At the end of any project, it feels right to pause and reflect. The end of the school year is no different. We’re all ready for a break and some relaxation, preferably by a pool, with something cold to sip. It’s also important to take a little time to reflect on everything you did over the course of the past school year. The process of looking back on your accomplishments isn’t selfish, it’s the key to improving the way you do anything in the future.So, that’s what we’re doing today. We’re looking back on the last 10 episodes of this podcast and sharing our favorite highlights and lessons learned. We’ve interviewed 16 people this year and every single one of them left us some nugget of brilliance to think about long after the episode finished. We hope this episode reminds you of all the good stuff you’ve done this year and all the ways you can continue to support your students and each other in the years to come.To dive into any of the episodes mentioned today, check out the following links:Ep. 12: Effects of Stress in the Classroom with Dr. Geovanna RodriguezEp. 18: The Fundamentals of Data-driven Decisions with Dr. Jessica Swain-Bradway and Dr. Billie Jo RodriguezEp. 16: Adding Student Voice to Leadership Teams with Zachary PattersonEp. 15: Uplifting Student Voices in Implementation with Dr. Felicia Singleton and Marcus Jackson

At the end of any project, it feels right to pause and reflect. The end of the school year is no different. We’re all ready for a break and some relaxation, preferably by a pool, with something cold to sip. It’s also important to take a little time to reflect on everything you did over the course of the past school year. The process of looking back on your accomplishments isn’t selfish, it’s the key to improving the way you do anything in the future.So, that’s what we’re doing today. We’re looking back on the last 10 episodes of this podcast and sharing our favorite highlights and lessons learned. We’ve interviewed 16 people this year and every single one of them left us some nugget of brilliance to think about long after the episode finished. We hope this episode reminds you of all the good stuff you’ve done this year and all the ways you can continue to support your students and each other in the years to come.To dive into any of the episodes mentioned today, check out the following links:<ul><li><a href="https://www.pbisapps.org/articles/ep-12-effects-of-stress-in-the-classroom" rel="noreferrer noopener nofollow" target="_blank">Ep. 12: Effects of Stress in the Classroom with Dr. Geovanna Rodriguez</a></li></ul><ul><li><a href="https://www.pbisapps.org/articles/ep-18-the-fundamentals-of-data-driven-decisions" rel="noreferrer noopener nofollow" target="_blank">Ep. 18: The Fundamentals of Data-driven Decisions with Dr. Jessica Swain-Bradway and Dr. Billie Jo Rodriguez</a></li><li><a href="https://www.pbisapps.org/articles/ep-16-adding-student-voice-to-leadership-teams" rel="noreferrer noopener nofollow" target="_blank">Ep. 16: Adding Student Voice to Leadership Teams with Zachary Patterson</a></li><li><a href="https://www.pbisapps.org/articles/ep-15-uplifting-student-voices-in-implementation" rel="noreferrer noopener nofollow" target="_blank">Ep. 15: Uplifting Student Voices in Implementation with Dr. Felicia Singleton and Marcus Jackson</a></li></ul>

Ep. 20: 2022 Year in Review

This spring, we were fortunate enough to attend not one, not two, but three, in-person PBIS conferences. We know scheduling conflicts and budget constraints can get in the way of making it possible for everyone to register. So, this month we decided to take some time to share our conference experiences, the conversations we had, and the things we learned during our time at these events. In our Teach by Design article, we’ve got a list of 12 tips and tricks we picked up from conference sessions devoted to social-emotional learning and mental health. In today’s Expert Instruction episode, we’re bringing together our PBISApps team to share some of the most pressing questions we answered at our vendor booth. Joining the conversation is Katie Schulz, one of our Customer Support Specialists here at PBISApps. Katie is a 7-year veteran on our Customer Support Team. If you’ve ever had a question about how to use any of our apps, you’ve probably spoken to Katie. Jessica Daily is our Training Team Lead who’s been with PBISApps for more than 6 years. You may have crossed paths with her when you attended one of our SWIS Facilitator Certification trainings or one of our application webinars. She is a self-proclaimed “data geek” who loves to teach others to use data to inform practices and support positive change in our educational systems. Robin Spoerl is our Marketing and Design Manager. Everyone gets to experience his work when they land on the PBISApps website, because he designed it! He has edited every tutorial video and designed each piece of swag you’ve ever picked up at our vendor booth.For more information about some of the resources mentioned in this episode, check out the following links:Overview of CICO-SWISOverview of I-SWISTeach by Design article “5 Ways to Reward Students the Right Way”The Center on PBIS HomepageMidwest PBIS HomepageThe Association for Positive Behavior Support Conference WebsiteThe Northwest PBIS Conference WebsiteThe National Training Institute on Effective Practices: Addressing Challenging Behavior Conference

This spring, we were fortunate enough to attend not one, not two, but three, in-person PBIS conferences. We know scheduling conflicts and budget constraints can get in the way of making it possible for everyone to register. So, this month we decided to take some time to share our conference experiences, the conversations we had, and the things we learned during our time at these events. In our <a href="https://www.pbisapps.org/articles/mental-health-matters-12-things-i-learned-from-an-international-pbis-conference" rel="noreferrer noopener nofollow" target="_blank">Teach by Design article</a>, we’ve got a list of 12 tips and tricks we picked up from conference sessions devoted to social-emotional learning and mental health. In today’s Expert Instruction episode, we’re bringing together our PBISApps team to share some of the most pressing questions we answered at our vendor booth. Joining the conversation is Katie Schulz, one of our Customer Support Specialists here at PBISApps. Katie is a 7-year veteran on our Customer Support Team. If you’ve ever had a question about how to use any of our apps, you’ve probably spoken to Katie. Jessica Daily is our Training Team Lead who’s been with PBISApps for more than 6 years. You may have crossed paths with her when you attended one of our SWIS Facilitator Certification trainings or one of our application webinars. She is a self-proclaimed “data geek” who loves to teach others to use data to inform practices and support positive change in our educational systems. Robin Spoerl is our Marketing and Design Manager. Everyone gets to experience his work when they land on the PBISApps website, because he designed it! He has edited every tutorial video and designed each piece of swag you’ve ever picked up at our vendor booth.For more information about some of the resources mentioned in this episode, check out the following links:<ul><li><a href="https://www.pbisapps.org/products/cico-swis" rel="noreferrer noopener nofollow" target="_blank">Overview of CICO-SWIS</a></li><li><a href="https://www.pbisapps.org/products/i-swis" rel="noreferrer noopener nofollow" target="_blank">Overview of I-SWIS</a></li><li>Teach by Design article <a href="https://www.pbisapps.org/articles/5-ways-to-reward-students-the-right-way" rel="noreferrer noopener nofollow" target="_blank">“5 Ways to Reward Students the Right Way”</a></li><li><a href="https://www.pbis.org/" rel="noreferrer noopener nofollow" target="_blank">The Center on PBIS Homepage</a></li><li><a href="https://www.midwestpbis2.org/home" rel="noreferrer noopener nofollow" target="_blank">Midwest PBIS Homepage</a></li><li><a href="https://www.apbs.org/conference" rel="noreferrer noopener nofollow" target="_blank">The Association for Positive Behavior Support Conference Website</a></li><li><a href="https://pbisnetwork.org/conference/" rel="noreferrer noopener nofollow" target="_blank">The Northwest PBIS Conference Website</a></li><li><a href="https://challengingbehavior.cbcs.usf.edu/Training/Conference/index.html" rel="noreferrer noopener nofollow" target="_blank">The National Training Institute on Effective Practices: Addressing Challenging Behavior Conference</a></li></ul>

