# data[].attributes.body
End of the year wrap up anonymous survey to gather input and reflections from community members about the inclusivity of the previous school year. Use data to guide upcoming school year.

# data[].attributes.body
End of the year wrap up anonymous survey to gather input and reflections from students about the inclusivity of the previous school year. Use data to guide upcoming school year.

# data[].attributes.body
End of the year wrap up anonymous survey to gather input and reflections from staff about the inclusivity of the previous school year. Use data to guide upcoming school year.

# data[].attributes.body
EL primary students paired with older students to help them become familiar with campus. Can also serve as reading buddies to help young EL students with phonics

# data[].attributes.body
Assemblies that involve staff and students working in teams to play games or reach a goal. Building on teacher/student rapport.

# data[].attributes.body
Tool to evaluate practices

# data[].attributes.attachment_link.title
2025 Classroom Walkthrough Tool In-Person Version

# data[].attributes.attachment_link.readable_text
Announcements

2022-2023 California PBIS Recognized Schools

2022-2023 California PBIS Recognized Schools

2022-2023 California PBIS Recognized Schools

Congratulations to all of the school sites who applied for the 2022-2023 California PBIS Recognition system. We are excited to celebrate the ongoing efforts of PBIS teams across the state. A full list of awarded schools is available now.

2023 Conference Registration Open Now!

2022-2023 California PBIS Recognized Schools

2022-2023 California PBIS Recognized Schools

Registration for our Eighth-Annual California PBIS Conference is available now! We'll be back in Sacramento, October 11 - 13, 2023, for another can't-miss event. Space is limited, so register today!

California PBIS Announces New Name and Logo

2022-2023 California PBIS Recognized Schools

California PBIS Announces New Name and Logo

After nearly 12 years of creating and supporting equitable environments throughout California Schools, California PBIS is pleased to announce its brand refresh, which includes a revised logo and name.

# data[].attributes.attachment_link.description
The CA PBIS Coalition (CPC) is here to establish a network for Education Leaders, County Offices, School Districts and Schools implementing multi-tier frameworks through Positive Behavior Intervention and Supports (PBIS).

# data[].attributes.body
Keep the school website updated

# data[].attributes.body
Presuming Confidence

# data[].attributes.body
Every student deserves a champion.

# data[].attributes.attachment_link.title
Why every student deserves a champion | Rita Pierson

# data[].attributes.body
Model and practice inclusive practices with teachers and staff in a safe environment. Provide them space and encourage them to ask the questions they might have.

# data[].attributes.body
A school ensures hallways and classrooms display artwork, flags, and posters representing diverse backgrounds

# data[].attributes.body
How Are The Children?

# data[].attributes.body
Teachers participate in a "Day in the life" simulation where they experience what school is like for students with disabilities, English learners, and students from marginalized backgrounds.

# data[].attributes.body
Hold a multicultural festival that provides space for families to celebrate and share their culture with the school community

# data[].attributes.body
Staff spotlight: Staff can share their story. "Know their faces, know their stories."

# data[].attributes.body
prioritize listening

# data[].attributes.body
Provide enough translator devices for all teachers. Some students who are not ELs have parents that do not speak English.

# data[].attributes.body
Prioritize listening

# data[].attributes.body
Home visits to learn more about families and their needs and help connect them to resources

# data[].attributes.body
Create student panels where they share their experiences as students. Film conversation and show at staff meeting

# data[].attributes.body
Restorative Circles to resolve conflict

# data[].attributes.body
Newsletter and social media posts in multiple languages based on school demographics.

# data[].attributes.body
Create parent focus groups - be sure to include parents that whose voices are not historically prioritized

# data[].attributes.body
Family night to celebrate each person's differences!

# data[].attributes.body
Fluent Peer-to-Newcomer Peer tutors in Newcomer courses

# data[].attributes.body
Calming Corner: safe space to self-regulate and return to learning without escalating behaviors or needing to leave the classroom.

# data[].attributes.body
Professional Development for families to help upskill them with technology.

# data[].attributes.body
Teacher accountability... school culture won't change until we acknowledge what practices are the problem

# data[].attributes.body
Creating opportunities for student-led intervention/enrichment so students feel confident and empowered

# data[].attributes.body
Look for opportunities to invite students to acknowledge and repair harm

# data[].attributes.body
Create a superintendent student advisory group

# data[].attributes.body
I have a standing meeting with ASB student leaders to discuss school activities.

# data[].attributes.body
"Coffee with the Principal" or another before/after school meeting time for admin to converse with community members. A community check in time.

