MTSS in the High School Classroom: Best Practices in Action! - PowerPoint Presentation

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MTSS in the High School Classroom: Best Practices in Action!

Jessica Swain-Bradway, Ph.D.

Executive Director

Northwest PBIS Network

www.pbisnetwork.org

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Learning Objectives

1) Identify three high leverage instructional strategies, and how they augment

learning

2) Describe resources and ways to assess the current strengths and needs of these high leverage practices in your

classroom

3) Describe ways to augment your daily routines to increase the dosage of these high leverage practices

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Resources: Best Classroom Practices

PBIS.org Classroom page:

http://www.pbis.org/school/pbis-in-the-classroom

OSEP’s “Ideas that Work” page:

https://www.osepideasthatwork.org/evidencebasedclassroomstrategies/

Direct link to PDF: http://www.pbis.org/common/cms/files/pbisresources/Supporting%20and%20Responding%20to%20Behavior.pdf Midwest PBIS Network Classroom page: http://www.midwestpbis.org/materials/classroom-managementCIBRS Instructional Videos, for Jefferson Co., KYhttps://www.youtube.com/channel/UC4tmuTYApXjkbFnger7oQow/videos https://louisville.edu/education/abri/training.html

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http://www.pbis.org/common/cms/files/pbisresources/Supporting%20and%20Responding%20to%20Behavior.pdf

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Tiered Fidelity Inventory Item 1.8

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Best practices Make Learning visible

Learning means a behavior has changed

If you can’t see a skill, you don’t know if a student has that skill

If you can’t see the skill, you can’t correct or praise.

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PBIS Practices

Errorless learning- Scaffolding

Set up our learners to NOT make an error!

Discipline is RE-teaching

Data for precision about needs (the hard part)

Reading instruction: Beware The silent ‘e’!

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BEST Practices in Teaching

Opportunities to Respond (OTR)

Increase OTRs for NEW content, difficult content

Error Correction

Specific, immediate

Immediately loop back to OTRBehavior Specific PraiseContingent on behaviorDifferent from positive contact “Hello”

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Adapted from International Institute of Restorative Practices,

Nathanson

Compass of Shame

Go stand near the pole that best represents your response

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Thinking About Shame in Our Schools

What are some practices that we engage in that are shaming to our youth?

Why do you think that we use these practices?

What do we hope to accomplish?

Which students typically benefit from these practices?

What is in it for the adult?What if adults used these practices with other adults? How would that work out?

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Does the practice ultimately change behavior?

Does the practice help or hurt the relationship?

Practices of this nature are typically effective for the 80% of youth who don’t need it anyway and ineffective for the 20% who need something more

Public shaming practices hurt relationships and don

’

t allow students to separate the deed from the doer. Our youth internalize this experience.

A Difference in Approach

(Proactive vs. Reactive

Teaching vs. Punitive, etc.)

Receipt of even one suspension is associated with higher likelihood of academic failure, school dropout, and involvement in the juvenile justice system (American Academy of Pediatrics, 2013; Hemphill, Toumbourou, Herrenkohl, McMorris, & Catalano, 2006).

Un-Satisfactory

Needs Improvement

Accomplished

Distinguished

MR. SMITH

MRS. MARKS

MRS. SUN

MR. KLEIN

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Contraindicated Practices

Make a list of the practices that are potentially shaming, or otherwise counterproductive to a positive, predictable, environment that sets students (and staff) up for success

List of Practices for Students

List of Practices for Staff

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What is an Effective Teacher?

Anyone can tell students something or tell students what to do

A teacher creates a set of circumstances that increase the probability of the student being successful now and in the future

We have strong empirical evidence that these general teacher behaviors are associated with student success

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Considering the Logic of Probability for Instruction and Management

p

B

Teacher

Behaviors

C

Outcomes

A

Students

Provide the Highest Probability of Positive Outcomes

•

Explicit curriculum

•

Modeling

•

Engagement

•

Goals Consistent routines

•

Guided practice

•

Proximity

Spaced authentic practice

•

Formative assessment

High rates of positive to negative feedback

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Dosage

If you are not seeing visible changes in behavior(s) you haven’t reached the correct dosage, or format for:

Opportunities to Respond

Error Correction

Specific Praise

If you HAD to know French fluently in 16 weeks, how much practice would you need?

