PBIS District Leadership Teams:
Using Implementation Science and
the National Blueprint to Develop
and Guide Implementation Efforts
Special School District PBIS Team
Lisa Powers, Area Coordinator Planning &
Development
Bridget Thomas, PBIS Facilitator
Lynn Yokoyama, PBIS Data Specialist
Pay It Forward with SW-PBS for School Success
8th Annual MO SW-PBS Summer Training Institute, 2013
We would like to thank…
Dr. Kathleen Lane
Professor of Special Education,
University of Kansas
Center for SW-PBS
College of Education
University of Missouri
Dr. Lucille Eber
Illinois PBIS Network Director
Dr. Joanne Malloy
Assistant Clinical Professor,
University of New Hampshire
PBIS Mission Statement
2013
PBIS Team Mission: The SSD Positive
Behavioral Interventions and Support
(PBIS) Team partners with district and
school level teams in developing,
implementing, and sustaining a
culturally relevant multi-tiered model of
prevention and intervention for the
academic, behavioral and socialemotional success of all students and
their families.
Today’s Meet
 Go to
http://todaysmeet.com/Blueprint
 Share your thoughts and questions
throughout the presentation
 Link to presentation
http://pbiscompendium.ssd.k12.mo.us/
Introductions: “That’s Me”
 Roles
 Teachers
 Family member
 Administrators
 Researcher/Instructor



Superintendents/Assist
Directors
Principals/Assist.
 Clinicians/Specialists




School Psych.
Social Worker
Counselor
Behavior specialist
 Currently on a DLT
 Currently a DLT
Coordinator/Leader
Objective



Participants will learn the
purpose and functions of a
PBIS District Leadership
Team (DLT) and be able to
apply this information in their
district teams.
Participants will learn how PIBS
DLTs use the National PBIS
Blueprint to be able to
develop a three to five year
action plan.
Participants will know lessons
learned from experienced and
beginning PBIS DLT and be
able to apply this information
to their work.
Our Goal

Identify functions of a District
Leadership Team

Provide an overview of the
2010 SW PBIS Implementation
Blueprint & Self-Assessment &
Sample Action Plans

Share snapshots and examples
of DLT’s work, products, &
perspectives
By the end of this session you
will be able to …
 Describe potential PBIS DLT members and
functions
 Complete a PBIS Implementation and SelfAssessment
 Describe possible next steps for your district
 Share your structure for district leadership to
support PBIS/multi-tiered system
What would you like to walk away
with from this session?
Implementation Challenge
Selecting effective, efficient, relevant,
durable evidence-based solutions
Establishing systems level infrastructure to
support scaled implementation of evidencebased solution
Arranging for accurate, sustained, &
generalized local implementation of
evidence-based solution
George Sugai, March 2010
Stages of Implementation
Focus
Should we
do it!
Stage
Description
Exploration/
Adoption
Decision regarding commitment to
adopting the program/practices and
supporting successful implementation.
Installation
Set up infrastructure so that successful
implementation can take place and be
supported. Establish team and data
systems, conduct audit, develop plan.
Initial
Implementation
Try out the practices, work out details,
learn and improve before expanding to
other contexts.
Elaboration
Expand the program/practices to other
locations, individuals, times- adjust from
learning in initial implementation.
Continuous
Improvement/
Regeneration
Make it easier, more efficient. Embed
within current practices.
Work to do
it right!
Work to do
it better!
Making Room for the Initiative through
Braiding MTSS with District Strategic Goals
Student
Achievement
Accountability
PBIS
Healthy Youth
Development
Diversity
Parent/Community
Involvement
Safety &
Discipline
Successful Student Outcomes
Adopted from Dr. Steve Goodman
SWPBS Implementation Blueprint
Funding
Visibility
www.pbis.org
Political
Support
2010
Policy
LEADERSHIP TEAM
(Coordination)
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
LEADERSHIP TEAM
1. Leadership Team is configured to address multi-school (district) and/or multidistrict (region, state) leadership and coordination.
•
•
•
The SWPBS Implementation and Planning Self-Assessment is focused on district,
regional, and/or state level leadership team planning. However, its features have
applications to any large scale practice adoption and sustained/scaled
implementation.
The Leadership Team’s primary function is to engage in leadership and
coordination functions, which support and sustain accurate implementation of a
continuum of evidence-based SWPBS practices. Its activities are configured around
following SWPBS Implementation Blueprint features: (a) capacity building for
training, coaching, evaluation, and coordination; (b) administrative participation
for political support, visibility, funding, and policy; and (c) demonstrations of
school and district implementation.
The overriding mission or purpose of this team is to provide overall leadership
related to assessing, developing, implementing, managing, and evaluating a
state, regional, and/or district-level comprehensive system of SWPBS for all
students. This team is responsible for the coordination of training, coaching, and
evaluation activities related to SWPBS implementation. This team develops a 3-5
year action plan to guide its capacity building and coordination activities and to
achieve the mission or purpose of the SWPBS implementation effort.
Leadership Team
Functions
1. Multi-school & district capacity
2. Membership representation (general & special education,
families, mental health, administration)
3. Blueprint self-assessment
4. Three-five year action plan
5. Regular meeting schedule
6. Coordinator
7. Implementation team
8. Evaluator
9. Decision making authority
2. Membership Representation: Establish
Effective District Leadership teams
Function not People

