Using&a&PBIS&Framework&to&Build& …neswpbs.org/sites/default/files/B4. SELPBIS UConn PBIS...
Transcript of Using&a&PBIS&Framework&to&Build& …neswpbs.org/sites/default/files/B4. SELPBIS UConn PBIS...
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Using&a&PBIS&Framework&to&Build&Suppor8ve&Rela8onships&and&Environmental&Structure&
Northeast&PBIS&Network&Leadership&Forum&&&
Sara&A.&Whitcomb,&Ph.D.&Sarah&A.&Fefer,&Ph.D.&BCBA&
&University&of&MassachuseJs,&Amherst&
College&of&Educa8on&School&Psychology&Program&
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Agenda&• Survey the Audience
• Keys to Prevention • Definitions and Examples
• Points of Integration – Systems – Data – Practices
• Case Example
• Conclusions
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Moving&Beyond&the&Silos&&
Climate&& PBIS&& SEL&
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Keys&to&Preven8on&
Structure&
Support&
Posi8ve&School&Climate&
(Bear,&Whitcomb,&Elias&&&Blank,&2015)&
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Keys&to&Preven8on&
PBIS&
SEL&
Posi8ve&School&Climate&
(Bear,&Whitcomb,&Elias&&&Blank,&2015)&
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Overview&of&Climate&
• Sustainable&School&Climate&Includes:&– Norms,3values3and3expecta;ons3that&support&people&socially,&emo8onally&and&physically&
– People&are&engaged&and&respected&– Students,&families,&and&educators&work&together&to&develop,&live&and&contribute&to&a&shared3school3vision3
– Educators&model&and&nurture&aUtudes&that&emphasize&the&benefits&and&sa8sfac8on&gained&from&learning&
– Each&person&contributes&to&the&opera8ons&of&the&school&and&the&care&of&the&physical&environment&
(Na8onal&School&Climate&Council)&
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School&Climate&Standards&
• The&school&community&has&a&shared3vision3and&plan&for&promo8ng,&enhancing&and&sustaining&a&posi8ve&school&climate.&
• The&school&community&sets3policies3specifically&promo8ng&(a)&the&development&and&sustainability&of&social,&emo8onal,ðical,&civic&and&intellectual&skills,&knowledge,&disposi8ons&and&engagement,&and&(b)&a&comprehensive&system&to&address&barriers&to&learning&and&teaching&and&reengage&students&who&have&become&disengaged.&&
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School&Climate&Standards&(cont)&• The&school&community’s&prac;ces&are&iden8fied,&priori8zed&and&supported&to&(a)&promote&the&learning&and&posi8ve&social,3emo;onal,ðical&and&civic&development&of&students&(b)&enhance&engagement&in&teaching,&learning&and&school=wide3ac;vi;es;&(c)&address&barriers&to&learning&and&teaching&and&reengage&those&who&have&become&disengaged;&and&(d)&develop&and&sustain3an&appropriate&opera;onal3infrastructure3and&capacity&building&mechanisms&for&mee8ng&this&standard&
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School&Climate&Standards&(cont)&
• The&school&community&creates&an&environment&where&all&members&are&welcomed,&supported,&and&feel&safe&in&school:&socially,3emo;onally,&intellectually&and&physically.&
• The&school&community&develops&meaningful&and&engaging&prac;ces,3ac;vi;es3and3norms3that&promote&social&and&civic&responsibili8es&and&a&commitment&to&social&jus8ce.&
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Positive Behavioral Interventions and
Supports (PBIS)
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Posi8ve&Behavioral&Interven8ons&and&Supports&(PBIS):&Suppor8ng&the&posi8ve&behaviors&of&all#
children&
• Coordinated&data\based&decision\making&and&instruc8onal&programming&that&focuses&on&teaching&adap8ve&behaviors&and&discouraging&disrup8ve&behaviors&across&contexts&
&• Is&developmentally&appropriate&&• Spans&mul8ple&years&&&• Based&on&research&and&systema8cally&evaluated&
(Horner&&&Sugai,&2005)&
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Primary&Preven8on:&School\/Classroom\&Wide&Systems&for&All&Students,&
