Overview

This go-to resource guides educators on how to incorporate equitable practices in a PBIS framework. The authors cover core concepts including school-wide positive behavioral interventions and supports (SWPBIS) and multi-tiered system of supports (MTSS), define equity, and present methods for enhancing implementation practices through an equity mindset. Chapters also include an analysis of team structures and the evaluation of baseline data sources, walking readers through how to incorporate effective practices to support an integrated MTSS framework and produce sustainable outcomes. This book is ideal for educators, behavioral specialists, and administrators who wish to promote a positive school climate and purposeful educational relationships.

Full Product Details

9781032267227

Table of Contents

Reviews

"“Hollins-Sims and colleagues, proven experts in educational systems change, provide a compelling and research-informed playbook for how to make PBIS a framework for equity. With vignettes and practical guidance, they provide concrete strategies for acting from an equity mindset. Readers will learn how to transform PBIS systems into what our students and their families deserve.” Kent McIntosh, PhD; Philip H. Knight Chair of Special Education; Co-Director, Center on PBIS (www.pbis.org); Director, Educational and Community Supports ""Equity in schools is a critical point of focus. This helpful text outlines processes and procedures to improve disproportionate discipline through the use of an equitable PBIS framework. The authors provide valuable resources and examples to support school-based practitioners in improving equity. This book is a great tool for all educators."" Sara McDaniel, PhD; Professor/Director, Center for Interconnected Behavioral and Mental Health Systems, The University of Alabama ""The intersection between SWPBIS and equity is vital to implementing an equitable tiered framework that allows for the positive development of every student in school. I greatly appreciate the authors' intentional focus on centering culture within a PBIS framework to address the needs of marginalized and minoritized students. This resource is extraordinarily timely and essential for helping educators develop and implement a SWPBIS framework that is culturally responsive to students' needs to ensure equitable outcomes for all students."" Kamontá Heidelburg, PhD, Assistant Professor at The Ohio State University ""Written by practitioners for practitioners, this user-friendly book offers concrete strategies for leaders and thought partners to shift their mindset and change their systems. I recommend school teams use this for a book study."" Kelly Perales, Co-Director, Midwest PBIS Network ""We all know the authentic and equitable implementation of PBIS is a journey. It is refreshing to read a book with tangible practices that will impact communities for years to come. From the vignettes at the end of each chapter to providing samples/templates to readers, this book is such a valuable resource. I am excited to share this work with all levels of PBIS implementers."" Erika Leslie McDowell, EdD, Associate Professor, Department of Educational Leadership and Policy, University at Buffalo"

Hollins-Sims and colleagues, proven experts in educational systems change, provide a compelling and research-informed playbook for how to make PBIS a framework for equity. With vignettes and practical guidance, they provide concrete strategies for acting from an equity mindset. Readers will learn how to transform PBIS systems into what our students and their families deserve. Kent McIntosh, PhD; Philip H. Knight Chair of Special Education; Co-Director, Center on PBIS (www.pbis.org); Director, Educational and Community Supports Equity in schools is a critical point of focus. This helpful text outlines processes and procedures to improve disproportionate discipline through the use of an equitable PBIS framework. The authors provide valuable resources and examples to support school-based practitioners in improving equity. This book is a great tool for all educators. Sara McDaniel, PhD; Professor/Director, Center for Interconnected Behavioral and Mental Health Systems, The University of Alabama The intersection between SWPBIS and equity is vital to implementing an equitable tiered framework that allows for the positive development of every student in school. I greatly appreciate the authors' intentional focus on centering culture within a PBIS framework to address the needs of marginalized and minoritized students. This resource is extraordinarily timely and essential for helping educators develop and implement a SWPBIS framework that is culturally responsive to students' needs to ensure equitable outcomes for all students. Kamonta Heidelburg, PhD, Assistant Professor at The Ohio State University Written by practitioners for practitioners, this user-friendly book offers concrete strategies for leaders and thought partners to shift their mindset and change their systems. I recommend school teams use this for a book study. Kelly Perales, Co-Director, Midwest PBIS Network We all know the authentic and equitable implementation of PBIS is a journey. It is refreshing to read a book with tangible practices that will impact communities for years to come. From the vignettes at the end of each chapter to providing samples/templates to readers, this book is such a valuable resource. I am excited to share this work with all levels of PBIS implementers. Erika Leslie McDowell, EdD, Associate Professor, Department of Educational Leadership and Policy, University at Buffalo

Author Information

Nikole Y. Hollins-Sims is an educational consultant and former Special Assistant to the Secretary of Education for the Pennsylvania Department of Education, and the 2021 Pennsylvania School Psychologist of the Year. Erica J. Kaurudar is an educational consultant at the Pennsylvania Training and Technical Assistance Network (PaTTAN), where she serves as the Statewide Lead for the School Psychology initiative. Timothy J. Runge is a nationally certified school psychologist and board certified behavior analyst. He is Professor in the Department of Psychology at Indiana University of Pennsylvania.

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