Special School District PBIS Team Lisa Powers, Area Coordinator Planning & Development

1. 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

2. We would like to thank… Dr. Kathleen Lane Professor of Special Education, University of Kansas Dr. Lucille Eber Illinois PBIS Network Director Dr. Joanne Malloy Assistant Clinical Professor, University of New Hampshire Center for SW-PBS College of Education University of Missouri

3. 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 social-emotional success of all students and their families.

4. 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/

5. Roles Teachers Administrators Superintendents/Assist Directors Principals/Assist. Clinicians/Specialists School Psych. Social Worker Counselor Behavior specialist Family member Researcher/Instructor Currently on a DLT Currently a DLT Coordinator/Leader Introductions: “That’s Me”

6. Objective 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 • 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.  

7. By the end of this session you will be able to … • Describe potential PBIS DLT members and functions • Complete a PBIS Implementation and Self-Assessment • 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?

8. Implementation Challenge George Sugai, March 2010

9. Stages of Implementation Should we do it! Work to do it right! Work to do it better!

10. Making Room for the Initiative through Braiding MTSS with District Strategic Goals Student Achievement Accountability PBIS Healthy Youth Development Diversity Safety & Discipline Parent/Community Involvement Successful Student Outcomes Adopted from Dr. Steve Goodman

11. SWPBS Implementation Blueprint www.pbis.org 2010

14. LEADERSHIP TEAM 1. Leadership Team is configured to address multi-school (district) and/or multi-district (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.

15. Leadership Team Functions • Multi-school & district capacity • Membership representation (general & special education, families, mental health, administration) • Blueprint self-assessment • Three-five year action plan • Regular meeting schedule • Coordinator • Implementation team • Evaluator • Decision making authority

16. 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

17. Observe with a purpose PBIS District Level Team Meeting Observation • What district level system pieces did you hear them talk about? • 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

18. District Action Plan

19. 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

20. Add 1 new initiative;Take 2 away! How might we help teams to make these decisions? What should they pay attention to?

21. 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

22. Funding Visibility Political Support Policy

23. 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

24. Visibility Function Examples 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 • Communication • Accountability • Funding and resource justification • Promotion of sustained and/or expanded implementation • Acknowledgements

29. What do you do for visibility?

30. Policy & practice inform each other Fixsen & Blase, 2007

31. 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

32. Training Coaching Evaluation Expertise

33. 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 SW-PBS practices and systems in multiple schools

35. Year at a Glance http://pbiscompendium.ssd.k12.mo.us/CoachesCorner.htm

36. 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

37. 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

38. 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

39. 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

40. 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

41. District Action Plan

42. What resources guide your training and coaching processes?

43. 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)

44. 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