# data[].attributes.body
Make space to celebrate different cultures as community events.

# data[].attributes.body
Allow students to collaborate on ideas for schoolwide events (student leadership/student council)

# data[].attributes.body
Who dictates/determines what texts and topics are used in HS ELA and History classrooms?

# data[].attributes.body
Student ambassadors

# data[].attributes.body
Rio Hondo Community College holds a painting class at our school every Friday. The drawings are hung on the wall.

# data[].attributes.body
Offer translation services during community meetings

# data[].attributes.body
I have included students on teacher interview panels - up to half of the panel - and it is a very powerful experience that transforms the interview

# data[].attributes.attachment_link.readable_text
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

# data[].attributes.attachment_link.description
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

# data[].attributes.body
Family workshops at times that are convenient for the families

# data[].attributes.attachment_link.title
Advancing Social and Emotional Learning - CASEL

# data[].attributes.attachment_link.description
CASEL is helping make evidence-based social and emotional learning an integral part of education, preschool through high school.

# data[].attributes.body
Communications in home languages

# data[].attributes.body
"Travel Clubs" where students can virtually visit and learn about other places/cultures

# data[].attributes.body
Keep families informed with a weekly newsletter

# data[].attributes.body
Inclusive extracurriculars (visual/performing arts, sports, etc.)

# data[].attributes.body
understand culture and act accordingly

# data[].attributes.attachment_link.readable_text
There's no way for a teacher to get through a whole school year without blurting out the wrong thing a few times. Difficult mornings sometimes become insufferable afternoons, and kids of all ages know how to press adults' buttons. When you do slip up, extend yourself some grace.

The good news? You can prepare to be supportive, and even practice before you step into the classroom. "One of the hardest things I had to do was learn how to change my 'teacher' language so that I could encourage and empower students on a daily basis," confides sixth-grade teacher Alyssa Nucaro. In time, she concluded that " using powerful and effective teacher language takes a lot of practice and awareness."

For professor of English education and former elementary and secondary teacher Todd Finley, being mindful about supportive language means surveying students about how they like to receive praise. Do they prefer "receiving acknowledgments via private or public oral communication? Do they want personal notes or notes home?" Finley even recommends that teachers keep track of who has received positive feedback: "Chart who you've praised so you can spread the love evenly," he says.

Being intentional and reflective about the way you deploy language is the key. You can start by imagining common classroom scenarios that call for the thoughtful use of language-delivering hard feedback after considerable student effort, for example, or discussing academic or behavioral struggles-and walk through your responses mentally to make sure you hit the right notes. To find more advice on the productive use of language, we combed through teacher comments and articles by experienced educators to identify phrases that empower learners and create a supportive environment.

7 Phrases to Keep in Mind for Regular Use

1. "I believe in you." Teachers are required to correct papers, hand out grades, and at times chastise poor behavior. That power dynamic can subtly undermine students' self-confidence. Saying "I believe in you" is a powerful way to redress the imbalance and remind kids that you are there first and foremost to help and to serve-and that at the root of all of your feedback is an abiding belief in their uniqueness and their potential.

Finding language that blends constructive criticism with faith in the student's ability can be delicate, but being straightforward generally works. In a seminal study in The Journal of Experimental Psychology: General, when teachers used language like "I have high expectations" for an essay, for example, but "I know you can reach them," the number of kids who submitted revisions doubled, from 40 percent to 80 percent.

2. "We missed you." Instead of asking, "Where were you?" which can carry a note of suspicion-or simply sound like prying-try to respond to a student's absence with a more positive twist. Say "We really missed you yesterday" to signal that you thought about the student when they weren't there and to underscore that they are a valuable contributor to the classroom community.

3. "I'm listening." Used as both a confirmation and an invitation-for example, as an open-ended prompt when a student looks troubled or starts to feel frustrated-the phrase "I'm listening" signals that there is space and respect for student voice in your classroom.

Experienced educators in our community are keen to remind fellow teachers not to jump in to fill the silence too quickly. Refrain from speaking directly after an "I'm listening," and pair the phrase with body language-eye contact if the student is amenable to it, for example-that invites them to fill the vacuum and speak their mind.

4. "Oops, I made a mistake." There are a thousand ways to say you messed up. Saying "That's a real whopper!" or "I can't believe I did that again!" can even convey the idea that academic or social miscues can be both frequent and humorous.

In several threads on Edutopia 's social media feeds, teachers emphasized that a certain comfort level with errors is essential to academic resilience in students. To reinforce this idea with their students, many educators weave preplanned mistakes into their lessons, stop to acknowledge and praise the thinking behind a student's creative error, or pepper their instruction with references to epic mistakes that they've made themselves. While mistakes are never the objective, academic progress always involves failure-and actively challenging the taboo against academic error by saying "I made a mistake," in whatever form you prefer, should be a regular occurrence in your classroom.