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BEST Practices in Teaching

Opportunities to Respond (OTR)

Increase OTRs for NEW content, difficult content

Error Correction

Specific, immediate

Immediately loop back to OTRBehavior Specific PraiseContingent on behaviorDifferent from positive contact “Hello”

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ALL Learners!

Difference between teaching and telling

Learning means behavior has changed

If behavior hasn’t changed, they haven’t learned!

Magic Teaching Sandwich works for EVERYONE!

Practices – what we use with our learners to facilitate the learningSystems- support “we” to use the practices

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Opportunities to respond (OTRs)

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Opportunities to Respond, Defined

Is an instructional question, statement or gesture made by the teacher seeking an academic response from students (Sprick, Knight, Reinke, & McKale, 2006).

A teacher behavior that prompts or solicits a student response, which is verbal, written or a gesture (e.g., asking a question, presenting a demand) (Simonsen, Myers & DeLuca, 2010).

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Rationale for OTRs

“Providing opportunities for students to make choices has been demonstrated to be an effective intervention in preventing problem behavior and increasing engagement (

Kern and Clemens, 2007, p. 70

).”

Providing multiple opportunities to respond is correlated with:

Carnine, 1976; Heward, 1994; Sutherland, Alder, & Gunter 2003; Sutherland & Wehby, 2001; West & Sloane, 1986

As I talk through these points, write down, or note the most compelling rationale. We’ll share them.

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Multiple ORTs

is also trauma informed because

Differentiated response supports all students to engage in ways comfortable

Provides processing time, which allows neural networks to be strengthened

Increase child’s self-awareness

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Increasing OTRs

1. Identify times/ activities in your lesson plan when you have low rates of opportunities for students to respond.

When are students

"sitting and getting"

When are students mostly listening to you talk?When are only a few students responding via hand raising2. Identify ways to replace single student responding with another response option that makes more students’ learning visibleAll students respondStudents with additional content needs get higher number of OTRs

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Guidelines for Response Rates

Teacher talk should be no more than 40-50% of instructional time.

New material: a minimum of 4-6 responses per minute with 80% accuracy.

Review of previously learned material: 8-12 responses per minute with 90% accuracy.

(Council for Exceptional Children, 1987; Reinke, Herman & Stormont, 2013)

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Opportunities to Respond

Make a list of the various ways teachers in your school provide OTRs

Make a list of the teachers that have very high rates of OTRs

What else stand out when you think of their classrooms? Characteristics of their teaching, management, etc.??

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OTR examples

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Increasing OTRs

Response cards

Dry erase boards

Electronic white boards/ apps for responding

Choral responses

Non-verbal responsesTurn and share/ write and share options

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Learning Line

Line-up facing your partner (one on each side of the Learning Line)

Provide 20-30 seconds of “think” time

Both partners share

Responses are limited to 30-60 seconds

Rotate the line 1 spotRepeatPhoto credit: Indiana University

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Cloze Reading

During a read aloud, the teacher stops periodically, mid-sentence.

Students say the next word in unison

OR “popcorn” by saying a student’s name and that student had to say the next word, or read to the end of the paragraph.

Teacher continues reading and repeats the procedure throughout the remaining text

OR teacher asks a question that requires 1 word answer and all students respond in unison. Cl_ze

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Response Cards

Students indicate readiness or confidence with a topic

Start is with red, green, and yellow cards which have near universal meaning

Define signals and purposes:

“Stop, I’m lost!”

“Slow down, I’m getting confused” “Full steam ahead!”Variations: Thumbs up, thumbs down, thumbs sidewaysCards with ABCD on the four sides, students “flip” to correct response.

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Think-Pair-Share

Think – silent and independent

Pair – share your ideas with a partner

Listen to your partner’s ideas

Share your partner’s ideas with the larger group

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Technology-based OTRs

Socrative -

socrative.com

NearPod -

NearPod.com

Formative - GoFormative.comPollEverywhere - PollEveryWhere.comPlickers - Plickers.comKahoot! - GetKahoot.comPadlet - Padlet.comTechnology can be engaging, and also very easy to get off track. If mastery is the goal, you still have to provide oversight and SEE their responses.

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Error Correction

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Continuum of Strategiesto Respond to Inappropriate Behavior

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Error Correction: Defined

An informative statement provided by a teacher or other adult immediately following the occurrence of an undesired behavior.

