not? As a framework used by many schools to improve core instruction and provide targeted support to struggling students, it focuses on the “whole child.” MTSS supports academic growth and achievement, but it also supports many other areas, including behavior, social and emotional needs, and absenteeism.Mrs. BriAnne Hall serves the North Carolina Department of Public Instruction as the Integrated Academic and Behavior Systems Consultant for the Northwest Region of North Carolina. She is a passionate educator who enjoys her role of supporting districts in their implementation of an MTSS framework to promote total school improvement to maximize growth for all. With her background in mental health, exceptional children’s programming, and K-12 education, she is a strong advocate for integrated systems to support the needs of the whole child. BriAnne earned a bachelor's degree in Human Services and a master's in executive leadership studies from Gardner-Webb University. BriAnne is married to Steve Hall, who is also an educator. Together they enjoy life on the Little River with their two sons, Elliot and Kameron.Mrs. Heather Boston serves as the Director of Multi-Tiered Systems of Support (MTSS) and Academically and Intellectually Gifted (AIG) services for Carteret County Public Schools.  After graduating with a Bachelor of Science degree from the University of Illinois at Urbana-Champaign, she received her M.Ed, and Ed.S degree in School Psychology from Seattle University.  Her career in education began as a School Psychologist in Illinois, where she worked for 4 years specializing in Positive Behavioral Interventions in Schools (PBIS), Responsiveness to Instruction (RtI), and Gifted Services prior to moving to North Carolina as a proud military spouse. For the last 10 years, Heather has served in the role of MTSS Coordinator/Director, adding AIG services to her title in 2016.  The 2020-2021 school year marks her 17th year working in education. She is proud to serve beside the many great teachers and educators in Carteret County Public Schools and is honored to have 2 children that are a part of the CPPS family!@Dr_Rob_Jackson@EdLeaderPod

Success in school is too often only measured in metrics and test scores with little regard given to students’ emotional needs. There is, however, a direct correlation between wellbeing and overall performance.Through evidence-based programs like Restorative Practices (RP), Positive Behavior Intervention and Supports (PBIS), Trauma-Informed Practices, and Social-Emotional Learning (SEL), we can emotionally nurture students and create safe spaces for them to thrive.Today’s guest, Kristen Miller, is doing just that! She is empowering students, families, and schools to take a holistic look at education. Her work teaches communities how to invest in the student, not just their performance.We believe in all students feeling safe and loved! Listen in to find out how.About Kristen Miller:Following a three-year engineering career, Kristen Miller spent 13 years in education teaching predominantly high school mathematics, AVID, and Career Technical Education, and serving as a middle school vice principal in northern California. Seeing a huge need for high quality social and emotional interventions, systems, and supports, Miller created a youth empowerment organization, With Heart Project (WHP), to work alongside schools and districts promoting Social-Emotional Wellness (SEL), Restorative Practices (RP), and Positive Behavioral Interventions and Supports (PBIS).In her inaugural year, she partnered with a high poverty middle school in northern California to create and implement practices, processes, and procedures to decrease student suspension rates and increase academic achievement. Her results were remarkable. Her efforts yielded a 79% growth in Common Core Mathematics achievement, as well as a reduction in discipline and attendance infractions, an increase in GPA, and an increase in math and reading grade levels among at-risk students.Kristen currently resides in Sacramento, CA where she spends her time teaching youth positivity, confidence, perseverance, and coping skills through Empowerment Coaching. You can follow her and the With Heart Project on Facebook, Instagram, and LinkedIn.Jump Through the Conversation:[2:08] Witnessing the positive results of social-emotional wellness (SEL)[3:20] The correlation between academic achievement and student wellness[6:38] Restorative Practices: Bringing Communities Together[10:20] Creating equity with positive behavioral interventions and supports (PBIS) and multi-tiered systems of support (MTSS)[14:04] Addressing students needs through adverse childhood experiences (ACEs) screening and trauma-informed practices[18:37] Kristen’s Magic Wand: Increase school funding and district training to create environments where students feel safe and supported[23:22] Maureen’s reflection on the communal impact of restorative justice[25:01] Revisiting PBIS Tier 1: “All students feeling loved and safe”Links and Resources: https://educationevolution.org/42Education Evolutionhttps://businessinnovatorsradio.com/education-evolution/Source: https://businessinnovatorsradio.com/42-the-with-heart-project-with-kristen-miller