Membership of this team should be based on individuals whose
roles, responsibilities, and activities are associated with
prevention of the development and occurrence of problem behavior.














Instruction and Curriculum
Safe and Drug Free Schools
Special Education
School Psychology and Counseling
Title or Other Related Initiatives
Student Health
School-wide Discipline
Dropout Preventions
Character Education
Alternative Programming
Data or Information Management
Professional Development
Higher Education
Parent and Community
Observe with a purpose
100%
100%
100%
100%
100%
90%
80%
80%
70%
70%
75%
PBIS District Level Team Meeting Observation
60%
50%
50%
50%
50%
40%
1. What
district level system pieces did you hear
30%
20%them talk about?
10%
0%
School/District Demonstrations
Behavioral Competence
Evaluation Capacity
Coaching Capacity
Training Capacity
Policy
Political Support
Visibility
Funding
Leadership Team
2. What comparisons might you make between this
meeting and your own?
3. What learning do you want to take with you as you
plan your next PBIS DLT meeting?
3. Blueprint Self-Assessment
Blueprint Features
District Action Plan
Goal(s)
Actions
Person(s)
Responsible
Resources
Needed
Timeline/Status A=Achieved/Maintained,
I=In Progress, or N=Not Started
Oct.
Training
Coaching
Evaluation
Dec.
March
May
Evaluation/Outcome
(Data Sources)
9. Decision making authority
To the greatest extent possible, leadership should strive
toward integration of teams and committees that
have common behavior-related mission

What committees/work groups can we eliminate?

What committees/work groups can we combine?

What committees/work groups need to be supported for
improved outcomes and sustained functioning?

What would an organizational chart look like that shows the
relationship between each of our recommended
committees/work groups?
Working Smarter Not Harder Worksheet
Add 1 new initiative;
Take 2 away!
How might we help teams to make these
decisions?
What should they pay attention to?
PBIS Model of Continuous
Improvement
 Enhances collaboration and
communication between feeder schools
 Team provides support and guidance for
newer implementing schools and new
coaches
 Team provides peer accountability
 Encourages continuous improvement
through the year
Funding
Visibility
10.Recurring/
stable state
funding
sources
12.Dissemination
strategies to
inform
stakeholders
11.Assessment &
Integration of
organizational
resources
13.Quarterly &
public
acknowledgem
ents
Political
Support
Policy
14.Social behavior
in top 3
priorities
17.Endorsed
SWPBS policy
statement
15.Annual
leadership
report to
political unit
18.Written
procedural
guidelines &
agreements
16.State chief
participation &
support
19.Semi-annual
outcome
review to
inform policy
20.Cross-initiative
audit of
implementation
integrity
21.Action plan for
integrated
implementation
Funding
 Support PBIS coordinator and
activities identified in Annual Action
Plan
 Grant support for start-up
 General fund for sustaining efforts
 Blend support from related initiatives
Visibility
Function
Examples
 Communication
 Accountability
 Funding and resource
justification
 Promotion of sustained
and/or expanded
implementation
 Acknowledgements
 DLT Minutes shared
 Brochure to the
Community/Board of
Education
 PBS Testimonial Video to
the Board of Education
 Data
 PBIS Compendium
 PBIS Award of Excellence
 Newsletters to the
Community
What do you do for visibility?
Policy & practice inform each other
Fixsen & Blase, 2007
17. PBIS Policy Statement
 LOS ANGELES UNIFIED SCHOOL DISTRICT
Policy Bulletin
BUL-3638.0 Page 1 of 14
Student Health and Human Services March 27, 2007
 TITLE: Discipline Foundation Policy:
School-Wide Positive Behavior Support
 NUMBER: BUL-3638.0
 ISSUER: Donnalyn Jaque-Antón, Executive Officer
Educational Services
 DATE: March 27, 2007
Training
22.Evidencebased
practices &
professional
development
23.Plan for local
training
capacity
24.Plan for
continuous
regeneration
Coaching
Evaluation
Expertise
25.Local &
regional
coaching
network
28.Implementatio
n evaluation
process &
schedule
26.Monthly (new)
& quarterly
(established)
coaching
29.School based
data system
33.At least 2
individuals w/
SWPBS
systems
expertise
27.Internal &
external
coaching
functions
30.District/state
systems
evaluation
31.Dissemination
of annual
report
32.Quarterly
celebration &
acknowledgement of
accomplishments &
outcomes
34.Individuals w/
behavioral
expertise
35.Academicbehavioral
expertise
36.Process &
organizational
expertise
23. DLT plans for local training capacity
to build & sustain SWPBS practices.
 To decrease reliance on outside training
expertise
 Requirements for this role include:




