Expert Instruction: The Teach by Design Podcast

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Expert Instruction is the PBISApps Teach by Design podcast where we talk to experts from the educational field - researchers, practitioners, community members - about their work. Each episode connects with that month’s Teach by Design article, taking you deeper into your own exploration of the topic. Expert Instruction gives you a fly-on-the-wall perspective to hear how the research can work in your school, too. Visit PBISApps: www.pbisapps.org

  1. Oct 20

    Ep. 64: Mythbusters — “It’s just a meeting. Everyone knows how to do that.”

    We’re continuing our Mythbuster series by taking on an assumption that sounds simple enough: “It’s just a meeting. Everyone knows how to do that.” Joining us are two experts whose work with the Team-Initiated Problem Solving (TIPS) framework offers a closer look at what it actually takes to turn team meetings into productive decision-making processes: Dr. Asha Yadav is a researcher with Educational and Community Supports at the University of Oregon whose work with TIPS examines how school teams use data and structured problem solving to make decisions and improve outcomes.Sarah Falcon works with Educational and Community Supports and the TIPS project, supporting teams in using evidence-based meeting practices to move from identifying areas of need to developing and following through on action plans.In this episode, we explore what separates simply having a meeting from having an effective one. Asha and Sarah share what they’ve learned from studying team meetings, including some of the steps teams commonly miss: setting measurable goals, assigning responsibilities and timelines, following up on action plans, and making sure teams trust the data they’re using. We also discuss the importance of periodically examining data through an equity lens and share practical ways teams can strengthen their meetings, build accountability, and turn conversations into meaningful action. Don’t forget to check out the TIPS website and click “Submit Inquiry” at the bottom of the page to learn more about participating in their upcoming study! For more information about the resources shared in this episode, check out the following links: Teach by Design: Motive, Motivate, Motivation: Why Are My Students Doing That?!Teach by Design: 4 Ways to Jumpstart Your Goals This YearTIPS Meeting Minutes

  2. Oct 19

    Crisis Prevention Bonus Series Ep. 4: Measuring What Didn't Happen with Tona and Katie

    In this episode of our Crisis Prevention Bonus Series, we’re exploring a tricky question: How do you measure something that didn’t happen? Joining us are two experts who bring perspectives from school-based prevention, behavioral health, and disaster response: Dr. Katie Meyer is a research associate with the Center for Behavioral Education and Research (CBER) at the University of Connecticut. She brings more than 10 years of experience supporting schools in implementing multi-tiered systems of support and is a member of the Center on PBIS Tier 2 and Tier 3 workgroup. Her research and professional interests focus on bridging the gap between research and practice to address students’ social, emotional, and behavioral needs, especially at the advanced tiers.Dr. Tona McGuire is a pediatric psychologist whose clinical work supports children and families dealing with chronic illness and traumatic injury. She is a Behavioral Health representative for the Washington State Disaster Medical Advisory Committee and co-developed the Health Support Team, a disaster behavioral health curriculum and training. She also served as co-lead for the Washington State Department of Health’s Behavioral Health Strike Team in response to the COVID pandemic.In this episode, we explore how schools can determine which prevention efforts to prioritize and recognize whether those efforts are working when success may be reflected in challenges that never occur. Katie and Tona discuss the role of data and universal screening in identifying students who may need additional support, while emphasizing something even more fundamental: connection and belonging. We also talk about practical places to begin, including asking whether every student has a trusted person at school, collecting and analyzing data, and using what teams learn to strengthen prevention and support before a crisis occurs.