Success in school is too often only measured in metrics and test scores with little regard given to students’ emotional needs. There is, however, a direct correlation between wellbeing and overall performance.   Through evidence-based programs like Restorative Practices (RP), Positive Behavior Intervention and Supports (PBIS), Trauma-Informed Practices, and Social-Emotional Learning (SEL), we can emotionally nurture students and create safe spaces for them to thrive.   Today’s guest, Kristen Miller, is doing just that! She is empowering students, families, and schools to take a holistic look at education. Her work teaches communities how to invest in the student, not just their performance.    We believe in all students feeling safe and loved! Listen in to find out how.  About Kristen Miller:   Following a three-year engineering career, Kristen Miller spent 13 years in education teaching predominantly high school mathematics, AVID, and Career Technical Education, and serving as a middle school vice principal in northern California. Seeing a huge need for high quality social and emotional interventions, systems, and supports, Miller created a youth empowerment organization, With Heart Project (WHP), to work alongside schools and districts promoting Social-Emotional Wellness (SEL), Restorative Practices (RP), and Positive Behavioral Interventions and Supports (PBIS).     In her inaugural year, she partnered with a high poverty middle school in northern California to create and implement practices, processes, and procedures to decrease student suspension rates and increase academic achievement. Her results were remarkable. Her efforts yielded a 79% growth in Common Core Mathematics achievement, as well as a reduction in discipline and attendance infractions, an increase in GPA, and an increase in math and reading grade levels among at-risk students.    Kristen currently resides in Sacramento, CA where she spends her time teaching youth positivity, confidence, perseverance, and coping skills through Empowerment Coaching. You can follow her and the With Heart Project on Facebook, Instagram, and LinkedIn. Jump Through the Conversation:   [2:08] Witnessing the positive results of social-emotional wellness (SEL) [3:20] The correlation between academic achievement and student wellness [6:38] Restorative Practices: Bringing Communities Together [10:20] Creating equity with positive behavioral interventions and supports (PBIS) and multi-tiered systems of support (MTSS) [14:04] Addressing students needs through adverse childhood experiences (ACEs) screening and trauma-informed practices [18:37] Kristen’s Magic Wand: Increase school funding and district training to create environments where students feel safe and supported [23:22] Maureen’s reflection on the communal impact of restorative justice [25:01] Revisiting PBIS Tier 1: “All students feeling loved and safe” Links and Resources:   Student Talk: A Different Kind of Math Class Social-Emotional Wellness (SEL), Restorative Practices (RP), and Positive Behavioral Interventions and Supports (PBIS) Evidence and Studies International Institute for Restorative Practices Multi-Tiered Systems of Support B.D. Perry, M.D., Ph.D.:  The Neurosequential Model  Network Dr. Nadine Burke Harris: How Childhood Trauma Affects Health Across a Lifetime Email Maureen Facebook: Follow Education Evolution Twitter: Follow Education Evolution LinkedIn: Follow Education Evolution Maureen’s book: Creating Micro-Schools for Colorful Mismatched Kids Micro-school feature on Good Morning America The Micro-School Coalition Facebook: The Micro-School Coalition LEADPrep More episodes: EducationEvolution.org

Since I started the podcast in 2012, I've always wanted to do a "best of" podcast! Today, we are highlighting five conversations that I had from the early years of the podcast. Paula Kluth talks about why some schools aren't as inclusive as they think they are. Dan Habib discusses how Positive Behavioral Interventions and Supports (PBIS) looked for one high school. Julie Causton explains why her research project, called Schools of Promise, shows why inclusion works for all students. Nicole Eredics gives one important strategy for inclusive classrooms. And Scott F shares what it is like to have students with significant disabilities included in his classroom. Thanks for your time and attention! TV Visit Think Inclusive for more information about inclusive education. Have questions or comments? Reach us at podcast@thinkinclusive.us Follow us on Facebook, Instagram, and Twitter. Credits Intro Music - Clap Your Hands by Jahzzar / Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) This podcast is a production of MCIE. Become a patron of the Think Inclusive Podcast!