Ep. 19: Post-conference Wrap-up 2022

What does data-driven decision making mean to you? In this month’s Teach by Design, we showed you how researchers found it means something different depending on who you ask. What works for one school may not work for another, but we were also curious to know whether there were some components of a decision-making process that might be similar across most contexts.In today’s episode of Expert Instruction, we’re exploring those decision-making fundamentals – the components of your decision-making model that make your team more efficient and your solutions more effective.Joining us is Dr. Jessica Swain-Bradway and Dr. Billie Jo Rodriguez. Jessica is the executive director for Northwest PBIS Network – an organization providing professional development and support around PBIS &amp; MTSS, including restorative practices, Interconnected Systems Framework, equity in discipline, early childhood PBIS, and more. Jessica’s work focuses on equipping teachers with strategies for instruction, relationship-building, and designing effective learning environments. She also has expertise aligning restorative practices, mental health practices, and academic RtI into the SWPBIS framework. Billie Jo is a Northwest PBIS staff member, a senior lecturer at the University of Oregon, a nationally certified school psychologist and a board-certified behavior analyst. She has over 20 years of experience supporting students with diverse needs and helping schools implement increasingly intensive function-based supports. She joins NWPBIS after seven years providing behavior support services as a school psychologist and positive behavior support coach in a diverse Oregon district.For more information about some of the resources mentioned in this episode, check out these links:TIPS Meeting Minutes TemplateCulturally Responsive Field GuideTiered Fidelity Inventory

What does data-driven decision making mean to you? In <a href="https://www.pbisapps.org/articles/decisions-decisions-5-keys-to-creating-a-data-driven-school" rel="noreferrer noopener nofollow" target="_blank">this month’s Teach by Design</a>, we showed you how researchers found it means something different depending on who you ask. What works for one school may not work for another, but we were also curious to know whether there were some components of a decision-making process that might be similar across most contexts.In today’s episode of Expert Instruction, we’re exploring those decision-making fundamentals – the components of your decision-making model that make your team more efficient and your solutions more effective.Joining us is Dr. Jessica Swain-Bradway and Dr. Billie Jo Rodriguez. Jessica is the executive director for <a href="https://pbisnetwork.org/" rel="noreferrer noopener nofollow" target="_blank">Northwest PBIS Network</a> – an organization providing professional development and support around PBIS &amp; MTSS, including restorative practices, Interconnected Systems Framework, equity in discipline, early childhood PBIS, and more. Jessica’s work focuses on equipping teachers with strategies for instruction, relationship-building, and designing effective learning environments. She also has expertise aligning restorative practices, mental health practices, and academic RtI into the SWPBIS framework. Billie Jo is a Northwest PBIS staff member, a senior lecturer at the University of Oregon, a nationally certified school psychologist and a board-certified behavior analyst. She has over 20 years of experience supporting students with diverse needs and helping schools implement increasingly intensive function-based supports. She joins NWPBIS after seven years providing behavior support services as a school psychologist and positive behavior support coach in a diverse Oregon district.For more information about some of the resources mentioned in this episode, check out these links:<ul><li><a href="https://www.pbis.org/resource/tips-meeting-minutes-template" rel="noreferrer noopener nofollow" target="_blank">TIPS Meeting Minutes Template</a></li><li><a href="https://www.pbis.org/resource/pbis-cultural-responsiveness-field-guide-resources-for-trainers-and-coaches" rel="noreferrer noopener nofollow" target="_blank">Culturally Responsive Field Guide</a></li><li><a href="https://www.pbisapps.org/products/tfi" rel="noreferrer noopener nofollow" target="_blank">Tiered Fidelity Inventory</a></li></ul>

Ep. 18: The Fundamentals of Data-driven Decisions

No matter where you are on your implementation journey, at some point you’ll want to take a step back and ask yourselves, “Are we doing what we said we’d do and is that effort having the kind of impact we hoped it would have?” Answering those questions requires data. Once you’ve collected the data you need, the next step is to create a plan. On today’s episode of Expert Instruction: The Teach by Design Podcast, we invited two experts to share their action-planning strategies. Hear how they guide teams to use data, focus their problem solving, and build their best action plans ever.Our guests today are Hannah Anderson and Luke Anderson. Hannah is the Director of Innovation, School Programs and Accountability for the Rocklin Unified School District (RUSD) in Rocklin, CA. She oversees state and federal programs and leads the district’s PBIS Leadership Team. Luke Anderson is the Senior Director of Prevention Supports and Services for the Placer County Office of Education in Auburn, CA. He oversees the PBIS and Multi-Tiered System of Support regional initiatives – specifically, he specializes in using data to improve outcomes in school systems. He is a statewide SWIS Facilitator Trainer and a member of the California PBIS Coalition Leadership Team. Check out these links for more information about some of the resources we discuss in the episode:An overview of PBIS AssessmentSchool Climate Survey ManualTiered Fidelity Inventory Manual

No matter where you are on your implementation journey, at some point you’ll want to take a step back and ask yourselves, “Are we doing what we said we’d do and is that effort having the kind of impact we hoped it would have?” Answering those questions requires data. Once you’ve <a href="https://www.pbisapps.org/articles/proven-ways-to-make-school-wide-feedback-work" rel="noreferrer noopener nofollow" target="_blank">collected the data you need</a>, the next step is to create a plan. On today’s episode of Expert Instruction: The Teach by Design Podcast, we invited two experts to share their action-planning strategies. Hear how they guide teams to use data, focus their problem solving, and build their best action plans ever.Our guests today are Hannah Anderson and Luke Anderson. Hannah is the Director of Innovation, School Programs and Accountability for the Rocklin Unified School District (RUSD) in Rocklin, CA. She oversees state and federal programs and leads the district’s PBIS Leadership Team. Luke Anderson is the Senior Director of Prevention Supports and Services for the Placer County Office of Education in Auburn, CA. He oversees the PBIS and Multi-Tiered System of Support regional initiatives – specifically, he specializes in using data to improve outcomes in school systems. He is a statewide SWIS Facilitator Trainer and a member of the California PBIS Coalition Leadership Team. Check out these links for more information about some of the resources we discuss in the episode:<ul><li><a href="https://www.pbisapps.org/products/pbis-assessment" rel="noreferrer noopener nofollow" target="_blank">An overview of PBIS Assessment</a></li><li><a href="https://www.pbisapps.org/resource/school-climate-survey-suite-manual" rel="noreferrer noopener nofollow" target="_blank">School Climate Survey Manual</a></li><li><a href="https://www.pbisapps.org/resource/tfi" rel="noreferrer noopener nofollow" target="_blank">Tiered Fidelity Inventory Manual</a></li></ul>

Ep. 17: How to Create an Action Plan

On today’s episode of Expert Instruction: The Teach by Design Podcast, we continue our exploration of how to add student perspectives to the decisions effecting schools every day. We’ve shared ideas for how to include students at the school level, but what about at the district level? What does it look like for students to be involved in decisions that effect not only the way their school operates, but how all schools operate within their area?Zachary Patterson knows.Zachary is a senior at University City High School in San Diego, CA and the very first student board member on San Diego Unified School District’s school board. The fact that the district has a student member at all was Zachary’s idea. As a 7th grader, he proposed the board add a student seat. By October 2019, not only had they approved that proposal, but Zachary was elected to serve as the inaugural student member. On top of this position, he is also the founder and current president of the California Student Board Member Association – an organization dedicated to supporting and advancing the rights of students serving on California school boards.

