PBIS Faculty Ownership and Buy-in from Implementation to Emergent/Operational

This presentation will discuss the intricacies involved in ensuring staff ownership during implementation through emergent and into operational stages with the PBIS process. The goal of the PBIS team was that staff would embrace, implement and use PBIS with fidelity. The PBIS team worked diligently to form a plan of introduction and implementation that would ultimately lead to positive change in faculty behavior. It was vital to our team that staff full invest in PBIS and the positive culture change it would bring to our program and student achievement. This presentation will explore the advanced planning, staff training, staff incentives and follow up procedures used by the team to ascertain staff ownership and fidelity with implementing PBIS

Critical literacy out of the comfort zone : Productive textual tantrums

The authors of this chapter collaborated across two continents, two philosophical stances, and numerous electronic devices over a period of 18 months to examine how hidden pressures and traditions in academic research affect us at a deep level and threaten to undercut core principles of critical literacy research and instruction. Specifically, we were drawn to scrutinize how our attitudes, understandings, and motivations as researchers are themselves features of an economic system that functions within and replicates the very inequalities we aspire to disrupt. Analyzing texts of varying origins (e.g., a children’s book on climate change and a study that explored the experiences of contingent researchers in the UK and Australia)—while simultaneously applying what we knew from Dorothy Smith’s institutional ethnographies of text-reader social interactions and Michel Foucault’s work on relations of power—pointed to knowledge production rife with promises for moving critical literacy out of the comfort zone. Implications of that move for pedagogy, research, and academic responsibility are discussed in advance of offering recommendations for future research and praxis

Students to Students – Student PBIS Ambassadors Promote Climate Change

This presentation will illustrate how Mainstay Academy, a member of the Georgia Network for Educational and Therapeutic Supports (GNETS), has implemented a Student PBIS Ambassadors Program to promote student involvement in School Wide PBIS and to initiate student to student PBIS mentoring. The Student PBIS Ambassador selection and training processes will be discussed; and using video clips and role play, the Student PBIS Ambassadors will demonstrate some of their duties and responsibilities. Mainstay Academy has embraced PBIS as a process - something we do in community as a community. When engaged in this positive, proactive process, our students with Severe Emotional Behavior Disabilities, Autism Spectrum Disorder, and mental illness are provided with opportunities to collaboratively identify and solve problems, to evaluate and learn about human behavior, and to master and teach proactive, positive social skills. Student involvement promotes the concept and experience of shared positive culture and assists in building a more tolerant and supportive community within and beyond the school

Dietary patterns and 14-y weight gain in African American women1234

Background: An inverse association between healthy dietary patterns and weight gain that has been shown in white populations is not evident in the few studies in African Americans, a population at high risk of obesity