Staff,&&&SeUngs&
Secondary&Preven8on:&Specialized&Group&
Systems&for&Students&with&At\Risk&Behavior&
Ter8ary&Preven8on:&Specialized&&Individualized&
Systems&for&Students&with&High\Risk&Behavior&
~80%&of&Students&
~15%&&
~5%&&
Mul;=Tiered3Assessment3and3Interven;on3Logic3
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PBIS3Guiding3Principles3
1. Good&teaching&is&our&best&behavior&management&tool.&
2. Mul8\8ered&preven8on&logic&is&our&frame.&3. Classroom&and&School\wide&prac8ces&are&
linked.&4. Social&skills&are&taught&explicitly,&like&
academics.&
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Social and Emotional Learning (SEL)
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15 (Denham&&&Weissberg,&2004;&Elias,&Zins,&Greenberg,&Weissberg,&2003)&
Social\Emo8onal&Learning&(SEL):&Ensuring&the&health&of&all#children&
• Coordinated&instruc8onal&programming&that&focuses&on&individual&social&and&emo8onal&skill&development&and&infusion&of&skills&across&contexts&
&• Is&developmentally&appropriate&&• Spans&mul8ple&years&&&• Based&on&research&and&systema8cally&evaluated&
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What3is3SEL?33Social&and&emo8onal&learning&involves&the&
development&of&skills&in&5&areas:&
SEL
Self-awareness
Social awareness
Relationship skills
Responsible decision making
Self-management
Form positive relationships, work
in teams, deal effectively with conflict
Make ethical, constructive
choices about personal and social
behavior
Manage emotions and behaviors
to achieve one’s goals
Show understanding and empathy
for others
Recognize one’s emotions, values,
strengths, and limitations
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SEL3Guiding3Principles31. Importance&of&
rela;onships&to&cogni8ve&and&social&growth&
2. Importance&of&teaching&social3and3emo;onal3learning3skills3
3. Importance&of&adults3as3models3
4. Importance&of&posi;ve3school3climate3for&students&and&adults33
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SEL3Improves3Behavior3and3Health&
33333333323%33increase&in&social\emo8onal&skills&
333333333339%3improvement&in&aUtudes&about&self,&others,&and&school&
333333333339%3improvement&in&posi8ve&behavior&
Source:&Durlak,&J.A.,&Weissberg,&R.P.,&Dymnicki,&A.B.,&Taylor,&R.&D.,&&&Schellinger,&K.&(2011).&The&impact&of&enhancing&students’&social&and&emo8onal&learning:&A&meta\analysis&of&school\based&universal&interven8ons.&Child&Development,#82,#405\432.&
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SEL3Addresses3Challenges&
9% reduction in problem behaviors
10% reduction in emotional distress
Source:&Durlak,&J.A.,&Weissberg,&R.P.,&Dymnicki,&A.B.,&Taylor,&R.&D.,&&&Schellinger,&K.&(2011).&The&impact&of&enhancing&students’&social&and&emo8onal&learning:&A&meta\analysis&of&school\based&universal&interven8ons.&Child&Development,#82,#405\432.&
&
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SEL3Improves33Academic3Outcomes&
11%33
increase&in&achievement&test&scores&
Source:Source:&Durlak,&J.A.,&Weissberg,&R.P.,&Dymnicki,&A.B.,&Taylor,&R.&D.,&&&Schellinger,&K.&(2011).&The&impact&of&enhancing&students’&social&and&emo8onal&learning:&A&meta\analysis&of&school\based&universal&interven8ons.&Child&Development,#82,#405\432.&
&
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Strengths&of&Each&Approach&&PBIS33
• Overt&behaviors&• Short&term&solu8ons&&• Context/seUng&specific&
behaviors&&• Data&and&progress&
monitoring&• Emphasis&on&structures&and&
systems&to&enable&system\level&change&
• Context&specific&implementa8on&&
SEL3
• Cogni8ons,&emo8ons,&behaviors&
• Long&term&solu8ons&• Focus&on&building&competence&• Specific&teaching&tools&&&• Emphasis&on&classroom&
prac8ces&and&student&rela8onships&(student\student;&student\teacher;&teacher\teacher)&
• Clearly&ar8culated&scope&and&sequence&&
