Audience: K–12 PBIS coaches and team members, including special educators, teachers, paraprofessionals, school psychologists, social workers, counselors, administrators, parents, and other school staff members
Trim Size: 8.5" x 11"
Page Count: 216
Digital Content: Includes a PDF presentation and customizable forms from the book.
Praise for The PBIS Team Handbook
“Through personal anecdotes and helpful tips, Ryan and Baker describe one of the most critical aspects of PBIS implementation: the school team. This revised edition includes cutting-edge research and tools to help teams overcome barriers and improve outcomes for all student groups, including students of color.”—Kent McIntosh, Ph.D., professor, special education, University of Oregon, Eugene, Oregon
“PBIS is being used in literally thousands of schools across the United States. The PBIS Team Handbook provides an accessible description of the key features of PBIS and useful guidance on how a school or district would launch the PBIS adoption process.”—Rob Horner, co-director, OSEP Technical Assistance Center on PBIS, Eugene, Oregon
“This revised edition of The PBIS Team Handbook provides the updated practical directions and tools coaches and teams need to implement the framework with fidelity along with tips to deal with real situations that happen within the complex settings of schools. Char and Beth give us important updates about the relationship between MTSS and PBIS. It is also vital to talk about the addition of a new chapter on disproportionate discipline and cultural responsiveness as well as how these affect the data as we learn more about our implicit bias. The PBIS Team Handbook highlights this in a very humanistic way. The book continues to be a vital resource for coaches and for those implementing PBIS.”—Cristina Dobon-Claveau, LCSW, PPSC, wellness and prevention coordinator, Roseville Joint Union High School District, Roseville, California
“The second edition of The PBIS Team Handbook continues to be an important resource for all schools as they navigate the process of improving outcomes for all students, especially students who struggle with social-emotional learning. The parts of the book that have remained the same provide a solid framework for schools and districts as they work through the process of implementing PBIS, and the addition of a chapter on equity and disproportionality is timely. As a [veteran teacher and administrator], I can attest to the disproportionality which has existed historically and continues to exist despite the good intentions of professionals who support students. Ms. Baker’s sharing of her self-reflections related to this topic is courageous and inspiring. I appreciate the referrals to tools that can be used to assess a school’s cultural responsiveness as well as to tools to reduce disproportionality. Thank you for providing a user-friendly, real resource for schools!”—Barb Mackey, assistant special education director, Northern Lights Academy, Cloquet, Minnesota
“The PBIS Team Handbook has been an invaluable resource for our school and staff members. It provided us the opportunity to build capacity with not only our teachers, but also our parent community. The authors’ ability to provide theoretical and practical information in an engaging format was another reason our school was able to implement PBIS so successfully. Our PLC team used the ideas and information in the handbook to create a much needed plan for our context. The PBIS Team Handbook is a critical resource that has assisted our school in creating and utilizing a positive, consistent, and, most importantly, sustainable model of behavioral support!”—Kelly Kramer, Ed.D., director, International School of Dongguan, Dongguan, China
“The PBIS Team Handbook is a practical, step-by-step guide to implementing and sustaining a proactive schoolwide PBIS program, while embedding cultural differences, challenges to equity, and tools for teams to consider the disproportionality created in schools today. The PBIS Team Handbook is a must-have book for schools to create and sustain a proactive positive behavior support program to meet the needs of each and every student.”—Amy Piotrowski, Ed.S., supervisor, student support services, Burnsville-Eagan-Savage School District, Burnsville, Minnesota
“This revised and updated edition provides a detailed step-by-step how-to guide for the implementation of PBIS from initial consideration to successful practice. Reader-friendly text includes information on essential elements of PBIS, research-based practices with descriptions and examples of team member roles and tools for fidelity and sustainability, and numerous resources and reproducible forms. An important addition is a chapter on how to address issues of disproportionality. It provides practical information for both novice and veteran professionals.”—Sheldon Braaten, Ph.D., executive director, Behavioral Institute for Children and Adolescents, Little Canada, Minnesota
Teacher-Tested Strategies for Your Behavior Intervention Toolbox
Every teacher should have a toolbox filled with their go-to strategies for managing the classroom and helping students be ready for activities. I have a few that I keep in my toolbox, always at the ready for whatever behavior gets thrown at me. Here’s what I recommend adding to your toolbox of strategies:
Routines. At the beginning of the school year, teach students all your classroom routines and procedures, then practice and practice again. It cuts down on a lot of “I don’t know what to do” conversations when students know the routines.
Precorrection. It sounds backward, but it is a very simple procedure every teacher should be doing. After you have taught all the routines for your classroom, use precorrection to get students ready for the next activity. For example, before going to lunch you can say, “Remember how we walk in the hallway? Who can remind us in case we forgot?” and have a student demonstrate for the class.
on the Free Spirit Blog.