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Interested in POP/PBIS?

The Maine Support Network is overseeing the Project and can be

Project Coordinator: Corda Ladd Kinzie, MSN reached at 1 (866) 291-0004 or or 446-2160 Maine Partnership of
Aroostook County: Dave Ouellette, CACE We have a variety of offerings that you may be interested in. Please or 768-9590 contact us for more information on any of the following: Partnerships
Washington County: Betty Jordan, WCC or 255-1219
Range of Offerings
Northern Penobscot County: Ann Davis, NWP or 746-3092 Professional Development Topics:
Southern Penobscot County: Owen Maurais, PREP  Strengths-Based Positive Behavior Supports. or 581-3651  Positive Behavior Supports: Tier 1.
 Social Skills for Each and Every Student.
 Teaching Students How to Manage and Monitor Their
Continuum of School-Wide Instructional Behavior Using Data.
and Positive Behavioral Support  Collaborative Problem Solving: Student Skill Building.
 PBIS: Teaming for Success.
Tertiary Prevention:
 Specialized Individualized Systems for
 School-Wide Expectations: Tier 1.
 Progress Monitoring: Collecting Data to Support
Students With High At-Risk Behavior Decisions.
 Individualized PD designed to meet needs of school teams.
Secondary Prevention:
 School/District Regional Level Resources Include:
Specialized Group Systems for
Students With At-Risk Behavior  PBIS Coaches for school teams.
 Presenters for school/district professional development.
Primary Prevention: Positive Behavioral Intervention
 School/Classroom-Wide Systems for
 Technical Assistance for school teams to ensure success.
 Regional Professional Development events: Collaborative & Support Project
All Students, Staff, and Settings Problem Solving.
 Individualized Support for teacher or school-wide data
 collection for Tier 2 and 3 students.
3%-5% Distance Learning Opportunities Include: Enhancing the capacity of schools and
7 % - 10 %   Book Talks, Seminars, Coaching, Reflective Practice.
families to develop and sustain the use of
 of students
 Groups via phone conferencing, Adobe Connect, Polycom,
and Tandberg. Positive Behavioral Intervention &
 Moodle.
Support with all children.
80 % - 90 % Additional Resources
of students  MSN Lending Library.
 PBIS Website:
What is PBIS? What makes PBIS different What can POP/PBIS provide to
PBIS is a framework for providing a continuum of from other behavior programs? your school?
the best evidence-based behavioral practices for PBIS is not a behavior program. Rather, it is a The intent of POP/PBIS is to provide professional
improving important academic and behavioral problem-solving process that involves all school development for educators, community and
outcomes for all students. The focus of PBIS is personnel and encourages participation by service providers, parents, and caregivers seeking
creating positive learning environments that teach parents/caregivers. to provide PBIS for children and youth. The goal is
and reinforce positive social development, and PBIS is being implemented in thousands of to improve, enhance, and support student learning,
decreasing the number, intensity, and severity of schools nationwide. social and emotional growth, academic
challenging behaviors. The effectiveness of PBIS PBIS has evolved through many years of engagement, and school completion by improving
has been demonstrated in school and home ongoing research. the delivery of services to all students. By
settings, and across age levels. PBIS utilizes research-based practices to create integrating best practice, innovative distance
learning environments that support academic technology, and face-to-face local and regional
What kinds of outcomes engagement and social development, effective activities based on a comprehensive needs
result from PBIS? instructional methods, and positive feedback. assessment, this project assures that learning
Data gathered in schools from across the country opportunities will be readily available, accessible,
have reported significant positive outcomes, How does PBIS intersect with and valuable to educators, including early
including: Response to Intervention (RtI)? childhood providers, and family members across
 Reduced office discipline referrals. Founded upon a growing body of research that the regions that comprise this collaborative effort.
 Decreased use of reactive, supports the use of PBIS as a three-tiered
punishment-based consequences, approach that is consistent with Response to
including suspension. Intervention (RtI).
 More time spent on academic instruction, Provides a systemic approach that matches the
less time spent addressing level of intervention and support to student
misbehavior. needs.
 Efficient and effective Links academic and behavioral interventions.
use of limited Uses data to solve problems and make
resources. decisions.
 Improved school Incorporates universal screening and
climate. continuous progress monitoring.