Report page 30

A district has an established leadership team focused on current initiatives regarding the prevention of unwanted outcomes and which addresses matters regarding school climate, school safety, and students’ SEB well-being.

The district’s BTAM coordinator is an active member of the team to enhance awareness and connection to the work of the school-based BTAM teams across the district.

The district’s MTSS/PBIS coordinator is an active member of the team to provide knowledge about current SEB programming across the district and campus-level efforts to enhance school climate.

Having the district’s BTAM coordinator and MTSS/PBIS coordinator both serve on this leadership team helps build capacity to identify natural points of alignment and opportunities to work in conjunction.

The PBIS leadership team and the BTAM team purposefully support students in unique yet complementary ways. Because of this, schools should consider establishing systems to facilitate two-way communication regarding implementation processes, progress, and outcomes as a means to enhance alignment and integration.

Regular, two-way communication allows important information about students in need or distress to be shared with the team best suited to provide support.

Regular team communication also helps safeguard against siloed information and promotes group cooperation for enhanced student support.

Professional development and training are core features of the successful implementation of any program or practice.

Because school safety is everyone’s responsibility, teams working to align BTAM with the PBIS framework should consider the training needs of faculty, staff, administrators, school resource officers, and local law enforcement.

To set all members of the school community up for success, teams should provide professional development and training opportunities to acquire new knowledge and build new skills.

All staff should receive training on core, universal (Tier 1) PBIS elements to better understand schoolwide and classroom expectations, acknowledgment and appreciation systems, and response to behaviors that do not align with established expectations and values.