Posts By: Tim Grivois-Shah
How to avoid data-based mistakes.
by Tim Grivois-Shah, Ed.D., Director of Professional Learning and Community Engagement Positive Behavior Interventions and Support is what schools implementing PBIS call the systems, practices, and data they use to support positive social, emotional, and academic outcomes for students. Systems are the routines and procedures to make clear what staff are supposed to do. Practices […]
Five concrete ways schools can support homeless youth
by Tim Grivois-Shah, Ed.D., Director of Professional Learning and Community Engagement While finding an exact number is difficult, in 2002, the Department of Justice estimated that there were 1,682,900 homeless and runaway youth living in the United States. As Dr. Eve Rifkin and colleagues found in their study, students who lack stable housing are often […]
Five resources to support teaching social skills like we teach academic content.
-by Tim Grivois-Shah, Ed.D., Director of Professional Learning and Community Engagement. FTeaching students to be well-regulated, good human beings is as important as content mastery. Here are five resources that might help educators integrating social skills instruction into their practice. Milwaukee Public School’s Social and Academic Instructional Group Curriculum Milwaukee Public Schools has develop a […]
Why are we always talking about self care?
Certainly, children who have experienced trauma have a right to know that that are loved and cared for when they are at school, and they have a deeper right to know that love for themselves and from themselves. And, while we can teach students to care for themselves, we have to know how to care for ourselves first.
Building transformation-centered professional learning communities: less spreadsheets, more connection.
The most powerful way to enhance the quality of teaching and learning in a school or district is to establish a transformation-centered professional learning community. And, the fastest way to ensure that a professional learning community decays into a stack of agendas, templates, and binders is to neglect the relationships at the center of our work.
When a school listens to the kids….and means it.
I’m grateful for the bravery of the teachers who sought their students’ candid feedback, listened to what their students said, and reflected on this conversation so powerfully. Building strong relationships with students means being vulnerable to our students and giving them a space to speak their truth. When a school listens to the kids—and means it—the likely result are systems, data, and practices that support all learners.
How your PBIS team can develop effective behavior interventions
Building on the last Positive Behavior Intervention and Support (PBIS) post, this article explains how to use precise problem statements to develop interventions that are highly likely to work for each school’s unique learning environment.
VIP Guided Tour of Sorting Out Race: Examining Racial Identity & Stereotypes in Thrift Store Donations
Join us on Friday, September 6 from 4:30pm to 7:00pm for a keynote speaker, VIP tour of Sorting Out Race: Examining Racial Identity and Stereotypes in Thrift Store Donations, and reception. This traveling exhibit provides an engaging opportunity to provoke discussions about race and stereotypes and what drives our perceptions of people who are different […]
Better data. Better decisions.
by Tim Grivois-Shah, Ed.D., Director of Professional Learning and Community Engagement Imagine that instead of reading and math, the AzMERIT assessment was a pull-up contest. Researchers, legislators, and school leaders worked together and decided that to be college and career ready, it was essential that every student, no exceptions, be able to do 5 pull-ups […]
Use data to upgrade Positive Behavior Intervention and Supports
Schools that collect student discipline information digitally have a powerful tool for identifying precisely what problem the PBIS team should solve, what measurable goals to set, what solutions are likely to align with the problem. One powerful protocol to move your PBIS from problem to solution in an hour or less is to:
-Use data that your school likely already collects to define a precision problem.
-Design solutions that match the problem that needs to be solved.
Elevate collaboration with the power of protocols
A protocol is a structure that creates space to have difficult conversations about root causes of problems. Everyone involved in teaching and learning is part of a complex relationship between variables we can control and circumstances beyond our influence. By talking about issues in ways that uncover root causes, name and validate feelings, and ensure that all involved completely understand the problem the team is facing, Professional Learning Communities can develop solutions that benefit their students.
A professional learning community can (and should) be about teachers.
by Tim Grivois-Shah, Ed.d., Director of Professional Learning and Community Engagement Schools often designate time for teams of teachers to meet as part of a Professional Learning Community. Usually, the purpose of this time is to develop a common understanding of what students need to learn, monitor student performance on different kinds of assessments, or […]
What does an environmentally based school look like?