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In&a&randomized&controlled&group&study&of&SWPBIS&in&elementary&schools&in&Maryland,&Bradshaw&et&al.&(2010)&found&an&average&of&5.1&programs&were&being&introduced&in&each&school&on&“character&educa8on&and&/or&development,&social\emo8onal&or&social&skills,&bullying&preven8on,&drug&preven8on&(e.g.,&D.A.R.E.),&and&conflict&resolu8on&and/or&peer&media8on”&(p.&146).&&
Integra;on3maPers!33
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POINTS3OF3INTEGRATION3Systems,&Data,&and&Prac8ces:&&
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Systems:3What3we3do3to3support3staff3
• Structures&that&allow&for&sustained&school\wide&implementa8on&&– Internal&and&External3coaches3to&facilitate&technical&assistance&&
– Teams&to&guide&implementa8on&efforts&&– Job\embedded&professional3development3systems&&
• Outcome:&&consistent&language&and&prac8ces&across&seUngs&&
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Coaches&• Consider&behavioral,&social,&and&emo8onal&strengths&in&selec8ng&your&coach&&&&
• Consider&coach’s&literacy&in&all¤t&ini8a8ves&• Take&a&leadership&role&in&problem\solving&&• Support&efficiency&of&mee8ngs&&• Provide&recogni8on&for&team&and&school\staff&&• Serve&as&point&person&for&team&and&other&key&stakeholders&
• Gather&and&disseminate&resources&&
**A&strong&ac8on\oriented&coach&is&necessary&for&successful&implementa8on**&
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Team&=&Representa8ve&
School&Leadership&
Team&
Administrator&
Grade&Level&Teachers&
Counselor&/&School&
Psychologist&
Specials&Teaching&Assistants&
Parent&
Students&
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Consider3where3your3team3is3situated3
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Job\Embedded&PD&–&Key&Elements&Teams&of&teachers&who&share&the&same&students,&&
and/or&content&area&&
Who®ularly&collaborate&during&the&work&day&to&&
Focus&on&addressing&issues&related&to&the&“instruc8onal&core”&&
Through&a&con8nuous&cycle&of&ac8on\oriented&inquiry/research&AND3
Who&are&connected&to&all&other&teams&so&that&innova8on&can&flow&throughout&a&school&
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JEPD3–3Fundamental3Elements3
TEAMS TIME FOCUS PROCESS DIFFUSION
Every educator is on at least
one team whose
membership includes those who teach the same students and/or subject
area.
The team meets
regularly, at least 8 hours per month, during the school day, throughout
the academic year.
The purpose of the team is to build and use shared knowledge
about practice to improve
student performance.
The team engages in on-
going, disciplined cycles of: dialogue, decision-
making, action-taking, and evaluation.
Every team is well-connected
and strategically positioned in
the school-wide communication
network.
�
Wide-spread, consistent, observable instructional improvement, and student
engagement, achievement, and performance.
The right people, consistently working together, doing the right work, and achieving shared
goals for instructional improvement and student learning. Marked increase in the likelihood that every child is able to access, participate in and
realize the essential outcomes of a PreK-12 system of schooling
� � � �
Description of five fundamental elements in: Woodland, R. and Mazur, R. (2015). Teacher Teaming and Professional Development. In Encyclopedia of Classroom Management: An A-Z Guide. Thousand Oaks: SAGE Publications. Edited by George Scarlett
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Climate&Handbook:&The&New&Teacher&Test&
• Consider&merging&– Code&of&Conduct&– PBIS&Handbook&– SEL&Teaching&Expecta8ons&
• Consider&making&implicit&prac8ces&and&procedures&more&explicit&
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&Data:3Measuring3Process3and3Progress3
• Screen&for,&internalizing&and&externalizing&behaviors,&resilience&factors,&and&climate&concerns&&