It is BRIEF

It is specific- tells the learner exactly what they are doing incorrectly

It includes telling students what they should do differently in the future;

It is immediately followed by the opportunity and invitation to perform the behavior correctlyThen you walk away….

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Continuum of Response Strategies

for

Inappropriate Behavior

s

is also trauma informed because

Empower students and teach resiliency skillsReplace learned responses with appropriate behaviorHelps students regulate their emotionsSupports “regulate, relate, and reason”Creates predictability- the student can expect re-teaching instead of punishment!

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Definitions of Strategies

Planned

Ignoring

Ignore student behaviors when their motivation is attention, and continue instruction without stopping

Physical Proximity

Using teacher proximity to communicate teacher awareness, caring,

and concern

Signal/Non-Verbal Cue

Teacher gestures to prompt a desired behavior, response, or adherence to a classroom procedure and routine.

Direct Eye Contact

The ”teacher

look” to get attention and non-verbally prompt a student

Praise (BSPS) the Appropriate Behavior in Others

Identify

the correct behavior in another student or group, and use behavior specific praise to remind all students of the rule/expectation.

Redirect

Restate the desired behavior as described on the teaching matrix

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Definitions of Strategies (con’t)

Support for Procedures/ Routine

Identify and

install a classroom routine to prevent the problem behavior. Provide a booster for a routine already in place.

Re-teach

State and demonstrate the matrix behavior. Have the student demonstrate. Provide immediate feedback.

Differential Reinforcement

Reinforcing one behavior and not another. For example reinforce the positive behavior while

ignoring the student’s inappropriate behavior.

Specific and Content Error Correction

Specific directions that prompt or alert the student to stop the undesired behavior and to engage in the desired behavior

Provide Choice

Give choice to accomplish task in another location, about the order of task completion, using alternate supplies to complete the task or for a different type of activity that accomplishes the same instructional objective. Choices should lead to the same outcome.

Conference with Student

Describe the problem. Describe the alternative behavior. Tell why the alternative is better. Practice. Provide feedback.

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Rationale: Why Brief, Scripted, and Instructional??

Systematic correction of student academic and social behavioral errors and performance feedback have a positive effect on behavior.

(JJ/SE Shared Agenda, Tools for Promoting Educational Success and Reducing Delinquency, NASDSE & NDRN, Washington, DC:January 2007)

Consistent corrections are superior to those delivered inconsistently

(Acker & O’Leary, 1988).

Inconsistent enforcement of expectations create student uncertainty about what those expectations are and how/ if the expectations apply to them (Evertson, Emmer, & Worsham, 2003).Exclusion and punishment are ineffective at producing long-term reduction in problem behavior(Costenbader & Markson, 1998).

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Rationale: Why Brief, Scripted, and Instructional??

The way you speak with a child can affect how the child responds.

It’s easier to avoid power struggles and get compliance from a child if you:

Give directions in a clear, direct, and specific fashion,

Using as few words as possible, and

Provide a reasonable amount of time to comply (e.g., wait time).  (Newcomer, 2008).Error corrections that were brief (i.e., 1 to 2 words) were more effective than longer error corrections (i.e., 2 or more phrases) (Abramowitz, O’Leary, & Futtersak, 1988),You may encourage power struggles and disrespectful behavior when the feedback is vague, sarcastic, or overly wordy. (Newcomer, 2008).

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Error Correction

Respectfully address student

Describe inappropriate behavior (or the wrong response)

Describe expected behavior/rule (the correct response and how you figured that out)

Link to expectation on matrix (link to resources, previous lesson)

Provide chance, in that moment for student to show appropriate behaviorPraise appropriate behavior Embed additional OTRs for demonstration of that behavior.

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Walking Feet: Example

Oh no! That isn’t a safe way to go down the hall. You were running and I’m worried you’ll run into someone and get hurt.

Remember, to stay safe we walk down the hallway.

Can you please show me walking feet the rest of the hallway?

Excellent! Thanks for being safe about it. I’ll be looking for walking feet when you come back down this hallway!

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Walking Feet: Example

Oh no! That isn’t a safe way to go down the hall. You were running and I’m worried you’ll run into someone and get hurt.

Remember, to stay safe we walk down the hallway.

Can you please show me walking feet the rest of the hallway?

Excellent! Thanks for being safe about it. I’ll be looking for walking feet when you come back down this hallway!