On today’s episode of Expert Instruction: The Teach by Design Podcast, we continue our exploration of how to add student perspectives to the decisions effecting schools every day. We’ve shared ideas for <a href="https://www.pbisapps.org/articles/7-ways-to-partner-with-students-and-level-up-your-implementation" rel="noreferrer noopener nofollow" target="_blank">how to include students at the school level</a>, but what about at the district level? What does it look like for students to be involved in decisions that effect not only the way their school operates, but how all schools operate within their area?Zachary Patterson knows.Zachary is a senior at University City High School in San Diego, CA and the very first student board member on San Diego Unified School District’s school board. The fact that the district has a student member at all was Zachary’s idea. As a 7th grader, he proposed the board add a student seat. By October 2019, not only had they approved that proposal, but Zachary was elected to serve as the inaugural student member. On top of this position, he is also the founder and current president of the California Student Board Member Association – an organization dedicated to supporting and advancing the rights of students serving on California school boards.

Ep. 16: Adding Student Voice to Leadership Teams

After the annual PBIS Leadership Forum held this October, I caught up on some of the sessions I missed by watching the recordings. I came across a presentation called “Youth Speaking Up About Inequity: Their Experiences Through Their Own Voices” given by Dr. Felicia Singleton and Marcus Jackson. The two of them presented on the ways they have engaged and uplifted students’ voices in their county to address the systems contributing to the inequities students experienced. Specifically, San Diego County Office of Education hosted a series of student panels, moderated by university students, and attended by adults from around the region. During these Zoom sessions, students shared openly about the challenges they’ve faced as members of marginalized communities. Their commentary was honest, authentic, and brave, even when their truth was hard to hear as an adult.We had to know more about what it was like to organize these discussions and about the impact they’ve had since. So, we invited them to join us today!Dr. Felicia Singleton is the Director of System of Supports at San Diego County Office of Education. She works with schools and districts on the implementation of equity-centered, multi-tiered systems of support as well as restorative practices and social emotional learning. Marcus Jackson is an Executive Consultant and Content Lead for the San Diego South County Special Education Local Plan Area’s (SELPA) Equity, Disproportionality, and Design team. He consults with districts about their climate and culture as well as the implementation and sustainability of their multi-tiered systems of support.For more information about Felicia and Marcus’ work, check out these links:San Diego County Office of Education Student Support ServicesSan Diego South County SELPA Equity, Disproportionality, and Design TeamStudent Experience Panel Playlist

After <a href="https://www.pbisforum.org/" rel="noreferrer noopener nofollow" target="_blank">the annual PBIS Leadership Forum held this October</a>, I caught up on some of the sessions I missed by <a href="https://www.pbis.org/conference-and-presentations/pbis-leadership-forum" rel="noreferrer noopener nofollow" target="_blank">watching the recordings</a>. I came across a presentation called <a href="https://www.pbis.org/video/session-l3-pbis-forum-2021-youth-speaking-up-about-inequity-their-experiences-through-their-own-voices" rel="noreferrer noopener nofollow" target="_blank">“Youth Speaking Up About Inequity: Their Experiences Through Their Own Voices”</a> given by Dr. Felicia Singleton and Marcus Jackson. The two of them presented on the ways they have engaged and uplifted students’ voices in their county to address the systems contributing to the inequities students experienced. Specifically, San Diego County Office of Education hosted a series of student panels, moderated by university students, and attended by adults from around the region. During these Zoom sessions, students shared openly about the challenges they’ve faced as members of marginalized communities. Their commentary was honest, authentic, and brave, even when their truth was hard to hear as an adult.We had to know more about what it was like to organize these discussions and about the impact they’ve had since. So, we invited them to join us today!Dr. Felicia Singleton is the Director of System of Supports at San Diego County Office of Education. She works with schools and districts on the implementation of equity-centered, multi-tiered systems of support as well as restorative practices and social emotional learning. Marcus Jackson is an Executive Consultant and Content Lead for the San Diego South County Special Education Local Plan Area’s (SELPA) Equity, Disproportionality, and Design team. He consults with districts about their climate and culture as well as the implementation and sustainability of their multi-tiered systems of support.For more information about Felicia and Marcus’ work, check out these links:<ul><li><a href="https://www.sdcoe.net/student-services/student-support/Pages/default.aspx" rel="noreferrer noopener nofollow" target="_blank">San Diego County Office of Education Student Support Services</a></li><li><a href="https://equityanddesign.com/" rel="noreferrer noopener nofollow" target="_blank">San Diego South County SELPA Equity, Disproportionality, and Design Team</a></li><li><a href="https://www.youtube.com/playlist?list=PLl574UpZ180Jw5LVzeM911nVN45CGO9B-" rel="noreferrer noopener nofollow" target="_blank">Student Experience Panel Playlist</a></li></ul>

Ep. 15: Uplifting Student Voices in Implementation

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

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:<ul><li><a href="https://www.jennifer-moss.com/books" rel="noreferrer noopener nofollow" target="_blank">The Burnout Epidemic</a> by Jennifer Moss</li><li><a href="https://www.pbis.org/current/returning-to-school-during-and-after-crisis" rel="noreferrer noopener nofollow" target="_blank">Guidance and resources for supporting schools during and after crisis</a> from the TA Center on Positive Behavioral Interventions and Supports</li><li><a href="https://drive.google.com/file/d/11QrI6SJ45CGYJjnEZWYX70Qa5rgKQxM-/view" rel="noreferrer noopener nofollow" target="_blank">Resource mapping activity (aka Initiative Inventory)</a></li><li>Practice Brief: <a href="https://www.pbis.org/resource/building-a-culture-of-staff-wellness-through-multi-tiered-system-of-supports" rel="noreferrer noopener nofollow" target="_blank">Building a Culture of Staff Wellness Through Multi-Tiered System of Supports</a></li></ul>

Ep. 14: Relieving Staff Stress with System-level Solutions

Every October, you can expect us to talk about the October Catch – a way for your school-wide teams to use referral data to identify students who might benefit from additional supports. The October Catch is the first step in a process to get students the resources they need when they need them. What comes next? How does a student’s name end up on a Tier 2 team’s meeting agenda? How do you know which intervention is a good fit? In this episode of Expert Instruction: The Teach by Design Podcast, we’re talking about Tier 2 teams and the foundations of decision making at the Tier 2 level. Joining us in this conversation are Drs. Erin Chaparro and Ginny Joseph. Dr. Chaparro is a Research Associate Professor at the University of Oregon. For more than a decade, she has worked with districts and schools to implement multi-tiered systems of support for literacy and PBIS. She works with states across the country consulting on explicit instruction, PBIS, implementation science, and the education of English language learners. Among her many projects, Dr. Chaparro currently leads the development of an online training for Tier 2 data teams using a framework called Team-Initiated ProblemSolving (TIPS). Dr. Ginny Joseph is the Coordinator of PBIS and Mental Health at Orange County Department of Education. She trains and supports school teams implementing a multi-tiered framework for behavior supports. Her experience ranges from function-based support planning, to using data to drive decisions, to planning behavioral support for small groups of students. For more information about some of the resources mentioned in this episode, check out these links:An overview of the TIPS modelTIPS Meeting Minutes TemplateTiered Fidelity Inventory