Welcome back to the Neuroscience Meets Social and Emotional Learning podcast, episode #91, with Jessica and John Hannigan, the authors of the brand-new book, SEL From a Distance: Tools and Processes for Anytime, Anywhere. [i] This is a timely and importance topic, with the pandemic this year, and subsequent switch to distance learning combined with recent instances of racial injustice has put a spotlight on the cracks in the practice of social and emotional learning (SEL). I launched this podcast in June of 2019 when I saw the need to highlight leaders in the field of SEL, but now, more than ever before, schools are shifting their focus and prioritizing SEL competencies—around the nation and the world.  Watch this interview on YouTube here.  My name is Andrea Samadi,  and if you are new here, I’m a former educator who created this podcast to bring the most current neuroscience research, along with high performing experts who have risen to the top of their field, with specific strategies or ideas that you can implement immediately, whether you are an educator, or in the corporate space, to take your results to the next level. If we want to improve our social, emotional and cognitive abilities, it all starts with an understanding of our brain.  Today I am thrilled to have behavior experts Jessica and John Hannigan, who have drawn together a collection of tools and processes for social and emotional learning that can be applied in any learning environment with their NEW book, SEL from a Distance. Dr. Jessica Hannigan is an assistant professor in the Educational Leadership Department at California State University, Fresno. She works with schools and districts across the nation on designing and implementing effective behavior systems. Her expertise includes response-to-intervention (RTI) behavior, multi-tiered systems of supports (MTSS), positive behavior interventions and supports (PBIS), social and emotional learning (SEL), and more. John E. Hannigan, EdD , is an executive leadership coach for Fresno County Superintendent of Schools in California. He has served in education for over 15 years as a principal, assistant principal, instructional coach, and teacher. Under his leadership, his school has received numerous awards and recognitions, including California State Distinguished School, Gold Ribbon School, Title I Academic School, Positive Behavioral Interventions and Supports (Platinum Level).  Hannigan, Jessica,Hannigan, John E. (2106-02-06T23:28:15). SEL From a Distance (Kindle Locations 410-414). SAGE Publications. Kindle Edition. In SEL from a Distance, you’ll learn: The five SEL competencies and dozens of easy to use processes for building skills in each.How to identify challenging behaviors and prioritize, define mastery, and teach the SEL skills necessary to address them.Tips for identifying, teaching, modeling, and reinforcing SEL skills in a virtual setting.Strategies for applying SEL to the needs of your unique learning environment.Welcome Jessica and John, thank you so much for taking the time to speak with me today, and sharing this new resource for those listening around the world. For this interview, I did want to read what others are saying about this new book, with a question attached to each testimonial.  I really do think that everyone listening should go to the link below, and grab a copy of this book, whether you are an educator, or someone looking for ideas to implement social and emotional learning competencies with your children, this book is a must read.Just to give you both some background, since we are just meeting, my interest in social and emotional learning goes back over 20 years ago, when I was a frustrated educator, with no resources in the area of behavior management. When I see a book like yours, I really do want the world to know about it.  Here’s what other leaders in the field of education are saying about your book:INTRO QUESTIONS“People are seeing the importance of SEL, and Jessica Hannigan and John Hannigan have written a timely and responsive book that will help teachers and leaders create opportunities for students to become more independent and successful now, during distance learning, and in the future.” Peter DeWitt, Author/Blogger/Consultant  Q1: I love how you begin this book by addressing what is SEL, and why is it so important. This is exactly how I started this podcast, when I saw a need to showcase leaders in SEL in one place. Why is SEL important now, more than ever?“With the rise in anxiety, depression, and suicide over the last few years, schools have faced the challenge of how to address the social and emotional needs of all students. Now, during the pandemic, the need is more acute, and schools require more assistance. SEL From a Distance offers an easy-to-follow framework to build our students’ skills in the key SEL competencies. The authors have taken a complex topic and created an easy-to-use guide for school teams and leaders. Any school searching for what to do next should pick up this book.” Brian Jaramillo, Executive Director of Education Services Lompoc Unified SDQ2: I also love the framework that you chose, honoring the work that CASEL[ii] has done with their 5 SEL competencies.  We did interview Karen Niemi, the president of CASEL on EPISODE #62[iii] since their work around SEL has been so robust. When writing the Tools and Processes section, that focuses on each of the 5 competencies, how did you brainstorm the sub-sections within each competency? For example, under self-awareness, you have sub-sections of identifying emotions, self-perception, and strengths, with tools for each sub section. Can you share how you came up with these subsections, that create the powerful framework for this book?Chapter 7. Self-Awareness Tools and ProcessesSEL Competency: Self-AwarenessIdentifying Emotions Tool 1: Daily SEL Check-InTool 2: Virtual Mindfulness MinutesSelf-Perception Tool 1: “Virtual Camera Imagery” ExerciseTool 2: Email/Letter to Self RecognizingStrengths Tool 1: Growth Mindset ExerciseTool 2: Self-Esteem LessonTool 3: Help-Seeking PromptsHannigan, Jessica,Hannigan, John E. (2106-02-06T23:28:15). SEL From a Distance (Kindle Locations 286-296). SAGE Publications. Kindle Edition. “Social and emotional skills they are lacking via distance learning, and this book solves that problem. It is structured so that the reader and school teams can implement the techniques and strategies to best meet the needs of their students. The rubrics and activities can be easily implemented into core curriculum content across all grade levels. I highly recommend this book for all school staff, support staff, and district office personnel to truly understand how to implement SEL in a concrete and appropriate way to ensure student success.”Brooke Warkentin , Director of Special Services Lemoore Union Elementary School District, CAQ3: I have heard over and over again, “how will SEL be implemented with Distance Learning?” and your book was clearly written with this purpose in mind? How are teachers implementing the rubrics and activities into core curriculum?“What is great about this book is that it provides a clear process to identify students’ needs followed by effective and practical methods to teach these critical social and emotional skills. The learning and support students receive will help them at school, at home, and within their communities for the rest of their lives. The book does an excellent job of supporting educators in an area where we often struggle and need additional support.” Eduardo Ochoa, Assistant Superintendent Lemoore Union Elementary School District, CAQ4: I’ve heard that many teachers know that SEL is important, but they don’t have a clear starting point, or plan in place for SEL. They aren’t sure if they should buy a whole program or use the kernel approach of implementing some ideas on a smaller scale. How does this book identify students’ needs and create a clear path for the SEL skills they need whether they are in school, their homes, or in their community?“My teacher helps us use strategies to relax our brains when we are feeling stressed.” Harmon, 4th Grade, CA “My teacher told our class, ‘If you need someone to talk to, I am here for you.’ This was powerful to hear. I have never had a teacher say that to an entire class before.” Ani, 12th Grade, MOQ5: What are students saying about the activities they are doing? Are there any specific stories you can share with feedback from students?Q6: Is there anything important, that we have missed?For those who want to learn more about your book, they can get it right now through Corwin, Press, or from Amazon. What is the best way for people to reach you?@Jess_Hannigan@JohnHannigan75 on Twitter.Equity in School Discipline FB Group  https://www.facebook.com/groups/792746961121756RESOURCES:Peter DeWitt http://www.petermdewitt.com/Casel’s SEL Competencies Framework PDF https://casel.org/wp-content/uploads/2020/10/CASEL-SEL-Framework-10.2020-1.pdfBehavior Solutions by Jessica and John Hannigan, Mike Mattos and Austin Buffum https://www.solutiontree.com/behavior-solutions.htmlDon’t Suspend Me, Jessica and John Hanniganhttps://us.corwin.com/en-us/nam/dont-suspend-me/book252372Netflix The Social Dilemma https://www.netflix.com/title/81254224Corwin Press 30% off till the end of the year with CODE SELNOW https://us.corwin.com/en-us/nam/sel-from-a-distance/book276617[i] SEL From a Distance https://us.corwin.com/en-us/nam/sel-from-a-distance/book276617[ii] Casel.org’s 5 CORE SEL Competencies https://casel.org/sel-framework/[iii] Neuroscience Meets SEL EPISODE #62 with Karen Niemi, President of CASEL https://www.achieveit360.com/ceo-and-president-of-casel-karen-niemi-on-tools-and-strategies-to-enhance-and-expand-sel-in-our-schools-and-communities/

Hosted by Infinite Culcleasure Back to Freedom School – Ongoing conversations about education equity in the State of Vermont Vermont's Education Equity Landscape (Pre-COVID) – Judy Dow In this episode of Back To Freedom School, French-Indian Vermont native, educator, and grandmother Judy Dow offers a historical context for Vermont's socio-political landscape that is generally inaccessible from a white normative perspective, and connects societal transgressions from the past to some of our current challenges and opportunities. Our discussion includes some of the fundamental concepts used to teach young people to read, and “basic essential understanding” of the cultural and political social location of students (in terms of pedagogy) which enable educators to deliver effectual personalized learning to students from different backgrounds. Note to listeners: PBIS is an acronym for Positive Behavioral Interventions and Supports. According to PBIS.org, “PBIS is an evidence-based three-tiered framework for improving and integrating all of the data, systems, and practices affecting student outcomes every day.”

