CA PBIS 2019

Utilizing the Cultural Responsiveness Field Guide from the National Technical Assistance Center on PBIS (www.pbis.org) and UCSF’s Trauma-Informed Principles for Promoting School and Community Success, this session will guide PBIS implementers through steps to enhance existing PBIS Tier I and II practices for all students, including students who have experienced trauma.  Interactive content and work time will include:
• Understand the connection between core features of the PBIS framework and trauma-informed principles
• Learn strategies to use in the classroom and other school areas to help students feel safe, connected and supported
• Understand and apply de-escalation strategies
• Identify main sources for student identification and referral, including the Request for Assistance process and universal screeners
• Understand how to implement Tier II trauma-informed strategies, including groups and modified Check In Check Out (CICO) with a trauma-informed lens

This training day will provide teams with an overview of the alignment of Restorative Practices (RP) at the district, school, and classroom level into existing SWPBIS systems, data, and practices. RP concepts will be introduced. Concrete examples and activities, will be provided to provide participants a working understanding of how RP can be aligned with behavioral theory and implementation science. The pre-conference session will include team work and discussion time.

One tool that supports teams to align mental health, SEL and PBIS is the Action Planning Companion Guide to the Tiered Fidelity Inventory (TFI).  This tool takes each item from the TFI and articulates the enhancements of having an aligned mental health/SEL effort.  This session will provide planning time for teams to develop an action plan. Examples and dialogue will focus on HOW they can ensure an integrated approach.

The implementation of effective student discipline practices has become a leading concern of public school administrators and educational personnel. Traditionally, districts have chosen to address student challenging behavior by applying exclusionary discipline practices (e.g., detention, suspension, and expulsion). However, there is no research demonstrating that these practices reduce the rate of student discipline. In fact, studies have found relatively high rates of disciplinary recidivism among those who are suspended. Research surrounding alternatives to reactive exclusionary discipline practices have identified proactive and positive strategies that show great promise for reducing school violence and disruptive behaviors.
In this session, participants will receive:

• An explanation of evidence-based practices proven to reduce challenging behavior,
• Steps for creating equitable disciplinary policies and procedures
• Suggestions for using data to make disciplinary decisions.

Although required in California Ed Code since 1990, individualized behavior supports have often been cumbersome, poorly implemented, and have lacked contextual fit.  Prevent, Teach, Reinforce (Dunlap, et., al. 2019) offers a structured process for deploying evidence-based behavioral supports that are team-based and well supported with easy to use resources.  This session will present the PTR approach using an example student and simulated practice with feedback.

Early-Childhood PBIS is based on supportive, nurturing relationships within positive, safe environments.  Learn how classroom practices implemented within an ECPBIS framework increases student outcomes. See how including trauma-informed practices with ECPBIS training and support has helped meet the needs of children from hard places.

Implementation of PBIS in high schools is different, yet the same. Unique contextual influences require high school implementers to shape critical elements to address those differences; at the same time assuring the critical features are implemented with fidelity.  Understanding the importance of these contextual influences that impact implementation allows teams to more clearly identify barriers and thus problem solve more effectively.  Imperative to addressing some of these contextual differences, students need to play an integral role in shaping the initiative. Authentic student engagement means involving students in more meaningful ways and is a powerful factor in ensuring PBIS becomes a part of the school culture. Participants will spend the day engaged in shared learning, collaborative problem solving and networking with the goal of promoting capacity development among high school implementers in California.  

Tier II and III PBIS teams have the opportunity to ensure that students in need of mental and behavioral health supports and services experience successful referrals. How do teams ensure this success? How do teams ensure the process is equitable and culturally responsive? No matter your school’s current stage of implementation, there are tools that can help you establish and refine your referral processes. In this interactive session, we will focus on concrete strategies and practical tools that:

• Boost collaboration within schools and between school and other youth-serving agencies for high functioning referral pathways 
• Advance our understanding of culturally responsive and student-centered referral systems 
• Integrate student and family voice and choice in the referral pathways

Linking students to appropriate and effective services is complex work that has high return when done thoughtfully, collaboratively and equitably. Together, we investigate how youth teams can support intervention procedures for students, educators, administrators and community-based practitioners.