Every October, you can expect us to talk about <a href="https://www.pbisapps.org/articles/the-october-catch-changing-odr-trajectories" rel="noreferrer noopener nofollow" target="_blank">the October Catch</a> – a way for your school-wide teams to use referral data to identify students who might benefit from additional supports. The October Catch is the first step in a process to get students the resources they need when they need them. What comes next? How does a student’s name end up on a Tier 2 team’s meeting agenda? How do you know which intervention is a good fit? In this episode of Expert Instruction: The Teach by Design Podcast, we’re talking about Tier 2 teams and the foundations of decision making at the Tier 2 level. Joining us in this conversation are Drs. Erin Chaparro and Ginny Joseph. Dr. Chaparro is a Research Associate Professor at the University of Oregon. For more than a decade, she has worked with districts and schools to implement multi-tiered systems of support for literacy and PBIS. She works with states across the country consulting on explicit instruction, PBIS, implementation science, and the education of English language learners. Among her many projects, Dr. Chaparro currently leads the development of an online training for Tier 2 data teams using a framework called Team-Initiated ProblemSolving (TIPS). Dr. Ginny Joseph is the Coordinator of PBIS and Mental Health at Orange County Department of Education. She trains and supports school teams implementing a multi-tiered framework for behavior supports. Her experience ranges from function-based support planning, to using data to drive decisions, to planning behavioral support for small groups of students. For more information about some of the resources mentioned in this episode, check out these links:<ul><li><a href="https://www.pbis.org/topics/data-based-decision-making" rel="noreferrer noopener nofollow" target="_blank">An overview of the TIPS model</a></li><li><a href="https://www.pbis.org/resource/tips-meeting-minutes-template" rel="noreferrer noopener nofollow" target="_blank">TIPS Meeting Minutes Template</a></li><li><a href="https://www.pbisapps.org/products/tfi" rel="noreferrer noopener nofollow" target="_blank">Tiered Fidelity Inventory</a></li></ul>

Ep. 13: The Who, Why, & How of Tier 2 Decision-Making

You are teachers. Stress comes with the territory. However, the stress we’re under this year feels different. It’s more complex. There are multiple sources of pressure and there isn’t an end date on the horizon. It’s one thing to handle the stress that comes and goes in a typical year; handling chronic stress is something else entirely. The pandemic has compounded the effect stress has on your students, to the point where you’re likely to see more unwanted behavior crop up in your classroom this year.In this month’s Teach by Design, we offered up some ideas for how to combat the stress levels in your classroom. In this episode of Expert Instruction, we’re diving a little further into the topic. Today, we’re talking with Dr. Geovanna Rodriguez, an assistant professor of school psychology at the University of Oregon about how to manage the stress happening in your classroom this year—both your students’ and your own. Find out how creating safe, predictable classrooms means creating a space where your students feel confident enough to leave their stress at the door. Dr. Rodriguez also shares how important it is to take care of ourselves and how her own perspective on “self-care” has changed over the last year and a half.

You are teachers. Stress comes with the territory. However, the stress we’re under this year feels different. It’s more complex. There are multiple sources of pressure and there isn’t an end date on the horizon. It’s one thing to handle the stress that comes and goes in a typical year; handling chronic stress is something else entirely. The pandemic has compounded the effect stress has on your students, to the point where you’re likely to see more unwanted behavior crop up in your classroom this year.In <a href="https://www.pbisapps.org/articles/10-strategies-to-combat-stress-in-the-classroom" rel="noreferrer noopener nofollow" target="_blank">this month’s Teach by Design</a>, we offered up some ideas for how to combat the stress levels in your classroom. In this episode of Expert Instruction, we’re diving a little further into the topic. Today, we’re talking with Dr. Geovanna Rodriguez, an assistant professor of school psychology at the University of Oregon about how to manage the stress happening in your classroom this year—both your students’ and your own. Find out how creating safe, predictable classrooms means creating a space where your students feel confident enough to leave their stress at the door. Dr. Rodriguez also shares how important it is to take care of ourselves and how her own perspective on “self-care” has changed over the last year and a half.

Ep. 12: Effects of Stress in the Classroom

The last year and a half brought a lot of lessons, maybe the most important of which is the way we build relationships with each other. Now is the perfect time to talk about going beyond welcoming students and start creating radically welcoming classrooms.In this episode of Expert Instruction, our guest is Saki Malose, a research assistant from the University of Oregon’s College ofEducation. Saki is an experienced educator and scholar. In her current project, the Inclusive Skill-building Learning Approach (ISLA), Saki works as part of a team of researchers helping schools implement an instructional approach to exclusionary discipline practices like suspension and expulsion. She shares how she creates classrooms that welcome students and offers up the strategies she teaches so others can do the same. For more information about radically welcoming spaces, checkout Dr. Christopher Emdin’s conversation from the Lincoln Center for the Performing Arts’ Activate Series.

The last year and a half brought a lot of lessons, maybe the most important of which is the way we build relationships with each other. Now is the perfect time to talk about going beyond welcoming students and <a href="https://www.pbisapps.org/articles/make-it-radical-ideas-for-your-most-welcoming-classroom-ever" rel="noreferrer noopener nofollow" target="_blank">start creating radically welcoming classrooms</a>.In this episode of Expert Instruction, our guest is Saki Malose, a research assistant from the University of Oregon’s College ofEducation. Saki is an experienced educator and scholar. In her current project, the Inclusive Skill-building Learning Approach (ISLA), Saki works as part of a team of researchers helping schools implement an instructional approach to exclusionary discipline practices like suspension and expulsion. She shares how she creates classrooms that welcome students and offers up the strategies she teaches so others can do the same. For more information about radically welcoming spaces, <a href="https://vimeo.com/574164879/ff9842c280" rel="noreferrer noopener nofollow" target="_blank">checkout Dr. Christopher Emdin’s conversation</a> from the Lincoln Center for the Performing Arts’ Activate Series.

Ep. 11 Creating a Welcoming Classroom

Expert Instruction is the PBISApps Teach by Design podcast where we talk to experts from the educational field - researchers, practitioners, community members - about their work. Each episode connects with that month’s Teach by Design article, taking you deeper into your own exploration of the topic. Expert Instruction gives you a fly-on-the-wall perspective to hear how the research can work in your school, too. Visit PBISApps: www.pbisapps.org

After a weird year like we had in the 2020-21 school year, we wanted to take some time to showcase the things that went better than you thought they’d go. We reached out to our PBISApps community and asked you to submit your wins. Some stories appeared in our Teach by Design article this month; the rest you’ll hear in this episode. We sat down with three schools from across the country to hear more about how this year didn’t stop them from creating community and building relationships in spite of the distance. ‍Horace Mann Elementary School, Oak Park, IL: Linda Chrystall shared how she modified their school’s Check-in Check-out point card to work better for students engaged in distance learning.Elkins Park School, Elkins Park, PA: Shareese Nelson, Stephen Suplick, and Brian Wallace gave us examples of all the ways they went above and beyond to encourage their students to feel connected as part of the larger school community.Thurston Middle School, Springfield, OR: Cindy Bonar, Andy Price, and Brandi Starck talked about the weekly show they started during the pandemic as a way to jumpstart relationships between students and staff.We want to thank everyone who submitted success stories from this past year. We hope these experiences inspire you to try new things to create the kind of school where every student feels engaged, supported, and excited to learn.