Back to Freedom School – Ongoing conversations about education equity in the State of Vermont Vermont's Education Equity Landscape (Pre-COVID) – Judy Dow In this episode of Back To Freedom School, French-Indian Vermont native, educator, and grandmother Judy Dow offers a historical context for Vermont’s socio-political landscape that is generally inaccessible from a white normative perspective, and connects societal transgressions from the past to some of our current challenges and opportunities. Our discussion includes some of the fundamental concepts used to teach young people to read, and “basic essential understanding” of the cultural and political social location of students (in terms of pedagogy) which enable educators to deliver effectual personalized learning to students from different backgrounds. Note to listeners: PBIS is an acronym for Positive Behavioral Interventions and Supports. According to PBIS.org, “PBIS is an evidence-based three-tiered framework for improving and integrating all of the data, systems, and practices affecting student outcomes every day.” PODCAST HOMEPAGE

Leading others requires a unique skill set that has to be developed over time. Every day we see people thrown into management without any training and little support. Our guests, Megan Biever and Kelsey Isaacson, of Step Up 2 Success, share their experiences with Positive Behavioral Interventions and Supports (PBIS). This is utilized in schools to help students who have need for additional measures to empower them to achieve. Many managers feel like they are babysitting. We discuss ways to rise above that mentality and implement a structure for making ongoing progress toward you goals. When we step back from our dysfunctions we can see the bigger picture to understand how developing a better people process will lead to better outcomes for all. Megan and Kelsey will help you to expand your perspective on what is possible. While many people think that positive behavior rewards bad actors, they will outline how their system is quite the opposite. Their principles will help leaders to elevate their emotional intelligence and apply soft skills in a practical way. Jon Isaacson has released his book, Be Intentional: Estimating available now as a Kindle E Book and in paperback from Amazon. You can view our discussion via The DYOJO Youtube Page and you can listen to The DYOJO Podcast wherever fine podcasts are listened to (Spotify, Apple, Anchor, Google). You can read more on this topic, and many others, in Jon's monthly column The Intentional Restorer from Restoration and Remediation (R&R) Magazine. Megan Biever - https://www.linkedin.com/in/megan-madlena-biever-69a84119b/ Kelsey Isaacson - https://www.linkedin.com/in/kelsey-isaacson-b997a6155/ The DYOJO - https://www.thedyojo.com The DYOJO Podcast - https://www.thedyojopodcast.com The Intentional Restorer - https://www.randrmagonline.com Be Intentional: Estimating - https://www.izvents.com/book Intro video for The Intentional Restorer created by the talented Edward H. Cross, aka The Restoration Lawyer (guest on The DYOJO Podcast Episode 3) Additional music “Simpler Times" by The 126ers Wardrobe: Jon hats: All American Restoration Services (Tacoma, WA), GMS Podcast with Gerrett Stier; shirts: Wash The Dog (Puyallup, WA), The DYOJO (Black)

About Ambra Green, Ph.D. Dr. Ambra L. Green is an Assistant Professor of Special Education at The University of Texas at Arlington. Her research is focused on behavior disorders, positive behavior intervention and supports, and disproportionality in special education referrals and exclusionary practices. She has experience working within the U.S. Department of Education Office for Special Education Programs (OSEP) and serves on the OSEP Center on PBIS equity workgroup. She is a national special education scholar with publications and funded research focused on diverse learners with disabilities and issues of inequity and injustice for vulnerable populations. Show Highlights What is PBIS? PBIS vs RTI Benefits of PBIS Challenges of PBIS Flexibility in PBIS Connect with Ambra Ambra.green@uta.edu Connect with me on Twitter @sheldoneakins