Respectfully address studentDescribe inappropriate behavior Describe expected behavior/rule (the correct response and how you figured that out)Link to expectation on matrix (link to resources, previous lesson)Provide chance, in that moment for student to show appropriate behaviorPraise appropriate behavior Embed additional OTRs for demonstration of expected behaviors

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Your turn…

Describe a “naughty” behavior, or error

Provide an error correction that meets our criteria:

Respectfully address student

Describe inappropriate behavior

Describe expected behavior/rule (the correct response and how you figured that out)Link to expectation on matrix (link to resources, previous lesson)Provide chance, in that moment for student to show appropriate behaviorPraise appropriate behavior Embed additional OTRs for demonstration of expected behaviors

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OTRs with Error Correction examples

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Learning Line

Line-up facing your partner (one on each side of the Learning Line)

Provide 20-30 seconds of “think” time

Both partners share

Responses are limited to 30-60 seconds

Partners have answer keys, or Teacher shows response at front of room on cue,Asks: “did you get this…”, “did your response include…”, Raise hand if yes, if no, please explain. 4.Rotate the line 1 spot5. RepeatPhoto credit: Indiana University

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Cloze Reading

During a read aloud, the teacher stops periodically, mid-sentence.

Students say the next word in unison

OR “popcorn” by saying a student’s name and that student had to say the next word, or read to the end of the paragraph.

Teacher can provide correct pronunciation (for language), and then ask student to repeat

Teacher continues reading and repeats the procedure throughout the remaining textOR teacher asks a question that requires 1 word answer and all students respond in unison. Teacher can provide correct response, then Ask student(s) to repeat correct response. Ask student(s) to find/ provide evidence of the correct answer

Cl_ze

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Response Cards

Students indicate readiness or confidence with a topic

Start is with red, green, and yellow cards which have near universal meaning

Define signals and purposes:

“Stop, I’m lost!” – Teacher reteaches, models again then moves to model with input, provides more practice

“Slow down, I’m getting confused” – Teacher models with input (next step is…and then what) and provides more practice“Full steam ahead!”, Keep on to the next question/topicVariation: Thumbs up, thumbs down, thumbs sideways or Cards with ABCD on the four sides, students “flip” to correct response.

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Think-Pair-Share

Think – silent and independent

Pair – share your ideas with a partner

Listen to your partner’s ideas

Share your partner’s ideas with the larger group

EXTEND T-P-SCompare responses to an answer key (or passage in text, or “peer expert”, etc. Write the best answerShare with another group/vote on the best answer across groups/ share with entire classAnother variation: Each group could get 1 question/item and “jig-saw” to teach each other the information.

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Technology-based OTRs

Technology can be engaging, and also very easy to get off track. If mastery is the goal, you still have to provide oversight and SEE their responses.

The apps/ technology must have branching logic OR allow for you to stop and correct

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Specific and Contingent Praise

Teacher praise has been supported as among one of the most empirically sound teacher competencies. J.Maag, 2001

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Specific, Contingent Praise: Defined

A behavior-specific praise statement is verbal/written feedback that is

D

escriptive,

S

pecific, and Delivered contingent upon student demonstration of expected behavior, At a ratio of 5:1.

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Terms Defined

Descriptive and specific : Identifies and defines both the student and behavior being recognized

Behavior-contingent: student accurately displays desired behavior

Frequency: Behavior-specific praise statements delivered 4 times as often as error correction. Use more often when introducing or teaching a new behavior

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RATIONALE for PRAISE:

Contingent praise is associated with increases in a variety of behavioral and academic skills

(Partin, Robertson, Maggin, Oliver, & Wehby, 2010)

Behavior specific praise has an impact in both special and general education settings

(Ferguson & Houghton, 1992; Sutherland, Wehby & Copeland, 2000)

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RATIONALE for PRAISE:

It is the cheapest, most powerful behavior change tool teachers have in their repertoire.

It can be replicated in every setting (and in REAL LIFE).

Helps adults and students focus on positive social behaviors and actions.

Increases the likelihood students will use the recognized behaviors and skills in the future.

Decreases inappropriate behavior and therefore, reduces the need for correction.Enhances self-esteem and helps build internal focus of control.

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Provide Specific Praise for Behavioris also trauma informed because

Building positive sense of self for student

Teaches new skills

Allows for sense of control

Promotes brain development

Creates predictabilityRecommended ratio of BSPS for students with trauma even higher - at least 6:1

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Positive Contact v Behavior Specific Praise

Positive Contact

General, non specific statements

Denote happiness / pleasure to be in someone’s company

Hello Bert!