  3. Sep 14

    Ep. 63: Building Positive Classrooms

    We’re continuing our yearlong exploration of the impact of PBIS by looking at where students spend most of their school day: the classroom. Joining us are three experts who created the Promoting Positive Practices in the Classroom webinar series: Dr. Ruthie Payno-Simmons is an international speaker, the owner and executive consultant of RPS Educational Impact, and serves as a director at the Center for Education Equity at Mid-Atlantic Equity Consortium, where she leads the U.S. Department of Education's Region III Equity Assistance Center. With more than 25 years of experience, Ruthie partners with schools, districts, state education agencies, and national technical assistance centers to strengthen equitable educational systems.Dr. María Reina Santiago-Rosario is a nationally certified school psychologist and research associate at Educational and Community Supports, a research unit at the University of Oregon and home to PBISApps. She is an implementation partner with the Center on PBIS and specializes in PBIS implementation, culturally responsive and equitable practices, and supporting students receiving special education services as they transition from middle to high school.Dr. Brandi Simonsen is a professor of special education in the Neag School of Education at the University of Connecticut. She is also the co-director of the Center on PBIS and a member of the MTSS Leadership Collaborative. In her research, Brandi focuses on supporting educators' implementation of PBIS/MTSS across a continuum of settings.In this episode, we explore how positive classroom practices can create a domino effect that extends across an entire school. Our guests share how intentional partnerships with students and families, culturally sustaining practices, and safe and inclusive environments can strengthen relationships, belonging, engagement, learning, and well-being. We also discuss how small, evidence-based practices, like greeting students by name, can help create classrooms where students feel seen, valued, and ready to learn.

  4. Aug 17

    Ep. 62: Improving Outcomes with PBIS

    We’re kicking off a new season of Expert Instruction and our yearlong exploration of the impact of PBIS. Joining us are four regional partners from the Center on PBIS: Brian Meyer is the co-executive director of the Midwest PBIS Network. From general education to higher education, residential care, to state departments down to the local level, Brian has worked with them all. As a partner with the Center on PBIS, he coordinates technical assistance offered to state education agencies, the National Leadership Forum, the workgroup on Juvenile Justice and Alternative School settings, and internal evaluation supports. Kelly Perales is the co-executive director of the Midwest PBIS Network and an implementer partner with the Center on PBIS. She provides professional development and technical assistance for state and local leaders in the implementation and scale up of PBIS. Kelly has also led local, regional and state-level implementers in the Interconnected Systems Framework, focusing on the integration of mental health and education systems.Dr.Brandi Simonsen is a professor of special education in the Neag School of Education at the University of Connecticut. She is also the Co-Director of the Center on PBIS and a member of the MTSS Leadership Collaborative. In her research, Brandi focuses on supporting educators' implementation of PBIS/MTSS across a continuum of settings. Dr. Jessica Swain-Bradway is the executive director for Northwest PBIS Network – an organization providing professional development and support around PBIS and MTSS. In her work, Jessica focuses on equipping teachers with strategies for instruction, relationship-building, and designing effective learning environments. In this episode, we explore how PBIS can influence far more than student behavior. Our guests share how the framework supports priorities such as attendance, academics, mental health, school climate, staff well-being, and family engagement. We also discuss how relationships, local capacity, and a shared commitment to safer, more predictable, equitable, and nurturing learning environments help sustain PBIS implementation over time.

  5. Aug 4 ·  Bonus

    Crisis Prevention Bonus Series Ep 3: Who Owns De-Escalation? Rethinking Adult Systems in School Safety and PBIS

    Guest Bios Dr. Ambra Green Dr. Ambra Green is an associate professor of special education within the Teacher and Administrator Preparation Department at The University of Texas at Arlington. She is a national scholar with publications and research focused on students of color with and at-risk for disabilities, issues related to inequitable school practices, behavior disorders, positive behavioral interventions and supports, and teacher use of evidence-based practices. Dr. Kathleen Strickland-Cohen Dr. Kathleen Strickland-Cohen is an associate professor in special education at the University of Utah. She has extensive experience conducting research with and training both preservice teachers and in-service district and school personnel in the implementation of multi-tiered systems of behavior support in schools. Her research interests include: designing inclusive educational environments, using efficient methods to train school professionals how to design individualized student behavior plans, and enhancing family-professional partnership within PBIS. Links to Additional Resources Creating Calm: 5 Ways to Prevent Big BehaviorsEp. 22: School-wide Strategies for Preventing Escalated BehaviorSlow the Climb: 4 De-escalation Strategies to Keep Behavior from Going DownhillEp. 23: How to De-escalate Student BehaviorQuestions When schools think about de-escalation, what are they most often getting wrong—and why do we need to rethink who owns the work? What role do adult systems, policies, and practices play in preventing escalation before a crisis ever occurs? What are the strategies that you would recommend that other school leaders lean on within their PBIS implementation to strengthen their de-escalation efforts?