5. "We'll figure it out together." This deceptively simple phrase, suggested by teacher Ashley Oweazim in a recent Edutopia Instagram post, is more profound than it seems. In classrooms, where instruction tends to flow in one direction, collaborative language that positions the teacher and student as partners and co-learners flips the script and is subversive in all the right ways.

Students who are struggling with a concept and hear you say "We'll figure it out together" retain a sense of agency, are reminded that even teachers need help, and are encouraged to think of themselves as competent, equal participants in a problem-solving exercise.

6. "You've really improved..." and "I really admire..." Feedback that is specific, measured, and focused on a student's process or effort is motivating and actionable. But it also requires that teachers be attentive to the intricacies of a student's learning journey.

When teachers notice and then articulate areas of academic progress by saying "You've really improved on your descriptive writing-I loved the way you described your family in this story," for example, they signal that learning is a tangible, ongoing process powered by effort and persistence.

7. "I'm sorry." Saying "I'm sorry" can be a bitter pill. It's a frank admission of wrongdoing, and in classroom settings it can feel like ceding authority and thus losing ground in the struggle for discipline and focus. But a judicious use of "I'm sorry" also models one of the most powerful-and rarest-acts of civility and instantly humanizes the relationship between teachers and students. A simple, heartfelt "I'm sorry," recommended by middle school teacher Haley Luckenbill in our Instagram post, instills trust, signals respect for the receiver, and makes you more accessible.

# data[].attributes.attachment_link.title
7 Things Teachers Say to Create a Supportive Classroom

# data[].attributes.attachment_link.description
The things teachers say can cut deeply or build a lasting foundation for success. Here are seven teacher-tested expressions to try this year.

# data[].attributes.attachment_link.description
Supporting Inclusive Practices provides statewide technical assistance to educational communities in pursuit of inclusive & equitable systems.

# data[].attributes.body
Microlearning opportunities. Book study with team

# data[].attributes.body
Creating a parent center or community center near or on campus for community engagement after school

# data[].attributes.body
Create spaces for students to gather and feel seen (like community rooms)

# data[].attributes.attachment_link.readable_text
Using your voice to manage a classroom is one of the most powerful tools at your disposal. Teachers vocalize to impart information through direct instruction, gauge student understanding by asking questions, facilitate transitions between activities-and also manage behavior by redirecting wayward learners and issuing directives when necessary. It's a deceptively complex, multifaceted tool, requiring constant modulation to fit changing classroom circumstances-and it can take teachers years to hone.

In a 2022 study, researchers set out to explore the nuances of tone, and especially how a teacher's tone of voice can shape classroom culture. Researchers from the University of Essex and University of Reading analyzed how elementary students reacted to common classroom instructions-"It's time to quiet down" or "Get in your seats, we're starting the lesson," for example-which were delivered in tones varying from controlling to neutral to supportive. While the words remained the same, shifts in tonality had a surprisingly large effect across multiple dimensions of classroom health, including students' sense of belonging, autonomy, and enjoyment of the class, as well as the likelihood that they'd confide relevant personal information to educators, like their interests or academic struggles.

The researchers concluded that controlling tones "undermined" students' sense of competence, while supportive tones "enhanced" their sense of connection with teachers. An authoritarian disposition can erect barriers: Controlling voices "dissuaded children from intentions to share secrets with their teachers," including whether students were being bullied, were suffering hardships, or had completed work they were proud of, said the researchers, eroding the bonds of trust that are needed to learn in the social setting of a classroom.

Yet tone remains difficult to master, and harder still to sustain in a chaotic classroom environment. That's why it's helpful to be mindful of how things like intonation, volume, and the pacing of your speech can influence behavior, and how these qualities of voice can be judiciously deployed in ways that are likely to reinforce learning.

Canary in the Coal Mine

Subtle changes in a teacher's tone of voice can be the first signal that something is awry in the classroom. A note of panic that slips into verbal directions, a rise in vocal register or volume, or a sudden barrage of repeated instructions may indicate to students that things are starting to spin out of control and trigger a fight-or-flight response in the classroom, ratcheting up the anxiety and leading to outbursts.

Emotions are contagious, researchers explain in a 2021 study. When teachers convey warmth and express interest in a topic, students are more likely to stay engaged-and stay out of trouble. Conversely, teachers who overreact to student disruptions or are emotionally distant can unwittingly create a combative or unfriendly atmosphere. Exhibiting passion for the topic works wonders: Teachers who enjoy being in the classroom "sustained their positive attitudes when students struggled and reported spending more time teaching," the researchers report.