Nice to see you Catherine!We all need it!Helps create a positive environment.Helps foster positive relationshipsBehavior Specific Praise Behavior specificContingent upon behaviorIncreases likelihood behavior will be repeated

Is one tool to intrinsic motivation

…

We all learn this way

Helps create a positive environment

Helps foster positive relationships

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Professional Development (PD) and Coaching

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ALL Learners!

Difference between teaching and telling

Learning means behavior has changed

If behavior hasn’t changed, they haven’t learned!

Magic Teaching Sandwich works for EVERYONE!

Practices – what we use with our learners to facilitate the learningSystems- support “we” to use the practices

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Resources: PD and Coaching

General Coaching resources

Midwest PBIS Coaching page (also includes coaching/assessment documents for classroom practices):

http://www.midwestpbis.org/coaches/resources

National PBIS TA Center:

http://www.pbis.org/training/coach-and-trainerMaryland PBIS Coaches resources: http://pbismaryland.org/members.htm#Coaches_Resouces Coaching resources organized around the TFIEvaluation Tools: http://www.pbis.org/evaluation/evaluation-toolsUnder Tiered Fidelity Inventory, select “Tiered Fidelity inventory Training Power Point”

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PD: Teaching Teachers

One tool in establishing more equitable outcomes for our students

What is the density of classroom practices?

What is student responsiveness to those practices?

What support can you provide to teachers to “dose” up practices, and use error analysis to guide in class strategies?

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PD: Teaching Teachers

Use best practices

OTRs

Error Correction

Praise

Fit your context- the why and howBe able to dose up/ differentiate PD

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PD: Fit your Context

What’s your “why”?

What rationale will compel your staff to think about:

Their use of best practices?

Their use of best practices related to student outcomes in their classes?

Student outcomes in their class?

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PD: Differentiating PD

Your plan has to be flexible enough to adjust the “dosage” of PD

All, some, few staff

Universal

Secondary

Tertiary Develop an internal cohort of instructional coaches:Designated coach, administrators, peer leaders, etc.

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Coaching

Universal PD:

Staff meetings, and PLCs/ Content area/ Grade level meetings

Strategies of focus, and intended outcomes are clearly defined.

Staff review data and adjust

Secondary PD: PLCs/ Content area/ Grade level meetings Small group PD – staff meeting by invitation, generate participant list for PD events/days, learning community Tertiary PD:Classroom Checkup (Adapted from Reinke, et al. 2008) to develop individual teacher PD plans.

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Classroom Checkup

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Classroom Checkup

Assess the Classroom

Utilize data to identify teachers needing support.

Complete interview with teacher

Identify appropriate time for observation using classroom data, or self-assessment (e.g., when are behaviors happening).

Conduct observation and/or review previously completed self-assessments. Provide Feedback (15 minutes)Meet with the teacher and shares data. Use questioning to elicit teacher observations of data collected.Identify strengths and opportunities. Provide visual, and specific and positive feedback.

Reinke, Lewis-Palmer, Merrell, 2008. https

://www.ncbi.nlm.nih.gov/pmc/articles/PMC2603055

/

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Classroom Checkup

Provide Choices of Practices (5 minutes)

Provide a menu of practices (stated and defined) supported through PBIS for teacher to review.

Using data from the feedback step, identify practices that a) build upon identified teacher strengths.

Use knowledge of research to guide teacher selection.

Engage in Action Planning Guide teacher selection of 1-2 practices from the menu. Guide teacher completion of action plan which includes identification of SMART goal, selected practices, actions to increase usage of practices (derived from Classroom Snapshots and other resources)Provide support needed to implement, for example modeling, providing in vivo feedback and reminders, etc. Plan for on-going monitoring (e.g., checklist, self-assessments from Classroom Snapshots, observation data, etc.).

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Classroom Checkup

Engage in on-going monitoring

Guide teacher selection of self-monitoring tools

Provide at least two observation and feedback sessions per month using the data collection tools identified during action planning

Post observation, During feedback session, use questioning to elicit teacher observations of data collected and perceptions of progress towards goal.