• Measure&implementa;on&school\wide&and&in&classrooms&&
• Priori8ze&exis;ng3data3sources3for&outcome&evalua8on&&
• Determine&how&to&easily&access3and3share3these&data&&
• Data\based&decision3making3to&guide&service&delivery&33
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Screening&Example:&Social,&Academic&&&Emo8onal&Behavior&Risk&Screener&
• 19&items&&– 6&items&Social&Behavior&– 6&items&Academic&Behavior&– 7&items&Emo8onal&Behavior&
• Teacher&Report&• Strong&reliability&and&validity&coefficients&• Incorporated&into&the&FAST&(Forma8ve&Assessment&for&Teachers)&
• For&more&informa8on:hJp://ebi.missouri.edu/?p=1116&&
(Kilgus&et&al.,&2013)&
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Sample&SAEBRS&
(Kilgus&et&al.,&2013)&
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Class3Level3Data3
District3Wide3FiYh3Grade3
%3of3students3“at3risk”3Fall320143Winter320153School313=3First3Bar3School323=32nd3Bar3
District3Total3=33rd3Bar3
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Individual&Student&
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Ms.&Fuentes&First&Grade&Classroom&
&&
Exhibits&posi8ve&behavior&
&Regulates&behavior&
appropriately&&
Par8cipates&appropriately&
in&group&ac8vi8es&
Works&and&plays&without&disrup8ng&others&&
Follows&classroom&rou8nes&&
Adjusts&to&transi8ons&and&changes&
&Responds&to&conflict&
effec8vely&&
Takes&care&of&materials&and&belongings&
Student&& && && && && && && && &&
1& && && && && && && && &&
2& && && && && && && && &&
3& && && && && && && && &&
4& && && && && && && && &&
5& && && && && && && && &&
6& && && && && && && && &&
7& && && && && && && && &&
8& && && && && && && && &&
9& && && && && && && && &&
10& && && && && && && && &&
11& && && && && && && && &&
12& && && && && && && && &&
13& && && && && && && && &&
14& && && && && && && && &&
15& && && && && && && && &&
16& && && && && && && && &&
17& && && && && && && && &&
18& && && && && && && && &&
19& && && && && && && && &&
20& && && && && && && && &&
Example3Report3Card3Screening3Data3
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Climate&Measures&
• Georgia&Student&Health&Survey,&Second&Edi8on&– Mul8\informant—students,&teachers,&parents&– Percep8ons&of&school&climate&(i.e.&structure&for&learning,&staff&connectedness,&peer/adult&rela8ons,&parental&involvement,&physical&environment,&safety&
– Ques8ons&related&to&substance&use&and&mental&health&
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Climate&Measures&(cont.)&
• Delaware&Climate&Surveys&(Bear&&&Yang,&2011)&– Mul8\informant&(students,&parents,&teachers)&– Climate&(e.g.&rela8onships,&clarity&of&rules,&safety)&– Posi8ve,&Puni8ve,&SEL&Techniques&– Bullying&Vic8miza8on&
• And&many&more…&&
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Climate&Data&Examples&from&the&Center#for#School#Climate#and#Learning&Climate&Survey&
• Environment:&
&&
• Rela8onships:&&
Item3 Students3 Faculty3
I&feel&safe&at&this&school.&&& 81%&agree& 63%&agree&
Our&school&building&is&safe&and&well&maintained.&&&
76%&agree& 88%&agree&
Item3 Students3 Faculty3
At&this&school,&teachers&treat&other&teachers&with&respect.&&&
90%&agree& 94%&agree&
At&this&school,&teachers&treat&students&with&respect.&& 62%&agree& 94%&agree&&
At&this&school,&students&treat&teachers&with&respect.&& 29%&agree& 63%&agree&
I&have&at&least&one&adult&in&this&school&who&really&cares&about&me&and&my&educa8on.&&&
76%&agree& n/a&&
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Implementa8on&(Process)&Data&
Lack3of…333
PBIS3www.pbisapps.org&
…Integra;on333
SEL33CASEL3Guide:3Effec;ve3Social3and3Emo;onal3Learning3Programs33
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Tiered&Fidelity&Inventory&
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Progress&Monitoring&Data&
• Screening&• ODRs&• Nurse&visits&&• AJendance&• Grades&&• Student&records&• Behavior&progress&reports/report&cards&&&&
