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START PBIS/Universal Supports/Evidence Based Practices
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This half-day professional development session explores the power of Positive Behavioral Interventions and Supports (PBIS) when implemented through the lens of evidence-based practices from the START Project. Centered on the principles of proactive, neuroaffirming support, this training challenges traditional disciplinary approaches and calls for a shift in adult mindset, practices, and environments to foster student success.
Participants will examine how PBIS can lead to improved student outcomes, including increased engagement and self-regulation, reduced suspensions, seclusion, and restraint, and a decrease in exclusionary discipline practices. The session will also highlight benefits for educators, including improved classroom climate, reduced staff burnout, and stronger relationships with students.
Rather than focusing on “fixing” student behavior, this training emphasizes a fundamental shift in responsibility — from student to adult. Educators will be asked: What about our interactions, curriculum, instruction, and learning environments need to change so every student can be successful? Grounded in the belief that behavior is a form of communication, participants will explore strategies to prevent challenging behaviors by meeting students’ needs through inclusive, supportive, and individualized approaches.
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Target Audience
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General Education and Special Education Teachers K-12
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Learner Outcomes
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Explain the foundational principles of Positive Behavioral Interventions and Supports (PBIS) and how they align with evidence-based practices from the START Project.
Describe how PBIS implementation can lead to improved student outcomes, including increased engagement, reduced suspensions, fewer incidents of seclusion and restraint, and improved access to learning.
Identify the impact of exclusionary discipline practices and recognize the long-term benefits of shifting toward proactive, preventative, and inclusive behavioral support systems.
Analyze classroom practices, instructional approaches, and environmental structures to determine which factors may contribute to or reduce student success and participation.
Apply strategies to redesign learning environments and interactions in ways that affirm student identity, support regulation, and promote autonomy.
Demonstrate understanding of the shift in responsibility from focusing on student behavior to addressing adult actions, systems, and expectations.
Develop an action plan to integrate START-based PBIS strategies into classroom routines, instructional design, and team-level decision-making processes.
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Instructor Led Sessions
(To Register, or for more information,click on a start date.)
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01/07/2026
| 12:30 PM-3:40 PM | 1 | Central Campus - Main PD Room |
START PBIS/Universal Supports/Evidence Based Practices |
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02/04/2026
| 8:30 AM-11:40 AM | 1 | Central Campus - Main PD Room |
START PBIS/Universal Supports/Evidence Based Practices |
| 0 |
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