If adequate progress is indicated (meets specifications of SMART goal), then continue with current action plan. If adequate progress is not indicated, then coach provides options for additional support (e.g., modeling of practice, observation of another teacher demonstrating practice, etc.)The on-going monitoring components are used until the SMART goal is reached

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Professional Development Plan(Example)

Practice

/ Support

When it will begin

Follow-up support

Leadership Trained in Restorative

Practices

Summer 2018

Coaching by trained

RP leaders three times a year

Leadership trains

staff and

starts

utilizing Restorative Practices with Staff (affective language and community-building circles)

Fall 2018

Booster

messages

every month

Leadership

Team trains youth in concepts of Restorative Practices

Spring 2018

Integrated

into behavioral lesson plans once a quarter

All Teachers utilizing affective language and facilitating

community-building circles with

all youth

Fall 2019

Check-ins

at staff meetings, quarterly morning roundtables

All staff trained and tracking data on agreed upon data

pts.

Fall 2019

Boosters on data systems as needed

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Professional Development Plan(Example)

Practice

/ Support

When it will begin

Follow-up support

All Administration utilizing

(and tracking) restorative chats during office-managed behavioral incidents

Fall 2019

Coaching by trained

RP leaders twice a year

Leadership trains

all staff on classroom restorative chats

Summer 2019

Booster

messages

every month

All teachers utilizing (and tracking) restorative

chats in all classrooms

Spring 2020

Peer observations

& coaching quarterly

Leadership trains

smaller group of staff on restorative circles and restorative conferencing

Spring 2020

Coaching monthly

Staff utilizing (and tracking) restorative

circles and restorative conferencing

Fall 2021

Coaching monthly

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How Ya Doin’?

How is YOUR staff doing with positive contact ?

How about behavior specific praise (Item 1.9)?

Talk to your neighbor for 2 minutes then be prepared to share out.

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Thank you!

Thank you for teaching! Thank you for participating!

Please reach out any time you have a question, need a resource, etc.

Jessica.swainbradway@pbisnetwork.org

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Resources

SWPBIS for Beginners:

https://www.pbis.org/school/swpbis-for-beginners

Classroom practices:

http://www.midwestpbis.org/materials/classroom-practiceshttps://www.pbis.org/school/pbis-in-the-classroomTrauma informed care in PBIShttp://www.midwestpbis.org/materials/special-topics/traumaRestorative Practices http://www.midwestpbis.org/materials/special-topics/restorative-practices

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References

Costenbader, V., & Markson, S., (1998) School suspension: A study with secondary school students. Journal of School Psychology, 36, 59-82.

Infantino, J., & Little, E. (2005). Students’ perceptions of classroom behavior problems and the effectiveness of differentdisciplinary methods. Educational Psychology. 25, 495-508.

Simonsen, B., and Myers, D., (2015). A Guide to Proactive Classroom Management. Classwide Positive Behavior Interventions and Supports, 154-172.

Kern, L. & Clemens, N.H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65-75.

MacSuga-Gage, A.S., & Simonsen, B. (in press) Examining the effects of teacher-directed opportunities to respond and student outcomes:  A systematic review of the literature.  Education and Treatment of Children.

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References

Reinke W. M., Herman K. C., Stormont M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15, 39–50.

Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The classroom check-up: A classwide teacher consultation model for increasing praise and decreasing disruptive behavior. School Psychology Review, 37(3), 315.

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai G. (2008). A review of evidence based practices in classroom management.  Considerations for research to practice.  Education and Treatment of Children, 31, 351-380.

Sutherland, K. S., Webby, J. H. (2001).  The effect of self-evaluation on teaching behavior in classrooms for students with emotional and behavioral disorders. Journal of Special Education, 35, 2-8.

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Upcoming PD Events

Early Childhood PBIS: Nov 9, 16 Wilsonville, OR

TFI webinars: Nov 15, 20, 27 (online)

School Safety Days with Dr. Jeff Sprague: Dec 10 (in BEND!), Dec 8th, Portland, January TBD in Tacoma

Feb 26-March 1, 2019 2019 NWPBIS Conference! Portland, OR

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In the works…

Getting everyone on the same page- A webinar series for Administrators

High Leverage Classroom Strategies- webinar series

On site contracts to meet your PD goals

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Connect with NWPBIS!

Jessica.swainbradway@pbisnetwork.org

www.pbisnetwork.org

Facebook:

https://www.facebook.com/NWPBIS/

Twitter: @NWPBISNetwork