-by Frank Dipietrapaul, Farm to School Coordinator at CITY Center for Collaborative Learning Imagine attending a school located on a farm from a young age. A school centered on environmental stewardship and a connection to the earth seems like a fairy tale, doesn’t it? Yet, some of the most pressing issues facing the world today […]
Straight talk from substitute teachers
by Tim Grivois-Shah, Ed.D., Director of Professional Learning and Community Engagement and former substitute teacher. From time to time, teachers need to be away from their classrooms to care for their families and for themselves, to attend conferences and workshops, or to collaborate with their grade level teams. The substitute teachers who care for students […]
Build relationships first
by Tim Grivois-Shah, Ed.D., Director of Professional Learning and Community Engagement Build relationships first. All the rest can come next. In most elementary schools, students spend almost all of their day with one teacher. Recently, some schools have tried different ways to organize learning time. One idea has been to group students in “specialized” classrooms […]
Edcamp Tucson: When teachers lead the conversation
by Tim Grivois-Shah, Ed.D., Director of Professional Learning and Community Engagement Edcamp Tucson is coming up on February 9, 2019 at 8:30am and happens at CITY Center for Collaborative Learning twice a year and. And I have no idea what we’ll be talking about yet. Most professional learning events for teachers are planned well in […]
Three student-centered interventions for learners with ADHD
by Tim Grivois-Shah, Director of Professional Learning and Community Engagement After a whole-group lesson on the carpet, a class of 28 second grade students returns to their seats to work on their stories. Except for the sounds of pencils scratching across paper, the class is silent. Five minutes into independent work time, however, Greg stares […]
The difference between reinforcement, reward, and outright bribery
-By Tim Grivois-Shah, Director of Professional Learning and Community Engagement Positive Behavior Intervention and Support (PBIS) is an effective way to promote social, emotional, and academic achievement. A key tenet of PBIS is that students can learn positive social emotional skills just as they can learn academic content. understanding how different approaches to acknowledging positive […]
How teachers can help a child’s brain heal after trauma
Erica Saunders is the School Counselor and Wellness Committee Director at City High School, one of three schools operated by CITY Center for Collaborative Learning. Erica is an expert on trauma informed practice and leads professional learning opportunities for educators inside and outside of CITY Center for Collaborative Learning. The developing brain is primed for […]
Holding space for what our children feel
Emily McCrea is the Director of the Downtown Community School and collaborates with CITY Center for Collaborative Learning’s work in Trauma Informed Practice. Recipient of the 2017 Cecilia Avalos Parent Education Award, Emily’s mentors are: Bev Bos, Lori Petro, Robin Grille. Her strongest influences include the works of: Eckhart Tolle, Alfie Kohn, Shefali Tsabary, Daniel […]
The missing person in traditional parent teacher conferences
Krista Gypton, Community Partnership Coordinator at City High School, on student-led conferences. My daughter Morgan is 11 and in 6th grade. As she sits next to me and her dad on the pony wall outside her classroom, she nervously bounces her legs up and down. Her teacher, Jana, opens the door and welcomes us into the […]
Worm composting and our youth
Our Farm-to-School Americorps Member Frank Dipietrapaul on how to engage children in science with worms. Almost everyone I know has some childhood story about worms. Deep down we all love them, even if somewhere along the line we developed a misunderstanding. My first experience with worms is an account from my mother; I was about […]
Popular culture as primary text
Lin Lucas, Educational Assistant at Paulo Freire Middle School-University Campus, on how comics can be primary texts for social justice pedagogy. Author Scott McCloud has called comics “the invisible art” because the deceptive simplicity of the form masks a complex, expressive medium in which words and pictures are combined, challenging readers to draw from their […]
Advisory: Being intentional about relationships
Dr. Eve Rifkin, Dean of Students, on how City High School’s advisory program holds space for positive relationships with students. “I believe that the moral education centers upon this conception of the school as a mode of social life, that the best and deepest moral training is precisely that which one gets through having to […]
The life cycle of a PBIS store
-Tim Grivois-Shah Like many in education, I am grateful that I get to help children learn and grow. And, I’m happy knowing that I likely have many years ahead of me to collaborate with and learn from inspiring professionals who share in this great work. Sometimes, though, I’ve truthfully felt that I would be happy […]
Food justice and our youth
Frank Dipietrapaul leads adult and youth learning programs at Las Milpitas Community Farm Food justice is, at its heart, social justice. When we understand that racial and economic inequalities marginalize people and deprive them of access to healthy, sustainable and nourishing food, we recognize that our work for social justice must include striving for equitable access […]
Positive Behavior Intervention and Support-about the tickets
Most schools that implementing school-wide Positive Behavior Interventions and Supports (PBIS) use tickets to recognize students for positive behaviors. The idea is simple—encourage students to do what is right by handing students a PBIS ticket when we see them demonstrating positive behavior. As we pay less attention to the problems our students cause, we have […]
Three commitments for trauma informed school leaders
In this blog post I reflect back on my recent experience as a principal of a large urban elementary school that, over four years, embraced trauma informed practice as an essential part of good instruction. I walked into my office after morning announcements to review my plan for the day. I had appointments with three […]
Positive Behavior Intervention and Support: Let’s be ready for all of our learners
Schools with strong Positive Behavior Intervention and Support (PBIS) systems have a school-wide approach to teach what positive behavior looks like and to recognize children for the good that they do—practices abundantly supported in research and effective for most students most of the time. PBIS, however, is also about transforming our practice to be purposeful and […]