  If you've read or listened to our past posts and podcasts, or have otherwise been educating yourself on the special education process, hopefully by now you understand that special education is supposed to follow a particular procedural flow. This is not only the method supported by best practices, but also the method required by federal law.   To recap, assessment data provides the present levels of performance and baselines necessary to formulate educationally appropriate IEP goals for an individual learner. The goals describe what the IEP is supposed to make happen. Once the enormous milestone of developing the IEP goals has been achieved, then it's time to figure out what services are going to be necessary and where they can be delivered in order for each goal to be met. This is where things can suddenly go off the rails.   It does no good to articulate sensible outcomes in measurable terms if effective services aren't put into place to actually work on them and make them happen. Goals are just hopes if you don't have a plan for the services you will need to meet them, and hope is not a strategy. But, this is often where things can get tricky in developing an IEP.   There are two common reasons for why things can go wrong at this stage: 1) everybody means well, but they don't know what they're doing; or, 2) something fishy is going on. In the first instance, it's usually a matter of training. In the second instance, somebody is gaming the system in pursuit of an agenda in which the student is ancillary, but not the point.   In many instances, where this process gets tripped up actually starts with the development of the IEP goals. When the IEP goals are improperly written and/or necessary goals are excluded altogether, determining what services are necessary to deliver appropriately ambitious educational benefits to each student becomes compromised.   I've had many parents come to me over the years saying things like, "My kid needs more speech and language. He doesn't know word meanings, can't follow instructions, and can't express himself, but he's only getting 20 minutes of speech per week." They look at increasing the service minutes in speech as though that's going to somehow magically translate into working on all areas of his speech/language needs, when the real issue is that there is only one speech goal in the IEP for articulation and the rest of their child's speech/language needs have no goals.   Because there are no goals for anything else, the number of speech/language service minutes is limited to how much time is reasonable to pursue the one goal that is there for articulation. 20 minutes per week to work on nothing but articulation isn't automatically off-base.   What these parents really mean, when they say their kids need more speech and language services, is that the IEP is not targeting all of their speech/language needs. If that's true, then the IEP team has to go back and look at the data to determine what other areas of speech and/or language should also be targeted by explicit intervention, then write goals to those specific areas of intervention need.   Once those new goals are written, the IEP team can then look at how many service minutes will be necessary to meet each goal. In addition to service minutes, which are expressed in terms of frequency and duration, the location of where the services will be delivered has to be determined.   It isn't automatic that related services, like speech/language or occupational therapy (OT), get delivered in a pull-out setting. The location of services, like all other parts of an IEP, must be individualized to the unique needs of the student.   Pull-out services require the student to be removed from the classroom, often during instruction, and can interfere with learning. It's a balancing act to find the right time to pull a student out of the regular class routine to go participate in direct pull-out services.   Push-in services bring the intervention into the student's classroom and make it part of the classroom experience. Sometimes, this can be small group instruction with a reading specialist when the general education class is broken into small reading groups as a normal matter of instruction. This weaves the special education into the general education situation so that students with reading challenges are facilitated in participating with everyone else.   Embedded services are much like push-in, but they are intertwined with the instruction throughout the entire school day as a matter of instructional design for the classroom. An example of this would be embedded speech/language instruction and Applied Behavioral Analysis (ABA) in the program design of a school specifically for students with autism who cannot successfully function and learn on an integrated campus.   In this example, because it can be reasonably expected that all of the students in such a special school will need these supports according to the research and evidence-based practices, they are woven into the instructional design of the program. They are part of how the instruction is delivered on a continual basis.   In such cases, the integration of speech/language and ABA have to be used to describe the placement rather than parsed out as individual related service minutes, because they are part of the placement design that makes that particular placement appropriate for certain students. In this instance, they are not discrete services provided outside of or in addition to what is otherwise happening in the classroom.   Which leads into the next phase of the process, which is placement. Placement is the last decision to be made by the IEP team. There's a really good reason for this. Placement is supposed to be determined by what is the Least Restrictive Environment (LRE) in which the services can be delivered such that the goals are met.   Special education is a service, not a place. The whole point of the IEP is to meet the IEP, but it is discrimination on the basis of handicapping condition to automatically remove kids from the general education setting for instruction just because they have disabilities. Unless removal to a more restrictive setting is the only way for the goals to get met, it's not the LRE.   LRE is relative; what is restrictive for one student may be empowering for another. A student with autism who can nonetheless function in the general education setting with push-in ABA supports, for example, would be inappropriately placed in a school for students with autism.   Sometimes parents mistakenly think a special school is better because it's focused on the specific types of needs their child has. But, it's only better if the student cannot otherwise be successful in a less restrictive setting. Restrictiveness of setting is directly related to the severity of the student's needs and the intensity of instruction necessary to meet the IEP goals.   Sometimes, creating an appropriately hybridized placement offer for a student who needs some pull-out services, but can otherwise participate in general education the rest of the school day, is such a difficult thing to coordinating in a particular school's pre-existing culture that special ed staffs find it more convenient to put kids in more restrictive settings. This gives special ed staffs more control over the quality of the instruction and allows them to prevent their kids from being harmed by discriminatory general education practices, but it segregates their students on the basis of handicapping condition.   Sheltering students with disabilities from abuse by sequestering them from bigots inadvertently reinforces discriminatory practices that keep people with disabilities from equally accessing the world at large. Preventing the abuse of students with disabilities through diversity appreciation instruction, as well as proactive, research-based Positive Behavioral Interventions and Supports (PBIS) on a schoolwide basis, makes far more sense.   The LRE laws exist for this reason. Rather than sequester students with traits in common to prevent them from being bullied by the rest of the students, it is more appropriate to teach all of the students how to get along with each other. Appropriate programming results in general education students looking out for their peers with special needs rather than picking on them and mocking them. It facilitates unity in the school community.   Because LRE is relative to each student, no parent should go into the IEP process demanding a placement because somebody else's kid got it and they're doing great there. Somebody else's kid is not your kid. You don't base IEP placement decisions for your child off of what somebody else needs or gets; you base it on your own child's unique, individual learning needs as targeted by the IEP goals.   Most school districts will tell you that the "continuum of placement" for special education is whatever they already have. That's only partly accurate. What the school district already has is part of the continuum of placement, but if the placement the student needs doesn't already exist within the district, the placement has to be outsourced or created.   It's appropriate for the school district to describe the types of placements it already has. These can include, but are not limited to: general education placement with push-in supports; pull-out to a special education class and/or therapies for part of the school day for targeted specialized support, with placement in general education for the rest of the school day; full-time placement in a special education class; and placement for all or part of the day in a non-public school.   But students are not limited to the types of placements already put in place within a school district. Sometimes, the closest appropriate school is so far away that the child and a family member live in a nearby apartment or other local housing arrangement during the week and go home on weekends, with their local school district funding the housing and travel expenses as related transportation services in the student's IEP. There's caselaw around this issue in favor of students (see, for example, Ojai vs. Jackson).   There is no master list of all the "types" of placements that can be offered to a special education student. Like every other part of an IEP, placement is supposed to be tailored to the student, only with the LRE requirements relative to what services it will take to meet the goals in mind. Sometimes, IEP teams have to get creative to meet highly unique individual student needs.   Other times, the types of supports a student needs are relatively common such that there are entire classrooms that provide those kinds of supports to all of their students. Resource Specialist Program (RSP) services are the most commonly delivered special education services. These are the least intensive forms of special education services provided.   Most students on IEPs have relatively mild learning disabilities that make RSP support a useful tool in helping them maintain grade-level performance. They are usually mostly in the general education setting with some special education supports and plenty of them go on to college and successful careers.   Many of these students glide through the K-12 system with an IEP that no one knows about but their families and teachers. Most of their peers have no idea and their closest friends realize it's no big deal and don't care.   Further, it is becoming less stigmatizing to be on an IEP than it used to be, so students are being more forthcoming with their peers about their special education statuses, just as matters of fact, without judgment entering the picture. If only the adults could follow their lead.

