MTSS IN THE HIGH SCHOOL CLASSROOM BEST PRACTICES

MTSS IN THE HIGH SCHOOL CLASSROOM: BEST PRACTICES IN ACTION! Jessica Swain-Bradway, Ph. D. Executive Director Northwest PBIS Network www. pbisnetwork. org

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

§ 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/evidencebasedclassrooms trategies/ § Direct link to PDF: http: //www. pbis. org/common/cms/files/pbisresources/Supporting %20 and%20 Responding%20 to%20 Behavior. pdf § Midwest PBIS Network Classroom page: http: //www. midwestpbis. org/materials/classroom-management § CIBRS Instructional Videos, for Jefferson Co. , KY § https: //www. youtube. com/channel/UC 4 tmu. TYAp. Xjkb. Fnger 7 o Qow/videos § https: //louisville. edu/education/abri/training. html

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

Tiered Fidelity Inventory Item 1. 8

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.

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’!

BEST Practices in Teaching § Opportunities to Respond (OTR) § Increase OTRs for NEW content, difficult content § Error Correction § Specific, immediate § Immediately loop back to OTR § Behavior Specific Praise § Contingent on behavior § Different from positive contact “Hello”

Compas s of Shame Go stand near the pole that best represents your response Adapted from International Institute of Restorative Practices, Nathanson

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?

Distinguishe d H T I Does the practice ultimately change M S . MR behavior? Receipt of even • Does the practice help or hurt the one suspension is associated with relationship? • A Difference in Approach higher likelihood of academic failure, school • Practices of this nature are typically dropout, and effective for the 80% of youth who involvement in the juvenile don’t need it anyway and ineffective justice system for the 20% who need something (American Academy of more Pediatrics, 2013; Hemphill, Toumbourou, • Public shaming practices hurt Herrenkohl, Mc. Morris, & relationships and don’t allow Catalano, 2006). Accomplishe d (Proactive vs. Reactive Teaching vs. Punitive, etc. ) Needs Improvement S K R A M . S R M N I E L K students to separate the deed from . R M N Unthe doer. Our youth internalize this U. S S Satisfactory MR experience.

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

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

Considering the Logic of Probability for Instruction and Management A Students B Teacher Behaviors p C Outcomes 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

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 H AD to kn ow French f luently in weeks, how mu 16 ch practice would y ou need?

BEST Practices in Teaching § Opportunities to Respond (OTR) § Increase OTRs for NEW content, difficult content § Error Correction § Specific, immediate § Immediately loop back to OTR § Behavior Specific Praise § Contingent on behavior § Different from positive contact “Hello”

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 learning § Systems- support “we” to use the practices

OPPORTUNITIES TO RESPOND (OTRS)

Opportunities to Respond, Defined § Is an instructional question, statement or gesture made by the teacher seeking an academic response from students (Sprick, Knight, Reinke, & Mc. Kale, 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 & De. Luca, 2010).

As I talk th write do rough these po int w compell n, or note the m s, ing ratio ost nale. W share th e’ll em. 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

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

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 raising § 2. Identify ways to replace single student responding with another response option that makes more students’ learning visible § All students respond § Students with additional content needs get higher number of OTRs

Guidelines for Response Rates § Teacher talk should be no more than 4050% of instructional time. § New material: a minimum of 4 -6 responses per minute with 80% accuracy. § Review of previously learned material: 812 responses per minute with 90% accuracy. § (Council for Exceptional Children, 1987; Reinke, Herman & Stormont, 2013)

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. ? ?

OTR EXAMPLES

Increasing OTRs § Response cards § Dry erase boards § Electronic white boards/ apps for responding § Choral responses § Non-verbal responses § Turn and share/ write and share options

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 spot § Repeat Photo credit: Indiana University

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_z

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 sideways § Cards with ABCD on the four sides, students “flip” to correct response.

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

Technology-based OTRs § § § § Socrative - socrative. com Near. Pod - Near. Pod. com Formative - Go. Formative. com Poll. Everywhere - Poll. Every. Where. com Plickers - Plickers. com Kahoot! - Get. Kahoot. com Padlet - Padlet. com 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.

ERROR CORRECTION

Continuum of Strategies to Respond to Inappropriate Behavior Planned Ignoring Support for Procedure/Routine Physical Proximity Re-teach Signal/ Non-Verbal Cue Differential Reinforcement Direct Eye Contact Specific and Contingent Error Correction Praise (BSPS) the Appropriate Behavior in Others Provide Choice Redirect Conference with Student

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 correctly § Then you walk away….

Strategies for Inappropriate Behaviors is also trauma informed because § Empower students and teach resiliency § § skills Replace learned responses with appropriate behavior Helps students regulate their emotions Supports “regulate, relate, and reason” Creates predictability- the student can expect re-teaching instead of punishment!

