Implementing PBIS in the classroom is critical to achieving fidelity in your framework. Classroom PBIS refers to educators utilizing evidence-based practices to establish predictable, positive, effective, and equitable teaching and learning environments where all students can receive the level of support they need to experience positive SEB (social emotional behavioral) and academic outcomes.

The Supporting and Responding to Students’ Social, Emotional, and Behavioral Needs: Evidence-Based Practices for Educators guide provides four steps of critical evidence-based practices educators can use to support their students' SEB development. Guidance for monitoring implementation is also provided (pbis.org).

Ohio requires that all learners have access to literacy instruction grounded in scientific research. All students benefit from explicit and systematic instruction in phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing to become effective readers. The “Cued Language and Multisensory Reading” module series is designed to provide practitioners and administrators with the information they need to implement cued speech/language as an evidence-based multisensory tool to connect language and literacy for learners who are deaf or hard of hearing. For more information visit https://deafandblindoutreach.org/m/3227. 

OCALI is pleased to host the Virtual Early Childhood Transition Summit Series. This series of three 90-minute sessions is a collaborative space where educators, service providers, and agency representatives can come together to learn from one another while deepening their understanding of the systems and roles that support young children and their families. Participants will share information and strategies that build connections to ensure smooth, successful transitions in early childhood. For more information visit https://ocali.org/ec-transition-summit.