    Crisis Prevention Bonus Series Ep 3: Who Owns De-Escalation? Rethinking Adult Systems in School Safety and PBIS

  6. Aug 4 ·  Bonus

    Crisis Prevention Bonus Series Ep 2: Ethical Protection Without Criminalization

    Guest Bio - Kristin Bailey Originally from Charleston, Kristin Bailey experienced twenty six hurricane seasons in South Carolina before moving to Denver for work in 2010. She began her work in Denver as a Colorado State Public Defender in Arapahoe County as a dedicated advocate for kid clients. In 2018, she transitioned to Denver Public Schools as part of the in-house counsel team. In this role, Kristin works to keep more kids in schools rather than pushing them into the delinquency system. She devotes every day to helping ensure schools are welcoming, inclusive, and safe environments for all students, while striving to reverse the school-to-prison pipeline. Crisis Prevention Bonus Episode 2 with Kristin Bailey 1. Let’s start with some definitions: In the context of crisis prevention, when we say “Ethical Protection Without Criminalization”, what are we talking about? What does ethical protection mean? Protection for whom or from what?What are some of the typical crisis responses we see in schools?2. What does safety look like when it is not rooted primarily in exclusion or punishment? 3. When schools are trying to respond to harm, protect students, and maintain a safe learning environment, what should educators and administrators keep in mind so their responses do not unintentionally create more harm or exclusion? Follow-up: What role can systems like PBIS play in helping schools balance accountability, support, and belonging?

  7. Jun 16

    Ep. 61: 2025-26 Year in Review

    Over the 2025–26 season of Expert Instruction, we explored how data help schools make better decisions for students. In this year-end reflection episode, Megan Cave and Danielle Triplett look back on the conversations, lessons, and stories that shaped the season. Together, they revisit favorite moments from guests across the PBIS community and reflect on what they learned about prevention, relationships, systems, and data-based decision making.

    Ep. 61: 2025-26 Year in Review

  8. May 19

    Ep. 60: Mythbusters - Districts Use Your Data as a Gotcha

    We're coming to you LIVE from the NWPBIS Conference in Tacoma, WA to explore another PBIS myth. Joining us today are Becky Gawenit and Charisse Elliott. Becky is from Battle Ground Public School District in Battle Ground, WA. She's been a part of that district for the last 18 years as either a school psychologist or as a district MTSS coach. Charisse is a behavior program associate with Salem-Keizer Public Schools in Salem, OR. In her role, she works as an advocate for what teachers, students, and families need by focusing on systems to create supportive, inclusive learning environments. In this installment of our Mythbusters series, we discuss whether districts use the data you submit as a gotcha. We talk about how data work best when they inform the decisions you make, but when you submit those same data to the district, they seem work as a punishment. Charisse and Becky help us understand that finding the middle ground involves trusting relationships, honest coaching, and a culture prioritizing improvement over accountability.

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Expert Instruction is the PBISApps Teach by Design podcast where we talk to experts from the educational field - researchers, practitioners, community members - about their work. Each episode connects with that month’s Teach by Design article, taking you deeper into your own exploration of the topic. Expert Instruction gives you a fly-on-the-wall perspective to hear how the research can work in your school, too. Visit PBISApps: www.pbisapps.org

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