After a weird year like we had in the 2020-21 school year, we wanted to take some time to showcase the things that went better than you thought they’d go. We reached out to our PBISApps community and asked you to submit your wins. Some stories appeared in our <a href="https://www.pbisapps.org/articles/its-a-wrap-wins-that-inspire-from-a-weird-year" rel="noreferrer noopener nofollow" target="_blank">Teach by Design article this month</a>; the rest you’ll hear in this episode. We sat down with three schools from across the country to hear more about how this year didn’t stop them from creating community and building relationships in spite of the distance. ‍<ul><li>Horace Mann Elementary School, Oak Park, IL: Linda Chrystall shared how she modified their school’s Check-in Check-out point card to work better for students engaged in distance learning.</li></ul><ul><li>Elkins Park School, Elkins Park, PA: Shareese Nelson, Stephen Suplick, and Brian Wallace gave us examples of all the ways they went above and beyond to encourage their students to feel connected as part of the larger school community.</li></ul><ul><li>Thurston Middle School, Springfield, OR: Cindy Bonar, Andy Price, and Brandi Starck talked about the weekly show they started during the pandemic as a way to jumpstart relationships between students and staff.</li></ul>We want to thank everyone who submitted success stories from this past year. We hope these experiences inspire you to try new things to create the kind of school where every student feels engaged, supported, and excited to learn.

Ep. 10: More Wins From a Weird Year

​May is Mental Health Awareness Month. Mental Health America is using this May to build upon last year's "Tools 2 Thrive" campaign by sharing “practical tools that everyone can use to improve their mental health and increase their resiliency regardless of their personal situation." Susan Barrett and Dr. Brandi Simonsen from The Center on PBIS jumped right on top of the theme and started a social media campaign called #SchoolWellnessPBIS on Facebook and Twitter. With online spaces flooded with resources around how to support mental health in schools, their goal was to curate a list of tips and resources for incorporating positive mental health strategies in the classroom. After sharing a few of their strategies in this month's Teach by Design article, we wanted to invite them to the podcast to talk a little about the inspiration behind the campaign and why they feel it's so important to talk about mental health in schools right now. Our conversation includes ideas you can implement today to support students, teachers, and create a community focused not just on self-care, but collective care. As Susan shared, "How do we take care of each other? How do we slow down and build a sense of community...and ecosystem where everybody is thriving?" Sounds like a goal we can all get behind.Susan Barrett serves as a Director for the Center for Social Behavior Support (CSBS) at Old Dominion University and she is an Implementer Partner with The Center on PBIS. She assists with large-scale implementation of PBIS, partners with researchers to evaluate the impact of PBIS on students, school staff, and school communities, and serves on the Board of Directors for the Association of Positive Behavior Supports. She also co-leads a PBIS and mental health expansion effort called the Interconnected Systems Framework. In her research, Susan explores topics ranging from large-scale adoption of PBIS, to mental health, to the adoption of evidence-based practices in schools. Brandi Simonsen is a professor of Special Education with tenure in the Department of Educational Psychology at the Neag School of Education and the Co-Director of the Center for Behavioral Education and Research at the University of Connecticut. She is also the Co-Director of The Center on PBIS, a Co-Principal Investigator of the National Multi-Tiered System of Supports Research Network, a Senior Advisor to the National Center on Intensive Interventions (NCII), and an editorial board member for the Journal of Emotional and Behavioral Disorders. Her areas of interest and expertise include positive and proactive professional development supports for teachers, and applying PBIS in alternative education settings.For more information about the resources mentioned in this episode, check out the following links:Resources for Supporting Schools During and After CrisisSupporting PBIS Implementation Through Phases of Crisis RecoveryAdvancing Education Effectiveness: Interconnecting School Mental Health and School-Wide Positive Behavior SupportHabits of Effective Classroom Practices

​May is Mental Health Awareness Month. <a href="https://www.mhanational.org/" rel="noreferrer noopener nofollow" target="_blank">Mental Health America</a> is using this May to build upon last year's "Tools 2 Thrive" campaign by sharing “practical tools that everyone can use to improve their mental health and increase their resiliency regardless of their personal situation." Susan Barrett and Dr. Brandi Simonsen from The Center on PBIS jumped right on top of the theme and started a social media campaign called #SchoolWellnessPBIS on <a href="https://www.facebook.com/hashtag/schoolwellnesspbis" rel="noreferrer noopener nofollow" target="_blank">Facebook</a> and <a href="https://twitter.com/hashtag/SchoolWellnessPBIS" rel="noreferrer noopener nofollow" target="_blank">Twitter</a>. With online spaces flooded with resources around how to support mental health in schools, their goal was to curate a list of tips and resources for incorporating positive mental health strategies in the classroom. After sharing a few of their strategies in this month's <a href="http://publishing.pbisapps.org/community/Pages/Mental-Health%20Matters-14-Strategies-for-Your-School.aspx" rel="noreferrer noopener nofollow" target="_blank">Teach by Design article</a>, we wanted to invite them to the podcast to talk a little about the inspiration behind the campaign and why they feel it's so important to talk about mental health in schools right now. Our conversation includes ideas you can implement today to support students, teachers, and create a community focused not just on self-care, but collective care. As Susan shared, "How do we take care of each other? How do we slow down and build a sense of community...and ecosystem where everybody is thriving?" Sounds like a goal we can all get behind.<ul><li>Susan Barrett serves as a Director for the <a href="https://cieesodu.org/center-social-behavior-support/" rel="noreferrer noopener nofollow" target="_blank">Center for Social Behavior Support</a> (CSBS) at Old Dominion University and she is an Implementer Partner with <a href="https://www.pbis.org/" rel="noreferrer noopener nofollow" target="_blank">The Center on PBIS</a>. She assists with large-scale implementation of PBIS, partners with researchers to evaluate the impact of PBIS on students, school staff, and school communities, and serves on the Board of Directors for the <a href="https://www.apbs.org/" rel="noreferrer noopener nofollow" target="_blank">Association of Positive Behavior Supports</a>. She also co-leads a PBIS and mental health expansion effort called the <a href="https://www.pbis.org/topics/mental-healthsocial-emotional-well-being" rel="noreferrer noopener nofollow" target="_blank">Interconnected Systems Framework</a>. In her research, Susan explores topics ranging from large-scale adoption of PBIS, to mental health, to the adoption of evidence-based practices in schools. </li></ul><ul><li>Brandi Simonsen is a professor of Special Education with tenure in the Department of Educational Psychology at the Neag School of Education and the Co-Director of the <a href="https://cber.uconn.edu/" rel="noreferrer noopener nofollow" target="_blank">Center for Behavioral Education and Research</a> at the University of Connecticut. She is also the Co-Director of <a href="https://www.pbis.org/" rel="noreferrer noopener nofollow" target="_blank">The Center on PBIS</a>, a Co-Principal Investigator of the <a href="https://www.mtss.org/" rel="noreferrer noopener nofollow" target="_blank">National Multi-Tiered System of Supports Research Network</a>, a Senior Advisor to the National Center on Intensive Interventions (NCII), and an editorial board member for the Journal of Emotional and Behavioral Disorders. Her areas of interest and expertise include positive and proactive professional development supports for teachers, and applying PBIS in alternative education settings.</li></ul>For more information about the resources mentioned in this episode, check out the following links:<ul><li><a href="https://www.pbis.org/current/returning-to-school-during-and-after-crisis" rel="noreferrer noopener nofollow" target="_blank">Resources for Supporting Schools During and After Crisis</a></li><li><a href="https://www.pbis.org/resource/supporting-pbis-implementation-through-phases-of-crisis-recovery" rel="noreferrer noopener nofollow" target="_blank">Supporting PBIS Implementation Through Phases of Crisis Recovery</a></li><li><a href="https://www.pbis.org/resource/advancing-education-effectiveness-interconnecting-school-mental-health-and-school-wide-positive-behavior-support" rel="noreferrer noopener nofollow" target="_blank">Advancing Education Effectiveness: Interconnecting School Mental Health and School-Wide Positive Behavior Support</a></li><li><a href="https://www.pbis.org/resource/habits-of-effective-classroom-practice" rel="noreferrer noopener nofollow" target="_blank">Habits of Effective Classroom Practices</a></li></ul>

