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We’re continuing our Mythbuster series by taking on an assumption that sounds simple enough: “It’s just a meeting. Everyone knows how to do that.” Joining us are two experts whose work with the Team-Initiated Problem Solving (TIPS) framework offers a closer look at what it actually takes to turn team meetings into productive decision-making processes: Dr. Asha Yadav is a researcher with Educational and Community Supports at the University of Oregon whose work with TIPS examines how school teams use data and structured problem solving to make decisions and improve outcomes.Sarah Falcon works with Educational and Community Supports and the TIPS project, supporting teams in using evidence-based meeting practices to move from identifying areas of need to developing and following through on action plans.In this episode, we explore what separates simply having a meeting from having an effective one. Asha and Sarah share what they’ve learned from studying team meetings, including some of the steps teams commonly miss: setting measurable goals, assigning responsibilities and timelines, following up on action plans, and making sure teams trust the data they’re using. We also discuss the importance of periodically examining data through an equity lens and share practical ways teams can strengthen their meetings, build accountability, and turn conversations into meaningful action. Don’t forget to check out the TIPS website and click “Submit Inquiry” at the bottom of the page to learn more about participating in their upcoming study! For more information about the resources shared in this episode, check out the following links: Teach by Design: Motive, Motivate, Motivation: Why Are My Students Doing That?!Teach by Design: 4 Ways to Jumpstart Your Goals This YearTIPS Meeting Minutes

In this episode of our Crisis Prevention Bonus Series, we’re exploring a tricky question: How do you measure something that didn’t happen? Joining us are two experts who bring perspectives from school-based prevention, behavioral health, and disaster response: Dr. Katie Meyer is a research associate with the Center for Behavioral Education and Research (CBER) at the University of Connecticut. She brings more than 10 years of experience supporting schools in implementing multi-tiered systems of support and is a member of the Center on PBIS Tier 2 and Tier 3 workgroup. Her research and professional interests focus on bridging the gap between research and practice to address students’ social, emotional, and behavioral needs, especially at the advanced tiers.Dr. Tona McGuire is a pediatric psychologist whose clinical work supports children and families dealing with chronic illness and traumatic injury. She is a Behavioral Health representative for the Washington State Disaster Medical Advisory Committee and co-developed the Health Support Team, a disaster behavioral health curriculum and training. She also served as co-lead for the Washington State Department of Health’s Behavioral Health Strike Team in response to the COVID pandemic.In this episode, we explore how schools can determine which prevention efforts to prioritize and recognize whether those efforts are working when success may be reflected in challenges that never occur. Katie and Tona discuss the role of data and universal screening in identifying students who may need additional support, while emphasizing something even more fundamental: connection and belonging. We also talk about practical places to begin, including asking whether every student has a trusted person at school, collecting and analyzing data, and using what teams learn to strengthen prevention and support before a crisis occurs.

We’re continuing our yearlong exploration of the impact of PBIS by looking at where students spend most of their school day: the classroom. Joining us are three experts who created the Promoting Positive Practices in the Classroom webinar series: Dr. Ruthie Payno-Simmons is an international speaker, the owner and executive consultant of RPS Educational Impact, and serves as a director at the Center for Education Equity at Mid-Atlantic Equity Consortium, where she leads the U.S. Department of Education's Region III Equity Assistance Center. With more than 25 years of experience, Ruthie partners with schools, districts, state education agencies, and national technical assistance centers to strengthen equitable educational systems.Dr. María Reina Santiago-Rosario is a nationally certified school psychologist and research associate at Educational and Community Supports, a research unit at the University of Oregon and home to PBISApps. She is an implementation partner with the Center on PBIS and specializes in PBIS implementation, culturally responsive and equitable practices, and supporting students receiving special education services as they transition from middle to high school.Dr. Brandi Simonsen is a professor of special education in the Neag School of Education at the University of Connecticut. She is also the co-director of the Center on PBIS and a member of the MTSS Leadership Collaborative. In her research, Brandi focuses on supporting educators' implementation of PBIS/MTSS across a continuum of settings.In this episode, we explore how positive classroom practices can create a domino effect that extends across an entire school. Our guests share how intentional partnerships with students and families, culturally sustaining practices, and safe and inclusive environments can strengthen relationships, belonging, engagement, learning, and well-being. We also discuss how small, evidence-based practices, like greeting students by name, can help create classrooms where students feel seen, valued, and ready to learn.