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Data\Based&Decision\Making&
• Review&screening&data&(3x/year)&– School\wide&– Class\wide&– Individual&
• Review&school&and&class\wide&progress&(monthly)&
• Review&targeted&and&individualized&progress&(1\2&weeks)&
• Consider&Decision&Rules&and&Func8on&
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Collect33and3Use3Data3&
Review33Status3and33Iden;fy33Problems3
Develop3and3Refine3
Hypotheses3
Discuss3and3Select3
Solu;ons3
Develop3and3Implement3Ac;on3Plan3
&
Evaluate3and3Revise3
Ac;on3Plan3&
Problem3Solving3Founda;ons3
Team%Ini)ated%Problem%Solving%(TIPS)%Model%
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Integra8on:&Prac;ces3
• Staff&and&students&work&from&a&shared3vision3and3analysis3of3screening/needs3assessment33
• Building&rou;nes3to&ensure&that&prac8ces&are&sustained&
• Infuse&behavioral&expecta8ons&in&teaching&competencies&through&SEL&curricula&&
• Emphasis&on&posi;ve3feedback3to&teach&skills&and#build&rela8onships&&
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Rou8nes&&
• Teach&behavioral&expecta8ons&and&why&this&is&an&expecta8on&&– Why&is&it&beneficial&to&behave&in&certain&ways?&&
• Rou8ne&use&of&language&8ed&to&SEL&curriculum&and/or&PBIS&behavioral&expecta8ons&&
• Examples&of&rou8nes:&&– Buddy&classroom&– Morning&mee8ng&&– Problem&solving&wheel&&
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Crosswalk&PBIS&with&SEL&Coopera)on3 Accountability3 Respect3 Empathy3
Understanding&your&Feelings& X3Understanding&Other&People’s&Feelings&
X3 X3 X3When&You’re&Angry& X3 X3 X3 X3When&You’re&Worried& X3 X3
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Crosswalk&PBIS&with&SEL&
Coopera)on3 Accountability3 Respect3 Empathy3
Learning&to&Listen&& X3 X3Focusing&AJen8on&& X3 X3Following&Direc8ons&& X3 X3Self\Talk&& X3 X3
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Minecraz!&
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Posi8ve&Feedback&&• Praise&vs.&encouragement&• Use&posi8ve&feedback&strategically&to&teach&new&skills&&– Example:&no8cing&each&8me&a&student&acts&responsibly&and&providing&specific&praise.&&The&goal&is&to&increase&this&behavior&over&8me.&&&&
• Use&posi8ve&feedback&to&build&rela8onships&&– Example:&encouragement&when&a&student&is&facing&a&challenging&task&&
• Con8ngent&vs.&non\con8ngent&praise&&• Strategic&use&of&incen8ves&or&external&rewards&&
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A&Case&Example:&Happy&Valley&Regional&School&District&
• Prac8ces&– Responsive&Classroom,&Developmental&Designs&– LifeSkills&Training&– Some&character&educa8on&– Individual&counseling&– Crisis&Preven8on&(CPI)&&
• Data&• Systems&
– RC&Leadership&team&– STAT&team&
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Happy&Valley&(cont)&
• First&Steps&– Academic&Benchmarks&(FAST)&– SAEBRS&screening&(elementary)&– Tiered&Fidelity&Inventory&
• Problem&Iden8fica8on&– Inconsistent&language&and&prac8ces&– Unclear&systems&– Limited&common&planning&8me&for&teachers&– Limited&use&of&data&
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Happy&Valley&(cont)&
• Ac8on&Steps&(Solu8ons)&– Develop&a&leadership&team&with&key&representa8on&(RC,&PE&teachers)&
– Organize&teacher&teaming&8me&with&consulta8ve&support&on&how&to&use&data&
– Create&a&common&vision&and&language&for&expecta8ons&across&environments&
• Make&implicit&prac8ces&explicit!&– Use&SAEBRS&to&focus&school\wide&and&class\wide&instruc8on&as&well&as&target&needs&
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Conclusions&Structures&+&Support&=&Posi8ve&School&Climate&&
PBIS&+&SEL&=&Posi8ve&School&Climate&&&
“To#best#integrate#the#two#approaches#it#is#necessary#that#educators#understand#the#
fundamental#principles#and#prac<ces#driving#each#approach”#(Bear#et#al.,#2015)#
&Many&features&of&SEL&and&PBIS&are&overlapping&and&
complementary!&&