Ep. 9: Supporting School-Wide Mental Health

In this episode, we’re joined by three experts who share with us their experiences using PBIS to guide them through the crisis of the last year.Jennifer Bouckaert is the District Supervisor of Culture and Climate at Southbridge Public Schools in Southbridge, MA. She is a licensed School Adjustment Counselor and has worked in Southbridge for about six years supporting PBIS implementation within the district. Kitty Clemens is a Licensed Clinical Social Worker and the Associate Director at Cedarhurst School. Cedarhurst is a therapeutic middle and high school serving students from all over Connecticut who have social, emotional and behavioral difficulties. Kitty has been at Cedarhurst for 18 years, originally running the clinical program and more recently in a general administrative role.  She was involved with the initial PBIS implementation at Cedarhurst 12 years ago and has been a member of the PBIS team ever since. Luke Borowski is the Behavior Program Manager at Cedarhurst School. Luke has been with Cedarhurst for 13 years and is a true believer in the benefits PBIS brings to both students and staff in his school. He has a master’s in special education, enjoys sports and outdoor activities, and spending time with his wife and two daughters.Be sure to check out their school and district websites for more information about the good work these experts are doing in their schools.Cedarhurst School WebsiteSouthbridge Public Schools Website

In this episode, we’re joined by three experts who share with us their experiences using PBIS to guide them through <a href="https://www.pbisapps.org/community/Pages/PBIS-Practices-Pave-Your-Path-to-Recovery.aspx" rel="noreferrer noopener nofollow" target="_blank">the crisis of the last year</a>.Jennifer Bouckaert is the District Supervisor of Culture and Climate at Southbridge Public Schools in Southbridge, MA. She is a licensed School Adjustment Counselor and has worked in Southbridge for about six years supporting PBIS implementation within the district. Kitty Clemens is a Licensed Clinical Social Worker and the Associate Director at Cedarhurst School. Cedarhurst is a therapeutic middle and high school serving students from all over Connecticut who have social, emotional and behavioral difficulties. Kitty has been at Cedarhurst for 18 years, originally running the clinical program and more recently in a general administrative role. She was involved with the initial PBIS implementation at Cedarhurst 12 years ago and has been a member of the PBIS team ever since. Luke Borowski is the Behavior Program Manager at Cedarhurst School. Luke has been with Cedarhurst for 13 years and is a true believer in the benefits PBIS brings to both students and staff in his school. He has a master’s in special education, enjoys sports and outdoor activities, and spending time with his wife and two daughters.Be sure to check out their school and district websites for more information about the good work these experts are doing in their schools.<a href="https://medicine.yale.edu/psychiatry/cedarhurst/" rel="noreferrer noopener nofollow" target="_blank">Cedarhurst School Website</a><a href="https://www.southbridgepublic.org/" rel="noreferrer noopener nofollow" target="_blank">Southbridge Public Schools Website</a>

Ep 8: How PBIS Practices Helped Us Through the Pandemic

In this episode of Expert Instruction, we're joined by Renee Mitchell, the visionary behind the I Am M.O.R.E. project. (M.O.R.E. stands for Making Ourselves Resilient Everyday.) I Am M.O.R.E. came out of Renee's work helping students at Roosevelt High School write their personal essays for scholarships and college applications. One year, of the four Portland students awarded $16,000 scholarships, three came from her class. That's when she realized something: there is power in students telling their own stories. By reframing their hardships as assets, and validating their experiences, her students began to say, "My story has meaning. By sharing myself, I can support and help someone else." Renee watched how the process of "owning their stories" transformed how her students moved through the world, with their shoulders back, believing their dreams were possible. The I Am M.O.R.E. project is an important reminder of how we can all find our purpose...even from our lowest moments.To find out about everything Renee is up to these days, check out these links for all the details.Renee's WebsiteI Am M.O.R.E. Homepage: Check out videos of students sharing their stories, read more about the history behind the project, and connect with Renee and her youth leaders. Spreading the Black Joy Virus: Born out of the I Am M.O.R.E. spirit, this is a campaign Renee started to celebrate the resilience, creativity, and joy found within the Black community.

In this episode of Expert Instruction, we're joined by Renee Mitchell, the visionary behind the I Am M.O.R.E. project. (M.O.R.E. stands for Making Ourselves Resilient Everyday.) I Am M.O.R.E. came out of Renee's work helping students at Roosevelt High School write their personal essays for scholarships and college applications. One year, of the four Portland students awarded $16,000 scholarships, three came from her class. That's when she realized something: there is power in students telling their own stories. By reframing their hardships as assets, and validating their experiences, her students began to say, "My story has meaning. By sharing myself, I can support and help someone else." Renee watched how the process of "owning their stories" transformed how her students moved through the world, with their shoulders back, believing their dreams were possible. The I Am M.O.R.E. project is an important reminder of how we can all find our purpose...even from our lowest moments.To find out about everything Renee is up to these days, check out these links for all the details.<ul><li><a href="https://www.reneemitchellspeaks.com/" rel="noreferrer noopener nofollow" target="_blank">Renee's Website</a></li><li><a href="https://www.iammoreresilient.com/" rel="noreferrer noopener nofollow" target="_blank">I Am M.O.R.E. Homepage</a>: Check out videos of students sharing their stories, read more about the history behind the project, and connect with Renee and her youth leaders. </li><li><a href="https://www.spreadingblackjoy.com/" rel="noreferrer noopener nofollow" target="_blank">Spreading the Black Joy Virus</a>: Born out of the I Am M.O.R.E. spirit, this is a campaign Renee started to celebrate the resilience, creativity, and joy found within the Black community.</li></ul>

Ep. 7: The I Am M.O.R.E. Project

In this episode of Expert Instruction: The Teach by Design Podcast, our guest is Dr. Erik Girvan from the University of Oregon School of Law. Dr. Girvan's research focuses on how sterotypes, attitudes, and other biases might impact the decisions you make in schools. He joined us to talk specifically about implicit bias: the automatic, unconscious associations we make about people and their social roles. Addressing the way these biases make their way into our school policies and procedures is exactly the kind of work we need to do in order to create supportive environments.During our discussion, we talked about how to know when our implicit biases are most likely to affect our decisions. These moments are called vulnerable decision points and they're most likely to happen when we are under pressure, stress, fatigue, or without much specific information. If that doesn't describe the reality we live in right now, I don't know what does. So, what do we do when life feels like one big vulnerable decision point? Dr. Girvan has some ideas to get you started.For more information about the resources mentioned in this episode, check out the following links: Using Discipline Data within SWPBIS to Identify and Address DisproportionalityLinks to Dr. Girvan's recent research and contact information