We talk with Tony Davila, CCISD director of parent assistance, about Positive Behavioral Interventions and Supports (PBIS) and how it is impacting our classrooms. He also goes through resources available to parents at home. Click here for PBIS parent resources.Click here for the state PBIS website. Follow us on FacebookFollow us on TwitterFollow us on Instagram

In memory of Cedric Napoleon   I wasn't going to write on this topic quite yet, but I'm working on a case right now that has me upset over public agency mismanagement and misconduct that has resulted in the physical abuse of our nonverbal student with severe special needs and God only knows how many other students within this public education agency. It reminded me of a lot of things, including our organization's founding and the protective purpose KPS4Parents has always served as student and family advocates.   I maintain my list of topics to write about as draft posts on the backend of our site, sometimes just as a title, sometimes with a brief description, as the ideas come to me and, when I go to write, I have them more or less organized in my head in the order I want to write them. But, sometimes, like now, something happens that makes one of the topics leap up to the top of the list.   I am currently providing paralegal support to an attorney on a case in which our student has gone for years without behavioral interventions in her IEPs after previous years of successfully benefitting from such IEP interventions. She has regressed to the point where she was behaviorally 10 years ago, before receiving any appropriate behavioral interventions at all.   The educational neglect in this case rises to the level of physical abuse. The school district's bumbling ineptitude at the expense of our student's welfare has been nothing short of galling. Our student is now sitting safely at home waiting for her case to be either adjudicated or settled but without the benefit of any instruction or related services until it's resolved.   Which takes me back to the founding of KPS4Parents and the event that was the last straw that compelled our founder, Nyanza Cook, to start KPS4Parents. In 2002, I was a lay advocate in private practice helping families of students with special needs, and Nyanza hired me to help her with her step-son's case, which is a story unto itself for another day. It's how we met and these were the early days. It was the context we were in at the time.   Nyanza hails from Killeen, Texas near Fort Hood, the largest U.S. Army base in the continental United States. While diversity has been tolerated, if not embraced, within the U.S. military in many instances, outside of the military base in the rural areas of Texas, diversity is not so much appreciated. Killeen Independent School District (KISD) has historically operated separate schools for students with "behavioral problems," most of whom have been African-American or Latino. The quality of special education in KISD has been historically abysmal, particularly for students of color, which is how it's misconduct led to our organization's founding.   In 2002, a young man named Cedric Napoleon was attending a Special Day Class (SDC) at one of KISD's special schools for students with "behavioral problems." Cedric was a foster child living with his foster mother, Toni Price. He had experienced severe trauma in early childhood, including deprivation of food for days that led to a food hoarding behavior and other behavioral challenges. He was in special education under the Emotional Disturbance (ED) category and his SDC was supposed to be configured specifically for students with ED issues.   Also in the classroom at the time was Nyanza's nephew. On one fateful day in March 2002, Cedric was suffocated to death by his classroom teacher during a prone restraint. He was not being violent towards others, trying to run out of the classroom, or hurting himself when she restrained him. He was being non-compliant and she took it as an affront to her authority. She pinned him face down on the floor out of hostile rage and when he said, "I can't breathe," she replied, "If you can speak, you can breathe." He expired shortly thereafter as Nyanza's nephew and his classmates watched on in horror.   That night, Nyanza got a hysterical phone call from family members gathered at her parents' house in Killeen. They knew she was talking about starting a special education advocacy organization and had been advocating for her step-son in California. They put her nephew on the phone with her and all he could say in a dazed voice was, "They killed him, Auntie. They killed him." He was terrified to return to school after that, and never did. His life has been one of despair and tragedy ever since.   The day Nyanza's nephew witnessed Cedric's murder in his classroom by his teacher, he was already there because he had his own ED issues. To add the trauma of witnessing Cedric's murder to his own pre-existing special education needs, in the place that was supposed to help him overcome his pre-existing special education needs and at the hands of the person who was supposed to help him, was just too much.   More than one life was destroyed that day. Cedric's classmates witnessed his murder in that ED SDC and were affected for life in ways that could only lead to more suffering for them. The District's students most vulnerable to trauma were severely traumatized by one of the most grotesque abuses of their trust possible. They witnessed their teacher kill a classmate for daring to defy her authority.   Nyanza called me that night as soon as she got off the phone with her family and told me what they had told her. She and I agreed that when teachers were murdering our babies in plain sight of our other babies (we have an it-takes-a-village mentality, which makes all babies our babies), we couldn't stand idly by. The death of Cedric Napoleon was the final straw that compelled Nyanza to go through with starting our organization, she asked for my help, I said "Yes!" without hesitation, and we had our paperwork in order by June of 2003.   In Cedric's case, to make matters worse, once his life had ended, so had his foster mother's legal authority to act on his behalf as a parent. She could not pursue justice for him because she lacked the legal authority and the foster care system did little to nothing about it. Cedric's killer was never tried for murder. She was never subject to any disciplinary action by the public education system in Texas.   On May 19, 2009, Toni Price finally got her chance to do something about what had happened to Cedric. The Education and Labor Committee of the U.S. House of Representatives was being presented with a report of the findings of an investigation the Committee had previously ordered to have done by the Government Accountability Office (GAO) regarding the use of seclusion and restraints in public schools. There had been a fairly recent similar study conducted of private schools that produced shocking and horrifying disclosures as bad as Cedric's or worse, and the Committee had wanted to know if these problems were also pervasive in our nation's public schools.   The GAO report started circulating among those in my professional circle online shortly after the hearings and ultimately found its way to me. I remember reading through it and getting to the section describing what happened to Cedric and going, "Wait a minute. I've heard this story before ... OMG! This is the kid from Nyanza's nephew's class!" I immediately forwarded the report to Nyanza and either called or texted her to follow up. At some point we ended up on the phone and she was flabbergasted to see Cedric's story spelled out in the report. It was the same student she had told me about back in 2002.   