Module 1

One important lesson from reviewing a reservation-serving school is that behavior support works best when it is both systematic and local. Schools need clear team processes, data, and follow-up, but they also need to understand students in the context of language, family, and community. At TES, the public materials show strong attention to attendance, family partnership, Navajo language, and culturally responsive practices. That matters because students are more likely to respond to support when the school sees them in full, not just as disciplinary cases. The next step for any school is to make the support pathway easy for families to understand. When families can see who to contact, what data are used, and how interventions are reviewed, trust grows and student support becomes stronger (Romer et al., 2023; Weist et al., 2017).

References

Romer, N., Hollins-Sims, N., Owens-West, R., Perales, K., Walrond, N., Payno-Simmons, R., & McIntosh, K. (2023). Centering equity in data-based decision-making: Considerations and recommendations for leadership teams. Center to Improve Social and Emotional Learning and School Safety at WestEd & the Center on Positive Behavioral Interventions and Supports. https://www.pbis.org/resource/centering-equity-in-data-based-decision-making-considerations-and-recommendations-for-leadership-teams

Weist, M. D., Garbacz, S. A., Lane, K. L., & Kincaid, D. (2017). Aligning and integrating family engagement in positive behavioral interventions and supports (PBIS): Concepts and strategies for families and schools in key contexts. Center on PBIS. https://www.pbis.org/resource/aligning-and-integrating-family-engagement-in-pbis 

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