CA PBIS 2019

Santa Ana Unified School District was awarded an i3 grant to utilize classified staff as coaches to help create site sustainability for PBIS and integrate Restorative Practices into the PBIS framework. The role of the coach, strengths, limitations, and lessons learned will be highlighted.

This session explores ways district PBIS coaches can creatively address the lack of time teachers have to attend trainings, the barrier of minimal funding, keeping PBIS implementation fresh, effectively managing implementation fidelity, and establishing or maintaining buy-in as times change.

The elements of successful implementation and sustainability of PBIS are well documented. However, very little research has focused on how PBIS is successfully implemented in rural and remote settings. We will dive into the current research base tied to rural schools and look at the work that is currently being done at the national and state level.

How might PBIS implementation promote a coaching culture of excellence? Join us on our journey in creating a systems-approach to capacity-building through coaching. Learn how we leverage relationships to elevate efficacy through site validation walk-throughs utilizing a customized approach within an MTSS/Equity framework.

Santa Ana Unified School District was awarded an i3 grant to utilize classified staff as coaches to help create site sustainability for PBIS and integrate Restorative Practices into the PBIS framework. The role of the coach, strengths, limitations, and lessons learned will be highlighted.

Learn what effective evaluation and data sharing can look like and how the PBIS Evaluation application can be used to easily compile multiple data sources (i.e. TFI, SAS, SWIS, CICO-SWIS, BOQ) across multiple sites for a site, district, and/or regional view of current implementation.

Need some easy and fun ways to improve Tier 1? This presentation will address how we have been successful in implementing Tier 1 interventions. Specifically, we will focus on teaching expectations and our feedback and acknowledgment systems. Both have been instrumental in our success!

Stress wreaks havoc on emotional equilibrium, narrowing the ability to think clearly and function effectively. Adolescents with emotional/behavior difficulties have trouble dealing with stress. Heart Math techniques develop relaxation response and stress management techniques which empowers them and improves their ability to respond to stress.

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