In the course of conducting its investigation, out of all of the cases of problems with seclusions and restraints that GAO examined, Cedric's stood out as particularly horrifying, in no small part due to the fact that his killer had never faced any serious consequences for killing him at the time of the investigation. The investigators searched for this teacher when their investigation revealed that she had faced no consequences and, shortly before the date of their presentation to the Committee, found that she had relocated to Virginia and was running an SDC on a public school campus that was only a 45-minute drive away from where the Committee was convening to hear the presentation of their report.   There was no effort to conceal the outrage that several Committee members expressed over the fact that this woman had not only killed an ED student in the ED SDC where she was supposed to be helping him get better, but that she faced no consequences and was able to get credentialed in at least one other state because the fact that she had killed a student didn't follow her on her record. They openly referred to Cedric's death as a murder.   The Committee's disgust is exposed during the hearing (Her testimony was compelling; even now, it still makes me cry.   Toni argued for a national, if not global, directory of teachers found guilty of child abuse for education agencies to use for screening teaching applicants, and she did so from the most informed position possible. She spoke as the primary caregiver of a child with mental health needs killed by the person entrusted to address them every day at school, but with no legal recourse to do anything about it, leaving advocating for that child and protecting others like him to no one. Only the fluke of a Congressional investigation at the right time on the right topic exposed what happened, and Toni took the opportunity to say what needed to be said.   Which brings me back to the topic of this post and podcast, which is the use of Positive Behavioral Interventions and Supports (PBIS) in special education. Subsequent to the May 2009 hearing, GAO began gathering additional information and the U.S. Department of Education began promulgating guidance and technical information regarding PBIS. In 2012, the U.S. Department of Education produced the Restraint and Seclusion Resource Document.   In February 2019, after 10 years of collecting data on the use of seclusion and restraints in our public schools, GAO produced another report and another hearing was held during which the last 10 years' worth of data collected and analyzed were presented to the Committee. Witnesses gave testimony, provided additional evidence, and answered questions. You now can look up the CRDC data for your own school district on the CRDC site.   Shortly thereafter, the U.S. Department of Education announced an initiative to address the inappropriate use of seclusions and restraints in our public schools. Just this last December, four members of the U.S. House of Representatives proposed a bill, HR 5325, referred to as the “Ending Punitive, Unfair, School-based Harm that is Overt and Unresponsive to Trauma Act of 2019” or the “Ending PUSHOUT Act of 2019," which seems like way too poor of a word choice for a name just to create an acronym, but the body of the bill still nonetheless prohibits seclusions and restraints and includes other regulations pertaining to behavioral interventions.   HR 5325 is still a bill pending before the Education and Labor Committee of the U.S. House of Representatives. It was introduced just last month, so obviously nothing has happened with it, yet. Congress has been a little busy lately and the last time the Committee tried to pass legislation to address seclusion and restraints in 2009, it passed in the House only to never see the light of day in the Senate. That's likely to happen again, now, with our current configuration of Congress, but the effort still needs to be made.   What GAO reported in the most recent hearing was that there wasn't enough data in, yet, regarding the efficacy of Education's efforts to promulgate PBIS technical information and guidance among the public schools or the degree to which the schools that availed themselves of it found it beneficial. In controlled research situations in which implementation fidelity was maintained, PBIS was proven to work, but how well public schools actually implement it with success in the absence of researcher oversight and fidelity checking remains to be seen.   What seems to be the case, and the whole reason this issue is before the House Education and Labor Committee, again, is that there is an obvious need for federal oversight and regulation, here. There is a lack of consistency from state to state as to how behavioral interventions are to be implemented in schools. Some states have regulations regarding seclusions and restraints in schools and others do not. Even those states that have laws in place don't provide for adequate enforcement of those laws.   The lack of built-in accountability has made it possible for horrible situations to happen. And, they continue to happen. The only way the public school system is held accountable in situations like these is when individual families take legal action. Hence, the case I'm now working on that has made these issues spring to life for me, once again, much to my deep disappointment.   Educator and support staff training, or a gross lack thereof, more specifically, is often at the heart of these cases. But, so is the lack of teacher accountability and the degree to which educators tend to cover up each other's tracks, even if it means a child dies in the process.   The fear of talking usually goes to fear of losing their jobs, fear of reprisals from their co-workers, fear of being held accountable for the actions of others, fear of getting in trouble for the same thing for which someone else is getting in trouble because they've done it, too, and has to come with a tremendous amount of internal conflict. Only sociopaths could smoothly walk that rocky landscape without being troubled by the experience.   The willingness of school administrators to let something as horrible as student traumatization, physical injury, and/or death by the hands of teaching staff and aides in the learning environment get swept under the rug and hope nobody notices, if not actively seek to conceal it, is repugnant. There is a lack of professional integrity in the public education system that can reach sickening proportions, and these cases are examples.   So, I really don't have an upbeat ending for this post and podcast. I'm pretty not okay with what I'm still seeing going on with respect to seclusion and restraints in public schools in California, which is supposed to be the most progressive state in the country. It's particularly bad in rural communities far away from specialists and adequate facilities, particularly when those communities are mostly made up of low-income households.   In some cases, like the one I'm working on now, the student has experienced nothing short of absolute barbarism. It shouldn't take people like me helping to hold the public education system accountable after the fact. The answer is prevention. In the absence of any guidance in the student's IEPs as to how to address her behaviors, she was repeatedly secluded and restrained by teachers and aides who didn't know what else to do.   This was all just up until a few weeks ago, which is why she's now safely at home but without any instruction or related services until her attorney, in collaboration with me as his paralegal and the experts we're bringing onto the team, can get this mess cleaned up. It just sickens my heart that after all the years that I've been doing this work - 29 years this coming June, mind you - this is where things are still at. In the most progressive state in the Union, we're still secluding and restraining non-verbal students who are struggling to communicate their wants and needs. It puts bile in the back of my throat.