In this episode of Expert Instruction: The Teach by Design Podcast, our guest is Dr. Erik Girvan from the University of Oregon School of Law. Dr. Girvan's research focuses on how sterotypes, attitudes, and other biases might impact the decisions you make in schools. He joined us to talk specifically about implicit bias: the automatic, unconscious associations we make about people and their social roles. Addressing the way these biases make their way into our school policies and procedures is exactly the kind of work we need to do in order to create supportive environments.During our discussion, we talked about how to know when our implicit biases are most likely to affect our decisions. These moments are called vulnerable decision points and they're most likely to happen when we are under pressure, stress, fatigue, or without much specific information. If that doesn't describe the reality we live in right now, I don't know what does. So, what do we do when life feels like one big vulnerable decision point? Dr. Girvan has some ideas to get you started.For more information about the resources mentioned in this episode, check out the following links: <ul><li><a href="https://www.pbis.org/resource/using-discipline-data-within-swpbis-to-identify-and-address-disproportionality-a-guide-for-school-teams" rel="noreferrer noopener nofollow" target="_blank">Using Discipline Data within SWPBIS to Identify and Address Disproportionality</a></li><li><a href="https://law.uoregon.edu/people/directory/girvan" rel="noreferrer noopener nofollow" target="_blank">Links to Dr. Girvan's recent research and contact information</a></li></ul>

Ep. 6: Implicit Bias

In this episode of Expert Instruction: The Teach by Design Podcast, we continue the conversation we started in November about culturally responsive practices in PBIS implementation. We are joined by three experts to explore the role of including student, family, and community voices in your implementation. Dr. Jennifer Rose is a psychologist with Loyola Community and Family Services, a mental health clinic providing services for children and families in the Chicagoland area. In her advocacy work, she supports children impacted by exclusionary disciplinary policies as well as students with Individual Education Plans (IEPs). As a nationally certified school psychologist and licensed clinical psychologist, Dr. Rose has provided psychological services in diverse settings including traditional k-12 buildings, juvenile corrections, alternative schools, psychiatric hospitals, and community mental health. Melaney Leverson is a nationally certified school psychologist and a regional technical assistance coordinator working with schools in Wisconsin to implement PBIS and culturally responsive practices. She has also collaborated with state teams looking to embed culturally responsive practices in their state-level framework.Kent Smith is a school social worker with 22 years of expereince. He works for the Wisconsin Response to Intervention and PBIS Network. Throughout Wisconsin, he trains and supports schools implementing culturally responsive practices.During our conversation, we talked about why including student, family, and community voices in PBIS implementation matters. We discussed the need to create spaces where folks not only share their perspectives, but also gain agency and ownership in the systems we are building. The work of including more voices in your implementation will involve questioning why your school's systems and practices are in place and what would happen if they were different. This episode has a lot of food for thought and it's sure to linger in your mind long after you finish listening.For more information about the resources mentioned, check out the following links:Wisconsin Response to Intervention and PBIS NetworkCulturally Responsive Field GuidePBIS Forum Presentation: Beginning to Embed Culturally Responsive Practices into Your School Universal PracticesRoundtable Discussion: Embedding Culturally Responsive Practices in Tier 1True Colors personality profile

In this episode of Expert Instruction: The Teach by Design Podcast, we continue the conversation we started in November about culturally responsive practices in PBIS implementation. We are joined by three experts to explore the role of including student, family, and community voices in your implementation. <ul><li>Dr. Jennifer Rose is a psychologist with Loyola Community and Family Services, a mental health clinic providing services for children and families in the Chicagoland area. In her advocacy work, she supports children impacted by exclusionary disciplinary policies as well as students with Individual Education Plans (IEPs). As a nationally certified school psychologist and licensed clinical psychologist, Dr. Rose has provided psychological services in diverse settings including traditional k-12 buildings, juvenile corrections, alternative schools, psychiatric hospitals, and community mental health. </li><li>Melaney Leverson is a nationally certified school psychologist and a regional technical assistance coordinator working with schools in Wisconsin to implement PBIS and culturally responsive practices. She has also collaborated with state teams looking to embed culturally responsive practices in their state-level framework.</li><li>Kent Smith is a school social worker with 22 years of expereince. He works for the Wisconsin Response to Intervention and PBIS Network. Throughout Wisconsin, he trains and supports schools implementing culturally responsive practices.</li></ul>During our conversation, we talked about why including student, family, and community voices in PBIS implementation matters. We discussed the need to create spaces where folks not only share their perspectives, but also gain agency and ownership in the systems we are building. The work of including more voices in your implementation will involve questioning why your school's systems and practices are in place and what would happen if they were different. This episode has a lot of food for thought and it's sure to linger in your mind long after you finish listening.For more information about the resources mentioned, check out the following links:<ul><li><a href="https://www.wisconsinrticenter.org/" rel="noreferrer noopener nofollow" target="_blank">Wisconsin Response to Intervention and PBIS Network</a></li><li><a href="https://www.pbis.org/resource/pbis-cultural-responsiveness-field-guide-resources-for-trainers-and-coaches" rel="noreferrer noopener nofollow" target="_blank">Culturally Responsive Field Guide</a></li><li><a href="https://www.pbis.org/video/session-d3-pbis-forum-2020-beginning-to-embed-culturally-responsive-practices-into-your-school-universal-practices" rel="noreferrer noopener nofollow" target="_blank">PBIS Forum Presentation: Beginning to Embed Culturally Responsive Practices into Your School Universal Practices</a></li><li><a href="https://www.pbis.org/resource/embedding-culturally-responsive-practices-in-tier-i" rel="noreferrer noopener nofollow" target="_blank">Roundtable Discussion: Embedding Culturally Responsive Practices in Tier 1</a></li><li><a href="https://truecolorsintl.com/the-four-color-personalities/" rel="noreferrer noopener nofollow" target="_blank">True Colors personality profile</a></li></ul>

Ep. 5: Voice's Role in Implementation

This month, we kick off our series about culturally responsive practices in PBIS implementation. In Teach by Design, we defined what we mean when we say a school is culturally responsive; we explored how to use data to determine the impact your existing systems and practices have on specific student groups; and we used Dr. Christopher Emdin’s idea of “content + context” to embed student identity in implementation.When your school is culturally responsive, you hold all students to high expectations, and you use their cultures to enhance their learning. What do you do when your schoolwide expectations aren’t culturally responsive? How do you know when they are?In this episode of Expert Instruction, we’re talked to Athena Vernon. Athena is a member of the Desert/Mountain SELPA Prevention and Intervention Team. She is a Prevention and Intervention Lead Specialist with over 15 years of experience in K-12 settings. During our conversation, we talked about the difference between a school’s culture and its climate and how embedding your students’ cultures into your schoolwide expectations benefits everyone in your school.For more information about the work Athena and her colleagues are doing, check out the Prevention &amp; Intervention team's page.

This month, we kick off our series about culturally responsive practices in PBIS implementation. In Teach by Design, we defined what we mean when we say a school is culturally responsive; we explored how to use data to determine the impact your existing systems and practices have on specific student groups; and we used Dr. Christopher Emdin’s idea of “content + context” to embed student identity in implementation.When your school is culturally responsive, you hold all students to high expectations, and you use their cultures to enhance their learning. What do you do when your schoolwide expectations aren’t culturally responsive? How do you know when they are?In this episode of Expert Instruction, we’re talked to Athena Vernon. Athena is a member of the Desert/Mountain SELPA Prevention and Intervention Team. She is a Prevention and Intervention Lead Specialist with over 15 years of experience in K-12 settings. During our conversation, we talked about the difference between a school’s culture and its climate and how embedding your students’ cultures into your schoolwide expectations benefits everyone in your school.For more information about the work Athena and her colleagues are doing, check out the <a href="https://cahelp.org/educators/services/prevention_intervention" rel="noreferrer noopener nofollow" target="_blank">Prevention &amp; Intervention team's page</a>.