We’re kicking off a new season of Expert Instruction and our yearlong exploration of the impact of PBIS. Joining us are four regional partners from the Center on PBIS: Brian Meyer is the co-executive director of the Midwest PBIS Network. From general education to higher education, residential care, to state departments down to the local level, Brian has worked with them all. As a partner with the Center on PBIS, he coordinates technical assistance offered to state education agencies, the National Leadership Forum, the workgroup on Juvenile Justice and Alternative School settings, and internal evaluation supports. Kelly Perales is the co-executive director of the Midwest PBIS Network and an implementer partner with the Center on PBIS. She provides professional development and technical assistance for state and local leaders in the implementation and scale up of PBIS. Kelly has also led local, regional and state-level implementers in the Interconnected Systems Framework, focusing on the integration of mental health and education systems.Dr.Brandi Simonsen is a professor of special education in the Neag School of Education at the University of Connecticut. She is also the Co-Director of the Center on PBIS and a member of the MTSS Leadership Collaborative. In her research, Brandi focuses on supporting educators' implementation of PBIS/MTSS across a continuum of settings. Dr. Jessica Swain-Bradway is the executive director for Northwest PBIS Network – an organization providing professional development and support around PBIS and MTSS. In her work, Jessica focuses on equipping teachers with strategies for instruction, relationship-building, and designing effective learning environments. In this episode, we explore how PBIS can influence far more than student behavior. Our guests share how the framework supports priorities such as attendance, academics, mental health, school climate, staff well-being, and family engagement. We also discuss how relationships, local capacity, and a shared commitment to safer, more predictable, equitable, and nurturing learning environments help sustain PBIS implementation over time.

Guest Bios Dr. Ambra Green Dr. Ambra Green is an associate professor of special education within the Teacher and Administrator Preparation Department at The University of Texas at Arlington. She is a national scholar with publications and research focused on students of color with and at-risk for disabilities, issues related to inequitable school practices, behavior disorders, positive behavioral interventions and supports, and teacher use of evidence-based practices. Dr. Kathleen Strickland-Cohen Dr. Kathleen Strickland-Cohen is an associate professor in special education at the University of Utah. She has extensive experience conducting research with and training both preservice teachers and in-service district and school personnel in the implementation of multi-tiered systems of behavior support in schools. Her research interests include: designing inclusive educational environments, using efficient methods to train school professionals how to design individualized student behavior plans, and enhancing family-professional partnership within PBIS. Links to Additional Resources Creating Calm: 5 Ways to Prevent Big BehaviorsEp. 22: School-wide Strategies for Preventing Escalated BehaviorSlow the Climb: 4 De-escalation Strategies to Keep Behavior from Going DownhillEp. 23: How to De-escalate Student BehaviorQuestions When schools think about de-escalation, what are they most often getting wrong—and why do we need to rethink who owns the work? What role do adult systems, policies, and practices play in preventing escalation before a crisis ever occurs? What are the strategies that you would recommend that other school leaders lean on within their PBIS implementation to strengthen their de-escalation efforts?

Guest Bio - Kristin Bailey Originally from Charleston, Kristin Bailey experienced twenty six hurricane seasons in South Carolina before moving to Denver for work in 2010. She began her work in Denver as a Colorado State Public Defender in Arapahoe County as a dedicated advocate for kid clients. In 2018, she transitioned to Denver Public Schools as part of the in-house counsel team. In this role, Kristin works to keep more kids in schools rather than pushing them into the delinquency system. She devotes every day to helping ensure schools are welcoming, inclusive, and safe environments for all students, while striving to reverse the school-to-prison pipeline. Crisis Prevention Bonus Episode 2 with Kristin Bailey 1. Let’s start with some definitions: In the context of crisis prevention, when we say “Ethical Protection Without Criminalization”, what are we talking about? What does ethical protection mean? Protection for whom or from what?What are some of the typical crisis responses we see in schools?2. What does safety look like when it is not rooted primarily in exclusion or punishment? 3. When schools are trying to respond to harm, protect students, and maintain a safe learning environment, what should educators and administrators keep in mind so their responses do not unintentionally create more harm or exclusion? Follow-up: What role can systems like PBIS play in helping schools balance accountability, support, and belonging?

Over the 2025–26 season of Expert Instruction, we explored how data help schools make better decisions for students. In this year-end reflection episode, Megan Cave and Danielle Triplett look back on the conversations, lessons, and stories that shaped the season. Together, they revisit favorite moments from guests across the PBIS community and reflect on what they learned about prevention, relationships, systems, and data-based decision making.