Monroe Elementary School Principal Dr. Lily Jarvis and interventionist Shirley Conde discuss anti-bullying strategies, including Positive Behavioral Interventions and Supports (PBIS) and Olweus Bullying Prevention Program, and the benefits of rewarding good behavior.

We were in the studio with Rich Follett, teacher at Skyline High School and local performer along with Ryan Jewel, Rich's former student and rising country music star to talk about their upcoming fundraiser concert happening on Friday, November 30, 2018 at 7pm at Skyline High School. The proceeds will benefit Skyline's PBIS program. PBIS Rewards is an affordable schoolwide PBIS management system that assists schools in their Positive Behavioral Interventions and Support program. The multi-device platform makes it easy to continuously recognize students for meeting behavior expectations from anywhere in the school, not just the classroom. Ryan performed one of his songs live for us in the studio. The conversation continued after the show finished on-air and you can hear the entire interview here.

Baldwin Park Unified School District Director of Student Services William Avila. Baldwin Park Unified takes a proactive stance against bullying, using Positive Behavioral Interventions and Supports (PBIS), socio-emotional learning components and peer role models to establish communication lines that lead to increased student achievement. Avila discusses the commitment of District personnel to combat bullying through outreach and a supportive environment.

Today we have Dr. Rob Horner, Director of the Technical Assistance Center on Positive Behavioral Interventions and Supports. We talk about the history of PBIS and the somewhat controversial foundation in Applied Behavioral Analysis. --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/think-inclusive/support

POSITIVE BEHAVIORAL INTERVENTIONS IN THE AGE OF ESSA Returning guest Dr. Howie Knoff of Project Achieve is our guest on what ESSA really says about all this.

Dr. Rob Horner is the co-director of the National Technical Assistance Center on Positive Behavioral Interventions and Supports. In this podcast, he discusses how to design environments to support positive student behaviors. Transcript available at: http://tinyurl.com/zpsfwgl

The Midwest PBIS Network's Passing Period is a series which provides support for Positive Behavioral Interventions and Supports in short digestible segments. This podcast will share research, information, updates, tips, fresh ideas, and real life examples from the Midwest PBIS Network, our national partners, and listeners. This series is intended for educational professionals, students, families and community members.

What exactly is Positive Behavioral Interventions and Supports (PBIS)? Gain a better understanding of PBIS, hear from district and building level coaches on what PBIS is, what it has meant to staff who are implementing, and how it has made an overall impact on their school(s). It can be beneficial to have confidence describing what PBIS is to key stakeholders in a quick elevator speech. Can you? Listen to this episode for ideas.

Kathy Konold, discusses the shortcomings of traditional disciplinary methods, the need for PBIS in schools, and strategies for its implementation

Kathy Konold, discusses the shortcomings of traditional disciplinary methods, the need for PBIS in schools, and strategies for its implementation

Today I will be speaking with Dan Habib about his new film Who Cares About Kelsey? **You may be familiar with Dan because of his previous groundbreaking documentary about his son "Including Samuel"** The film will be broadcast on public television beginning the weekend of September 28th. In addition to the film there are 11 mini-films available to watch on the website: WhoCaresAboutKelsey.com that support the message of inclusion and positive behavior support. Dan and I talk about Positive Behavioral Interventions and Supports, the importance of leadership in systems change and the all-important question...who we think is going to win the World Series? --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app Support this podcast: https://anchor.fm/think-inclusive/support

Changing the school culture at Brookings-Harbor schools to Pride, Honor and Respect using a Positive Behavioral Interventions and Support (PBIS) program.

In this program, Dr. Greene discusses the difference between a popular school intervention -- Positive Behavioral Interventions and Supports (PBIS) -- and Collaborative Problem Solving. The biggest difference begins with your definition of the "function" of challenging behavior, and that definition has tremendous implications for how you go about trying to help.