Resources
Resources for Educators & Parents During the Pandemic
Safety, Relationships, & Predictability are Paramount.
Introduction to SWPBIS
PBIS is a way we organize our school districts to make sure we are 1) preventing problems that get in the way of learning and belonging, and 2) able to respond to any issues that arise. It is a framework for how we “do school”. It is NOT a set of established practices. It is NOT about compliance; it is about BELONGING! Kids learn when they feel safe and included.
The PBIS implementation framework helps to select and use the most relevant practices to support the academic, social, emotional, and behavioral competence of all students.
Classroom Practices
PBIS, MTSS, and RTI are organizational frameworks that support educators to use high leverage classroom practices, to create a positive, predictable learning environment.
High leverage classroom practices are relational and instructional and have been proven to support ALL learners. They are explicitly listed in Individuals with Disabilities Act (IDEA), as well as other federal guidance for schools, particularly guidance related to discipline. You will also find these practices are also included in teacher/administrator evaluation programs in various states.
The reason these practices are referred to in so many federal, state, and district guidelines is that they are THE most powerful set of strategies we can use to the stage for student and educator success. They allow for maximum prevention of academic and social needs, as well as provide a template for response to the most intense, individualized support plans.
Comprehensive Classroom Resources from Midwest PBIS Network
Classroom Practices Webinar, by Dr. Jessica Swain-Bradway (OSPI’s MTSSFest)
Mental Health in SWPBIS: Mental health is everyone’s responsibility
The Interconnected Systems Framework (ISF) is a structure and process to integrate Positive Behavioral Interventions and Supports and School Mental Health within school systems.
Tier 2: Group-Based Intervention (Some)
Tier 2, targeted, group-based interventions are designed to serve students who have not responded to Tier 1 interventions.
Tier 3: Intensive, Individualized Prevention (Few)
At Tier 3, these students receive more intensive, individualized support to improve their behavioral and academic outcomes.
Willamette ESD, Interconnected Systems Framework - Training & Technical Assistance
ISF (mental health in multi-tiered systems) meets 7 out of the top 12 progress markers for Student Investment Accounts.
If you are part of Willamette ESD click here to learn more about the free support and networking.
Supporting Prevention: How Restorative Justice Practices Can Be a Key Tool in the Classroom.
The webinar recording details how Restorative Justice Practices (RJP) is a helpful tool to create positive relationships, build community, and set the stage for prevention.
Anti-Racism and Equity in SWPBIS
PBIS/MTSS can allow us to correct the systematic academic and disciplinary inequities that have persisted in our school systems.
Family Engagement is Foundational
Here are some first steps a school or district can take when building the infrastructure for effective family and community collaboration
Tier 1: Universal foundation of Support (All)
Tier 1 are universal or primary approaches that are preventative in nature
Ditch the Clip! Why Clip Charts Are Not a PBIS Practice
Instead of assuming students know what to do, we can define, teach, and practice what we want to see, which is the most effective approach for improving behavior
MENTAL HEALTH RESOURCES
Did you know that the Northwest Mental Health Transfer Technology enter (MHTTC) provides training and technical assistance (TA) in evidence-based practices (EBPs) in SAMHSA’s Region 10 (Alaska, Idaho, Oregon, and Washington).