We're coming to you LIVE from the NWPBIS Conference in Tacoma, WA to explore another PBIS myth. Joining us today are Becky Gawenit and Charisse Elliott. Becky is from Battle Ground Public School District in Battle Ground, WA. She's been a part of that district for the last 18 years as either a school psychologist or as a district MTSS coach. Charisse is a behavior program associate with Salem-Keizer Public Schools in Salem, OR. In her role, she works as an advocate for what teachers, students, and families need by focusing on systems to create supportive, inclusive learning environments. In this installment of our Mythbusters series, we discuss whether districts use the data you submit as a gotcha. We talk about how data work best when they inform the decisions you make, but when you submit those same data to the district, they seem work as a punishment. Charisse and Becky help us understand that finding the middle ground involves trusting relationships, honest coaching, and a culture prioritizing improvement over accountability.

We continue our exploration of Tier 3 support by focusing on an important and often misunderstood part of behavior support plans: measuring fidelity. Joining us today is Rose Iovannone. • Rose is a research professor at the University of South Florida and a Board Certified Behavior Analyst (BCBA). She also serves as director of the University of South Florida Interdisciplinary Center for Evaluation and Intervention, where she supports individuals with complex needs from early childhood through young adulthood. In addition to her research, Rose works closely with educators through training and professional development to support practical, real-world implementation of behavior support systems. In this episode, Rose helps us reframe fidelity as a way to evaluate whether a behavior support plan is actually feasible, effective, and aligned with classroom realities, rather than a measure of teacher performance. She also gives us actionable ideas for how teams can build buy-in, start small, and integrate fidelity into their ongoing problem-solving process. For more information about the resources shared in this episode, check out the following links: • Expert Instruction Ep. 58: Tier 3 Supports in General Education Classrooms • Teach by Design: The Fit Check Your Behavior Plan Needs • Prevent–Teach–Reinforce (PTR) Model • Technical Adequacy Tool for Evaluation (TATE)

Some of the most important systems and practices you can implement are the proactive things you do to prevent behavior from escalating. This episode is part of a special Crisis Prevention Series produced in partnership with the Center on PBIS Crisis Prevention Workgroup, where we explore how PBIS systems can support schools in preventing, preparing for, and responding to crises. When we talk about preventing crises, we’re talking about: Your response to the needs in your schoolwide communityHow you ensure physical and emotional safety in your buildingThe interventions you implement to support student outcomesHow you help everyone know how to respond if a crisis occursAll of this starts by considering the culture you foster schoolwide. In this episode, we’re talking about how creating a culture of belonging can play a foundational role in your school’s crisis prevention strategies. Joining us today is our special co-host from the Center on PBIS’ Crisis Prevention workgroup, Janelle Hughes and our guests, Dr. Nikole Hollins-Sims, Dr. Becky Millspaugh, and Kelly Perales. Nikole is an educational leader, consultant, and speaker known for her expertise in equitable practices, systems transformation, and leadership coaching. Kelly is the co-executive director of the Midwest PBIS Network and an implementer partner with the Center on PBIS. She provides professional development and technical assistance for state and local leaders on PBIS implementation. Becky is a project consultant for the Montgomery County Intermediate Unit and a school improvement facilitator for Montgomery County Schools in Pennsylvania. She provides professional learning and data analyses strategies for complex mental health support planning for teams across the Commonwealth.

We continue our exploration of Tier 3 support by focusing on the way systems make it possible to get students the level of support they really need. Joining us today are Mara Lynaugh and Jess Olson. Mara is a member of our PBISApps training team. She brings to the team over 25 years of experience in public education as a special education teacher and a Student Services coach where she supported schools to implement multi-tiered systems and practices focused on meeting students’ social, emotional, behavioral, and mental health needs. Her passion for helping educators, students, families, and community partners create learning environments where every student achieves their goals. Jess is a Board Certified Behavior Analyst (BCBA) and doctoral student in Special Education at the University of Utah. Her work centers on helping schools implement function-based, individualized behavior support with strong alignment to PBIS and a clear focus on teacher implementation fidelity. Before this, Jess spent several years as a district BCBA, partnering with educators and school teams across general and special education to design behavior support plans, coach implementation, and build sustainable routines that fit the realities of busy classrooms. Tune in to hear Jess tell the story about how she and her colleagues implemented a system of support that allowed the three of them to manage their work in a district of 60,000 students spread across 92 schools. It’s an approach that resulted in fewer students referred to special education for their behavior and more students getting the support they needed right within their general education classrooms. For more information about the resources shared in this episode, check out the following links: Expert Instruction Ep. 57: Mythbusters — Functional Behavioral Assessment is Only for Special EducationAdditional resources from Jess’ story including powepoint presentations, meeting templates, data review questions, and moreBasic FBA Training