Definitions of Strategies Planned Ignore student behaviors when their motivation is attention, Ignoring and continue instruction without stopping Physical Using teacher proximity to communicate teacher awareness, Proximity caring, and concern Signal/Non- Teacher gestures to prompt a desired behavior, response, or Verbal Cue adherence to a classroom procedure and routine. Direct Eye The ”teacher look” to get attention and non-verbally prompt a Contact student Praise (BSPS) Identify the correct behavior in another student or group, and the Appropriate use behavior specific praise to remind all students of the Behavior in rule/expectation. Others Restate the desired behavior as described on the teaching Redirect matrix

Definitions of Strategies (con’t) Support for Identify and install a classroom routine to prevent the Procedures/ problem behavior. Provide a booster for a routine already in Routine place. State and demonstrate the matrix behavior. Have the student Re-teach demonstrate. Provide immediate feedback. Reinforcing one behavior and not another. For example Differential reinforce the positive behavior while ignoring the student’s Reinforcement inappropriate behavior. Specific and Specific directions that prompt or alert the student to stop the Content Error undesired behavior and to engage in the desired behavior Correction Give choice to accomplish task in another location, about the order of task completion, using alternate supplies to complete Provide Choice the task or for a different type of activity that accomplishes the same instructional objective. Choices should lead to the same outcome. Conference with Describe the problem. Describe the alternative behavior. Tell Student why the alternative is better. Practice. Provide feedback.

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 longterm reduction in problem behavior § (Costenbader & Markson, 1998).

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).

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 behavior § Praise appropriate behavior § Embed additional OTRs for demonstration of that behavior.

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!

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 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 behavior § Praise appropriate behavior § Embed additional OTRs for demonstration of expected behaviors

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 behavior Praise appropriate behavior Embed additional OTRs for demonstration of expected behaviors

OTRS WITH ERROR CORRECTION EXAMPLES

Learning Line Photo credit: Indiana § Line-up facing your partner (one on each side of the University 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 spot § 5. Repeat

Cl_ze 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 text § OR 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

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/topic § Variation: Thumbs up, thumbs down, thumbs sideways or Cards with ABCD on the four sides,

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-S Compare responses to an answer key (or passage in text, or “peer expert”, etc. § Write the best answer § Share with another group/vote on the best answer across groups/ share with entire class § Another variation: Each group could get 1 question/item and “jig-saw” to teach other the information.

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

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

Specific, Contingent Praise: Defined A behavior-specific praise statement is verbal/written feedback that is § Descriptive, § Specific, and § Delivered contingent upon student demonstration of expected behavior, § At a ratio of 5: 1.

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

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

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.

§ § § Provide Specific Praise for Behavior is also trauma informed because Building positive sense of self for student Teaches new skills Allows for sense of control Promotes brain development Creates predictability § Recommended ratio of BSPS for students with trauma even higher - at least 6: 1

Positive Contact v Behavior Specific Praise Positive Contact Behavior Specific Praise § 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 relationships § Behavior specific § Contingent upon behavior § Increases 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

PROFESSIONAL DEVELOPMENT (PD) AND COACHING

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 learning § Systems- support “we” to use the practices

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-trainer § Maryland PBIS Coaches resources: http: //pbismaryland. org/members. htm#Coaches_Reso uces § Coaching resources organized around the TFI § Evaluation Tools: http: //www. pbis. org/evaluation-tools § Under Tiered Fidelity Inventory, select “Tiered Fidelity inventory Training Power Point”

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?

PD: Teaching Teachers § Use best practices § OTRs § Error Correction § Praise § Fit your context- the why and how § Be able to dose up/ differentiate PD

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?

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.

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.

Classroom Checkup Assess the Classroom Engage in Progress Monitoring Engage in Action Planning Provide Feedback Provide Choices of Practices

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/PMC 2603055

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. ).

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

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 communitybuilding circles) Leadership Team trains youth in concepts of Restorative Practices All Teachers utilizing affective language and facilitating communitybuilding circles with all youth Fall 2018 Booster messages every month Spring 2018 Integrated into behavioral lesson plans once a quarter Fall 2019 Check-ins at staff meetings, quarterly morning roundtables

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 Spring 2020 Coaching monthly Fall 2021 Coaching monthly Leadership trains smaller group of staff on restorative circles and restorative conferencing Staff utilizing (and tracking) restorative circles and restorative conferencing

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.

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

Resources § SWPBIS for Beginners: § https: //www. pbis. org/school/swpbis-for-beginners § Classroom practices: § http: //www. midwestpbis. org/materials/classroompractices § https: //www. pbis. org/school/pbis-in-the-classroom § Trauma informed care in PBIS § http: //www. midwestpbis. org/materials/specialtopics/trauma § Restorative Practices § http: //www. midwestpbis. org/materials/specialtopics/restorative-practices

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. § Mac. Suga-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.

References § Reinke W. M. , Herman K. C. , Stormont M. (2013). Classroomlevel positive behavior supports in schools implementing SWPBIS: 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 selfevaluation on teaching behavior in classrooms for students with emotional and behavioral disorders. Journal of Special Education, 35, 2 -8.

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 8 th, Portland, January TBD in Tacoma § Feb 26 -March 1, 2019 NWPBIS Conference! Portland, OR

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

Connect with NWPBIS! § Jessica. swainbradway@pbisnetwork. org § www. pbisnetwork. org § Facebook: https: //www. facebook. com/NWPBIS/ § Twitter: @NWPBISNetwork