Demonstrated fluency with key concepts/features of
PBS
Participated in full training sequence with school
teams
Provided successful training workshops to adult
learners
Experience with examples of implementation of SWPBS practices and systems in multiple schools
Blueprint Features
Goal(s)
Actions
Person(
s)
Respon
sible
Resources Needed
Timeline/Status
A=Achieved/Maintained, I=In
Progress, or N=Not Started
Oct.
1.Tier 3 training in 1.Continued PD Team
process for all as needed per
schools who have school
completed T3 PL 2. Time
2.Training at
incorporated in
beginning of the schedule
year for all schools 3. School
3. Mentor program Teams and Liz
for new teachers will support
into the building 4. schools to
Online Classroom develop a
Modules
5. process for
Training
Counselors to
new teachers
attend PBIS and 4. Staff
make connections meetings
with PBIS and care 5.Invited C & I
teams 6. Invite C to DLT
and I to principle's 6. How are
DLT to discuss PD 7. schools
Provide new teacher supporting new
training
teachers…Liz
7. Counselors
to participate
in PL
1. PD
2.- 3.
Time allotted
4.
Present at monthly
meetings
1. I
2. I
3. I
4. I
Dec.
1. I
2. A
3. I
4. I
5. I
6.A
7. I
March
May
Evaluation/Outcome (Data
Sources)
Year at a Glance
http://pbiscompendium.ssd.k12.mo.us/CoachesCorner.htm
Agenda for Sept-Oct YAG
 Celebrations:
◦ What is going well in your school?
◦ Data- School Safety Survey:
◦ Systems- 2013-14 PBIS Action Plan:
◦ Practice- Teaching Expectations:
◦ Closure
 Review
 Preview
 Next Steps
The Vital Role of
Administrative
Support
 Plan for continuous
professional
development for
administrators.
 Plan for supporting
new administrators
to work with school
based PBIS Team
The following principles are considered
when establishing coaching capacity
 Each team should have access to
coaching support
 On-going district support is needed to
maintain coaching activities
 Coaches must have experience with
school team implementation and
problem solving
 Coaches’ training and experiences must
be linked with school team training and
implementation
Coaching Capacity
 “Emerging” teams
Attend team meetings
Make contact with team leaders
Review and report school data
Complete and or check on team progress on
Team Implementation Checklist
 Acknowledge team progress and outcomes
 Report school progress to district leadership
team




Coaching Capacity
 “Established” teams
 Monitoring accuracy and consistency of
implementation
 Maximizing targeted outcomes
 Increasing implementation efficiency
 Acknowledging progress and outcomes
 Communicating progress to district
leadership team
 Facilitating review of data and action
plan enhancement
Blueprint Features
District Action Plan
Goal(s)
Actions
Person(s)
Responsible
Resources
Needed
Timeline/Status A=Achieved/Maintained,
I=In Progress, or N=Not Started
Oct.
Coaching
1. to have a 1. Identify
1. DLT
coaches
coaches in
2. Behavior
network
district,
Specialist
matched to 3. Behavior
2. Build
skillset
Specialist
support for identifed in
along
coaches
Training and
with
PD Blueprint
DLT/coac
3. Yearly
hes
calendar for 2. Monthly
coaches
meeting for
coaches
3. Build
coaches
calendar
Dec.
March
May
Evaluation/Outcome
(Data Sources)
What resources guide your training
and coaching processes?
31 Dissemination, celebration, and
acknowledgement of outcomes and
accomplishments
 Build public relations
 Provide information about
implementation efforts and outcomes
 Reinforce implementation efforts
 Provide support for future funding and
implementation planning