When targeted interventions don't improve the behavior you hope to see, what's the next step? Today's guest might tell you to check the function of that behavior. Today, we're talking with Dr. Chris Borgmeier and exploring the myth: Functional behavioral assessment (FBA) is a process only meant for special education. Chris is a Professor and the Doctoral Program Director in the College of Education at Portland State University. He is co-author of the Basic FBA to BIP training series and developed the Basic FBA to BIP e-learning series. His research focuses on using multi-tiered systems of support (MTSS) to support students with challenging behavior. He has been a trainer and consultant for MTSS for Behavior implementation across the North America and internationally. During our conversation, we talk about where this myth comes from and how schools can use the elements of FBA to make function-based thinking a schoolwide practice. For more information about the resources shared in this episode, check out the following links: ABC TrackerPractice Brief: When to Use Functional Behavioral Assessment? Best Practice vs. Legal Guidance

When we talk about Tier 2 support, we usually talk about the support we offer students. Today, we're talking about the ways we support the adults in our building to implement Tier 2 with fidelity...and maybe even a little enthusiasm. Back with us again are our colleagues Dr. Billie Jo Rodriguez and Noah Van Horn. Billie Jo is an Associate Teaching Professor and the School Psychology director of clinical training at the University of Oregon, a nationally certified school psychologist, and a doctoral board-certified behavior analyst. She has over 20 years of experience supporting students with diverse needs and helping schools implement increasingly intensive function-based supports. Noah is a nationally certified school psychologist and PBIS coach for Springfield Public Schools in Springfield, OR. He is also a trainer and PBIS coach for the NWPBIS Network. In addition to his work leading district initiatives to support PBIS, he is a lead trainer for district professional development on topics ranging from Tier 1 practices to more intensive, individualized support.For more information about the resources shared in this episode, check out the following links: Expert Instruction - Ep. 54: Mythbusters - Student Behavior is More Significant Now Than EverTiered Fidelity InventoryOverview of Tier 2 SupportCooking with Fidelity: How Smart Adaptations Improve Tier 2 OutcomesTier 2: A District-Level Systems Guide

In this episode, we're sharing some of our favorite things from past lists...including one of our favorite episodes. This month, we're revisiting a conversation from 2021 with Drs. Erin Chaparro and Ginny Joseph about Tier 2 teams and the foundations of decision making at the Tier 2 level. Dr. Chaparro is a Research Associate Professor at the University of Oregon and the Principal Investigator for the TIPS project. For more than a decade, Erin has worked with districts and schools to implement multi-tiered systems of support for literacy as well as PBIS. She is also the co-author of the book Assessment in Special and Inclusive Education. Dr. Ginny Joseph is the Coordinator of PBIS and Mental Health at Orange County Department of Education. She trains and supports school teams implementing a multi-tiered framework for behavior supports. Her experience ranges from function-based support planning, to using data to drive decisions, to planning behavioral support for small groups of students. For more information about some of the resources mentioned in this episode, check out these links: Favorite Things 2025PBISApps CommunityEp. 16: Adding Student Voice to Leadership TeamsEp. 43: Mythbusters - Rewards Don't Work to Improve Student OutcomesAn overview of the TIPS modelTIPS Meeting Minutes TemplateTiered Fidelity Inventory

We're continuing our year-long series exploring the way data play a crucial role in our PBIS implementation. In this episode, we’re going to put those data to use as we look to address the myth that student behavior is more significant now than ever before. Joining us are Dr. Billie Jo Rodriguez and Noah Van Horn. Billie Jo is an Associate Teaching Professor and the School Psychology director of clinical training at the University of Oregon, a nationally certified school psychologist, and a doctoral board-certified behavior analyst. She has over 20 years of experience supporting students with diverse needs and helping schools implement increasingly intensive function-based supports.Noah is a nationally certified school psychologist and PBIS coach for Springfield Public Schools in Springfield, OR. He is also a trainer and PBIS coach for the NWPBIS Network. In addition to his work leading district initiatives to support PBIS, he is a lead trainer for district professional development on topics ranging from Tier1 practices to more intensive, individualized support.This episode doesn't start the same way our other mythbuster episodes start. Where we typically look to bust the myth, this myth isn't so easily busted. If student behavior truly is on the rise, we ought to look for ways we can reverse the trend. One way is to lean into our multi-tiered systems and start layering on Tier 2 support for groups of students who might benefit. Listen in as we hear from these coaches how their schools have started small, implementing efficient, practical strategies, to improve student outcomes and make every classrooms feel just a little calmer. For more information about the resources shared in this episode, check out the following links: Schoolwide Information System (SWIS)Check-In Check-Out SWIS (CICO-SWIS)SWIS Data Summary 2024-25PBISApps CommunityYour Data Story Doesn't End Here: Tier 2 Can Flip the ScriptWebinar: CICO in Practice: A Proven Tier 2 Behavior Intervention That Builds Connections