Meanwhile, developing a steady, calm demeanor in a dynamic classroom setting takes time and practice, particularly when students know how to press your buttons. Take things slowly and work from a place of empathy and compassion. One way to prepare for the inevitable tests of your patience is by running scenarios in your head or with a partner. "Think through scenarios that might happen in your classroom and how you want to respond before the start of the year," suggests high school teacher and instructional coach Emily Terwilliger. "It will make those first redirects and interventions less intimidating."

As always, focusing on relationships first is a bedrock principle: " Bank time " with students and get to know them better, since these deposits can help ease future conflict. Finally, it's important to let go and start fresh; it's easy to overreact if a student keeps pushing your buttons. Try to start each day with a clean slate.

Finding the Warm in Your 'Warm Demander'

The ideal tone is a blend of both approaches, says middle school teacher Kristine Napper. "Neither high expectations nor kind hearts can do the job alone," writes Napper, who recommends adopting a warm demander tone that focuses first "on building strong relationships with students," and then "draws on that wellspring of trust to hold students to high standards of deep engagement with course content."

When students misbehave in Nina Parrish's classroom, she sees it as an opportunity to ask thoughtful questions and look for patterns. Did something spark the disruption? Are students trying to get attention from their friends, or are they bored? "Behaviors help students obtain something desirable or escape something undesirable," she explains. Instead of demanding compliance as a first step, meet your students halfway: Set high expectations, but also spend time trying to understand what makes them tick.

There will undoubtedly be times when you'll need to raise your voice or speak sharply to a student, but the tactic should be used sparingly. "Developing a calm, neutral, assertive voice is part of the teacher's own self-regulation, which allows them to help students to be self-regulated and to be secure in the knowledge that the teacher will be receptive to them, but also in control," says Linda Darling-Hammond, president and CEO of the Learning Policy Institute.

A Dose of the Nonverbal

It's easy to forget that tone isn't just conveyed through your voice-it can also be conveyed by facial expressions, hand gestures, and body language, which "help guide facilitation of student learning," says Samford University professor Lisa Gurley in a 2018 study. Teachers often adopt a formal demeanor in the classroom, modeling behavior that mirrors a professional environment. Yet the difference between too-controlling and just-controlling-enough often relies not on what is said, but on the accompanying nonverbal cues that can soften perceptions.

Are you inadvertently frowning or looking exasperated when a student speaks up? Do you seem dismissive? Modern eye-tracking research suggests that teachers tend to make eye contact with students in the front row and the middle section, so consider circulating in your room and making an effort to acknowledge those sitting in the back (and on the peripheries) with your presence.

You can be formal by nature and formal in speech, and still connect. Students can detect and appreciate teaching authenticity in many forms, according to recent research. And students usually "respond positively to professors who treat them with dignity and seem approachable, even if those professors are more formal in their speech and demeanor," says Amber Dickinson, a political science professor at Oklahoma State University, in a 2017 study. Acknowledging students with eye contact or an approving nod can "reduce the psychological distance" and help build a trusting relationship without saying a single word, she writes.

The Case of the Disembodied Voice

Vocalizing is not the only way that tone is expressed; our voice continues to have influence even in the absence of our physical presence. When giving feedback on an assignment, writing emails, or having an online discussion, the right tone can be harder to pin down-but it remains crucial-when communicating with students.

"A professor in a classroom may provide succinct instructions that students understand and appreciate, but a short email from a professor may be interpreted as cold or uncaring," says Dickinson. In her study, she discovered that attempts to be efficient by communicating in a precise manner-such as giving clear instructions on how to upload an assignment-were often interpreted by her students as harsh. Stripped of the nonverbal cues that typically accompany a face-to-face conversation, her online persona became stern and distant, and she saw her students become less engaged as a result.

When writing messages to students, be sure to include personal touches, suggests Dickinson. It not only will make them feel more comfortable but also can create a more positive classroom culture and encourage students to reach out for help. "For example, I included content to offer general encouragement by saying things such as 'Don't give up, the semester is almost over, and your hard work will pay off,' or reminding students I was happy to help them in any way," she writes.

# data[].attributes.attachment_link.title
How Tone of Voice Shapes Your Classroom Culture

# data[].attributes.attachment_link.description
Using your voice to manage a classroom is one of the most powerful tools at your disposal. Teachers vocalize to impart information through direct instruction, gauge student understanding by asking questions, facilitate transitions between activities-and also manage behavior by redirecting wayward learners and issuing directives when necessary.

# data[].attributes.body
Team building between certificated/classified staff