(websites, conferences, presentations,
newspaper articles certificates, radio and
television spots)
2009-10 vs. 2010-11 = 5% reduction in Total
Number of Office Discipline Referrals
2010-11 vs. 2011-12 = 11% reduction in Total
Number of Office Discipline Referrals
School Safety Survey Risk Item Averages
Average of DeterioratingConditionAvg
Average of BullyingHarassmentAvg
Average of FightsConflictAvg
Average of IllegalDrugsAlcoholAvg
Average of CrimesAvg
Average of PovertyAvg
Average of TrespassingSchoolAvg
Average of ChildAbuseHomeAvg
201213
Average of WithdrawnForSafetyAvg
201112
201011
Average of AdjudicatedByCourtAvg
Average of SuspensionsExpulsionsAvg
Average of TruancyAvg
Average of GangActivityAvg
Average of GraffitiAvg
Average of VandalismAvg
Average of HighStudentMobilityAvg
Average of IllegalWeaponsAvg
0.00
0.50
1.00
1.50
2.00
2.50
3.00
School Safety Survey Protection Item Averages
Average of StudentTeacherRelationshipsAvg
Average of HighLearningExpectationsAvg
Average of CommunityResourcesAvg
Average of ResponseToConflictAvg
Average of DiversityAcceptanceAvg
Average of PositiveLearningClimateAvg
Average of StudentAcademicParticipationAvg
Average of SuicidePreventionResponseAvg
201213
201112
Average of SupervisionAllSettingsAvg
201011
Average of StudentCrisisPreparationAvg
Average of ParentInvolvementAvg
Average of StudentSupportServicesAvg
Average of ImplementedDisciplinePlansAvg
Average of CrisisResponsePlansAvg
Average of ProfessionalDevelopmentAvg
Average of ExtracurricularOpportunitiesAvg
0.00
0.50
1.00
1.50
2.00
2.50
3.00
2. PBIS has provided supports and positive outcomes for students with
disabilities.
Disagree
Neither Agree nor Disagree
Agree
Not Applicable
100%
4. The school community agrees that PBIS creates a safe environment
for learning.
Disagree
Neither Agree nor Disagree
Agree
Not Applicable
100%
14. I know about my district's PBIS District Leadership Team and their
role in supporting our team and school.
12%
Disagree
Neither Agree nor Disagree
Agree
Not Applicable
88%
What data do or might you use to
drive your action plans?
Behavioral Expertise
Behavioral Theory
Behavior Analysis
Proactive School-wide discipline
Effective classroom and behavioral
management
 Function based behavior intervention
planning
 Direct social skills instruction
 Principals of reinforcement




p. 25 in Blueprint
Local School/District Implementation
Demonstration
37. At least 10 local school demonstrations
of SWPBS process & outcomes
38. At least 2 districts/regional
demonstrations of system-level
leadership teams (25% of schools)
 Rationale for local implementation efforts
 Serve as training resources and models for
future teams
Learning Walks
 Why do schools use Learning Walks?
 Learning Walks Provide an Opportunity
to:




Reinforce attention to critical features
Gather data
Stimulate collegial conversations
Learning from others
2012-13 DLT Goals
 Cabinet member engaged
 Communication system with
cabinet on monthly/quarterly
basis
 Connection to Special
Education Leaders
 Blueprint self-assessment
completed
 Develop an Action Plan
connected to blueprint
 Diverse team membership
 Tier 1 training/coaching plan
for maintaining/sustaining
 Action plan for developing
Tier 2/3
 Monitor progress quarterly
 District data, Type, Visual,
and Process
 Data system developed
 DLT Agenda connected to
action plan
 Family Partnership and
Voice at the district level
Lessons Learned
 Maintain commitment from key players in
the school district
 District Action plan is a working document
 Use data for decision-making







Reductions in Office Discipline Referrals (ODRs)
Sustained implementation at criterion
Increased academic gains
Increased perception that school is safe
Saved Instructional Time
Student Outcomes for Tier 2/3
Attendance
Lessons Learned cont.
 Build internal capacity for professional
development and coaching
 Build reciprocal communication structures
including to/from cabinet and big ideas to
stakeholders
 Plan for regeneration
 Integration of Initiatives (Example: CR,
RTI, etc.)
 Integration of special education and
general education
Challenges
 Communication Systems that are
reciprocal
 Data Systems
 Common protocols, procedures,
timelines
Pbiscompendium.ssd.k12.mo.us
Post Organizer: Preview & Cue
Use
 Invite your PBIS Consultant
to support the development
of a District Leadership
Team.
 Discuss how to use the
features of PBIS
Implementation Blueprint
to build your leadership
team?
Our Next Steps
 Use the National Center’s PBIS Intervention
Blueprint & Self-Assessment
 Help DLTs use Data at each meeting
 Local Calendar includes PBIS Evaluation
Plan & Professional Development
 Assist DLTs to Improve communication to &
from schools
 Plan for regeneration
“Good Instruction” is an
appropriate academic AND
behavior intervention.”