Ep. 4: School Culture vs. Climate

In this month’s Teach by Design post, we explored how to use effective classroom management practices as a way to prevent suspensions during distance learning. Sometimes, in spite of our best efforts to manage them, misbehaviors escalate. What is an alternative to exclusionary discipline like suspensions and expulsions? In this month’s Expert Instruction episode, we’re talking all about restorative practices. We are joined by: Dr. Rhonda Nese, an Assistant Professor in the Department of Special Education and Clinical Sciences and the principal investigator of a research project called ISLA: an instructional alternative to exclusionary discipline practices.Keith Hickman, the Executive Director of Collective Impact at the International Institute for Restorative Practices (IIRP) Graduate School.Saundra Hensel, the Behaviors Support Systems Coordinator from Jefferson County Public Schools in Louisville, KY. Dr. Naomi Brahim, the Multi-Tiered Systems of Support Department Lead from Jefferson County Public Schools in Louisville, KY.During our conversation, we explore what restorative practices are, how they work in typical school years as well as how they can work while students engage in distance learning. The experiences these four experts share go beyond the practices themselves and remind us, as Keith shared, that “Sure, it’s about a set of practices, but those practices are interventions and preventions by which we do something bigger, something larger, something more impactful.”To dig deeper into the work these folks are doing, here are the websites and resources shared at the end of the episode:IIRP Graduate School HomepageJefferson County Public Schools Restorative PracticesJefferson County Public Schools Restorative Practices Implementation GuideJefferson County Public Schools Student Support and Behavior Intervention HandbookThe Center on PBIS HomepageKey Elements of Policies to Address Discipline Disproportionality: A Guide for District &amp; School Teams

In this month’s Teach by Design post, we explored how to use effective classroom management practices as a way to prevent suspensions during distance learning. Sometimes, in spite of our best efforts to manage them, misbehaviors escalate. What is an alternative to exclusionary discipline like suspensions and expulsions? In this month’s Expert Instruction episode, we’re talking all about restorative practices. We are joined by: <ul><li>Dr. Rhonda Nese, an Assistant Professor in the Department of Special Education and Clinical Sciences and the principal investigator of a research project called ISLA: an instructional alternative to exclusionary discipline practices.</li><li>Keith Hickman, the Executive Director of Collective Impact at the International Institute for Restorative Practices (IIRP) Graduate School.</li><li>Saundra Hensel, the Behaviors Support Systems Coordinator from Jefferson County Public Schools in Louisville, KY. </li><li>Dr. Naomi Brahim, the Multi-Tiered Systems of Support Department Lead from Jefferson County Public Schools in Louisville, KY.</li></ul>During our conversation, we explore what restorative practices are, how they work in typical school years as well as how they can work while students engage in distance learning. The experiences these four experts share go beyond the practices themselves and remind us, as Keith shared, that “Sure, it’s about a set of practices, but those practices are interventions and preventions by which we do something bigger, something larger, something more impactful.”To dig deeper into the work these folks are doing, here are the websites and resources shared at the end of the episode:<ul><li><a href="https://www.iirp.edu/" rel="noreferrer noopener nofollow" target="_blank">IIRP Graduate School Homepage</a></li><li><a href="https://www.jefferson.kyschools.us/restorative-practice" rel="noreferrer noopener nofollow" target="_blank">Jefferson County Public Schools Restorative Practices</a></li><li><a href="https://www.jefferson.kyschools.us/sites/default/files/JCPS%20Restorative%20Practice%20Implementation%20Guide.pdf" rel="noreferrer noopener nofollow" target="_blank">Jefferson County Public Schools Restorative Practices Implementation Guide</a></li><li><a href="https://www.jefferson.kyschools.us/sites/default/files/forms/Student%20Support%20and%20Behavior%20Intervention%20Handbook.pdf" rel="noreferrer noopener nofollow" target="_blank">Jefferson County Public Schools Student Support and Behavior Intervention Handbook</a></li><li><a href="https://www.pbis.org/" rel="noreferrer noopener nofollow" target="_blank">The Center on PBIS Homepage</a></li><li><a href="https://www.pbis.org/resource/key-elements-of-policies-to-address-discipline-disproportionality-a-guide-for-district-and-school-teams" rel="noreferrer noopener nofollow" target="_blank">Key Elements of Policies to Address Discipline Disproportionality: A Guide for District &amp; School Teams</a></li></ul>

Ep. 3: Restorative Practices During Distance Learning

Our September issue of Teach by Design is all about the small changes teams can make to create big impacts on the way they conduct their virtual team meetings. When I first started researching the topic, I knew I needed to check in with Dr. Erin Chaparro. Erin runs a research project called TIPS EdTECH - a project to develop a suite of online tools to help teams in their mission to create more efficient, effective team meetings. I called her up a few weeks ago and out of that 30-minute conversation came ideas like changing the team meeting time, finding space to talk about more than work, and looking for new ways of collecting and using data. We ran out of time during our phone call, so I asked her to come back and join us on Expert Instruction: The Teach by Design Podcast.In this episode, Dr. Chaparro shares her experience watching teams navigate the spring of 2020 as they moved their in-person meetings to virtual ones. She also tells us how these same teams prepared themselves for the 2020-21 school year knowing they would be immersed in distance learning for the foreseeable future. Check it out.

Our September issue of Teach by Design is all about the small changes teams can make to create big impacts on the way they conduct their virtual team meetings. When I first started researching the topic, I knew I needed to check in with Dr. Erin Chaparro. Erin runs a research project called TIPS EdTECH - a project to develop a suite of online tools to help teams in their mission to create more efficient, effective team meetings. I called her up a few weeks ago and out of that 30-minute conversation came ideas like changing the team meeting time, finding space to talk about more than work, and looking for new ways of collecting and using data. We ran out of time during our phone call, so I asked her to come back and join us on Expert Instruction: The Teach by Design Podcast.In this episode, Dr. Chaparro shares her experience watching teams navigate the spring of 2020 as they moved their in-person meetings to virtual ones. She also tells us how these same teams prepared themselves for the 2020-21 school year knowing they would be immersed in distance learning for the foreseeable future. Check it out.

Ep. 2: Making Virtual Meetings Work For Your Team

Today we launch the first episode of Expert Instruction: The Teach by Design Podcast. In this episode, we wanted to explore one of the six back-to-basics strategies we listed in our August Teach by Design article. Specifically, how do you take the good teaching practices you already know and adapt them for distance learning? We talked to two of our PBISApps trainers to learn what they did to make their in-person trainings effective in online spaces.

Today we launch the first episode of Expert Instruction: The Teach by Design Podcast. In this episode, we wanted to explore one of the six back-to-basics strategies we listed in our August Teach by Design article. Specifically, how do you take the good teaching practices you already know and adapt them for distance learning? We talked to two of our PBISApps trainers to learn what they did to make their in-person trainings effective in online spaces.

Ep. 1: Adapting Practices for Distance Learning

Expert Instruction is the PBISApps Teach by Design podcast where we talk to experts from the educational field - researchers, practitioners, community members - about their work. Each episode connects with that month’s Teach by Design article, taking you deeper into your own exploration of the topic. Expert Instruction gives you a fly-on-the-wall perspective to hear how the research can work in your school, too. Visit PBISApps: <a href="http://www.pbisapps.org" rel="nofollow" target="_blank">www.pbisapps.org</a>

Expert Instruction: The Teach by Design Podcast

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