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District / Regional Implementers

IL Networking Opportunities

�Capacity Building & Leadership Teaming

October 21, 2024

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UPDATED 10/18/24

www.midwestpbis.org

@midwestpbis

In partnership with

All youth achieve

social - emotional - behavioral

and academic success.

Our Vision

Collaborate with adults to create a safe, equitable, consistent, and positive learning environment for all youth.

Our Mission

The Midwest PBIS Network (MWPBIS) is a national research, grant, and direct-funded, nonprofit organization located in Illinois and works in partnership with Lake County Regional Office of Education.

Our primary charge is to function as a hub of the Center on PBIS, a national technical assistance partnership funded from the U.S. Department of Education.

ABOUT MIDWEST PBIS NETWORK

The Center's model of capacity building emphasizes a cascade of implementation to assist state departments of education in the installation, fidelity, outcomes, and sustainability of PBIS. We encourage you to also access local technical assistance from your state and region.

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Purpose�What are District/Regional Implementers Networking?

Provide space for sharing successes and developing solutions with other district and regional leaders

Targeted to implementers in Illinois and open to all!

Join every meeting or when available!

This year proposing some topic based content along with open networking.

October – Leadership Team
December – Executive Functions (Partner Engagement, Funding & Alignment, Policy, Workforce Capacity)
February – Training and Coaching
May – Evaluation

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Tell us about you!!

In chat, please share:

Your name
District / Region you are from
Your role
What is one success you might share from this year?

That’s me! – use reactions to respond

I serve in a district role to support PBIS implementation across schools in my district.
I have dedicated time for my role in supporting PBIS implementation.
I have a support network to learn and grow with in this role.

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What do you need today?

Share in chat or with your voice.

Specific question you might have.
Topic you would like dialogue with group around.

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Materials for Today!

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www.midwestpbis.org

- Coaches

- IL Networking Opportunities

Regional-District Implementers

Posted under the date

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Capacity Building: Example

Non-Example

Example

With a larger freezer or a truck, a food bank can deliver more meals to more people – from now on.

Just buying more food does not permanently increase food bank’s ability to serve more people.

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MTSS is an �Operating System

for our School Initiatives

OUTCOMES

What organizational goal is supported by the initiative?

SYSTEMS

Which team is overseeing the initiative?

What PD & Coaching is being provided

PRACTICES

What continuum of evidence-based practices will be used?

DATA

What is the baseline data?

How will we know if it is working?

EQUITY

Is the initiative culturally responsive and equitable?

Slide Starter: “This visual is the organizing logic of a Multi-Tiered Behavioral Framework…

Sources:

1. What is a systems Approach in school-wide PBIS? OSEP Technical Assistance on Positive Behavioral Interventions and Supports.

2. McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. (What is important to each particular learning community?)

Practices: interventions and strategies that are evidence based. (How will you reach the goals?)

Data: information that is used to identify status, need for change, and effects of interventions. (What data will you use to support your success or barriers?)

Systems: supports that are needed to enable the accurate and durable implementation of the practices of MTSS. (What durable systems can be implemented that will sustain this over the long haul?)

The framework language is familiar and used often when discussing MTSS. By framework, we mean MTSS is a singular method of organizing the decision making, implementation, and progress monitoring of school operations. The circles represent the key components of that framework, and are used to organize the school’s way of work. Start with identifying outcomes, which for whole school is often Social Competence and Academic achievement…

Then we look to the data to uncover our “current reality” or what is showing up around this outcome-where are we/where do we stand. We would use the data to identify a precision statement that clearly defines the current reality (problem to address). Then we would look to our resources (e.g., resource map) to identify what practices we might have that would support students with the issues showing up in our data (e.g., school-wide expectations defined, taught, and reinforced for respectful behavior). Then we look at what supports would be necessary to support the adults to implement the practices identified to support students. Then we return to data to monitor progress and make decisions as to whether or not what we implemented worked. If not, was it because we lacked fidelity? Or was it because it wasn’t the right match of practices to need? Do we need different systems (supports) for the adults.

Cultural Relevancy:

Culturally relevant behavior support: Teach behaviors that are socially relevant to Culturally and Linguistically Diverse (CLD) students

Culturally validating behavior support: Acknowledge students’ cultural identity as a strength

Establish cultural validity of data: Carefully review operational definitions of behavioral violations�

Disaggregate ODR data by student race. For example, ethnicity report of the School Wide Information System (www.swis.org)�

Revise measures: Provide schools with tools to assess extent to which culturally responsive systems and practices are in place

Generate school-wide commitment to culturally equitable behavioral outcomes: Define school-wide behavioral goals in collaboration with parents of CLD students�

Increase accountability for equitable outcomes. Review extent to which defined goals are met.

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District Community Leadership Team

Meet regularly with key stakeholders

Continuously assess the extent to which systems are efficient and effective

Allocate and reposition resources to achieve outcomes

Figure 4.2 DCLT

Poll Question:

Which statement best describes the status of a district leadership team to guide PBIS implementation?

Poll Question Responses:

• PBIS is led and coordinated by one person

• A team is identified but without regular meeting schedule or procedures

• A team of district leaders (i.e., executive leadership) meet on a regular basis but with limited stakeholders from educational system represented

• A representative team of district stakeholders meet on a regular basis but have not expanded to community leaders

• A representative team of district and community leaders meet routinely with operating procedures

• None of these describe my district

You as the DCLT will be identifying need and establishing priority for these needed organizational structures.

Narrative from Chapter 4 of ISF MV2

Adopting a truly integrated way of working involves organizational change, requiring active leadership from those with authority to change policy, braid funding streams and re-position personnel and procedures at the school level. Including family members and community partners expand the focus and provides a more significant opportunity to incorporate local culture thus ensuring decisions that reflect a relative context.

Moving from the exploration team described in Chapter 3 to an established district/community leadership team involves setting up formal structures for (a) meeting regularly with key stakeholders, (b) continuously assessing the extent to which systems are efficient and effective, and (c) allocating or repositioning resources as needed to achieve maximum impact on student outcomes. The development of an integrated leadership structure should reflect the local context by building on existing strengths. For example, many districts have an executive-level team that supports their PBIS implementation; a viable strategy is to expand this team to include community partners and family/youth representatives. Other districts may have an interagency partner who provides mental health services to school age children, and recognizes limitations of conventional co-located models (e.g., only Tier 3 services for some students on some days) and are moving toward an integrated system of delivery. Districts just getting started with PBIS, can prioritize mental health integration from the onset and include family representatives and community partners as they form their first executive leadership team.

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Functions of PBIS Leadership Teams

PBIS Leadership team leads the assessment, action planning, and coordination of activities for:

Executive Functions
Implementation Functions

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Partner Engagement

Workforce Capacity

Policy

Funding and Alignment

LEADERSHIP TEAMING

Executive Functions

Implementation Functions

Training

Coaching

Evaluation

Local Implementation Demonstrations

Poll Question:

To what extent is your District (Community) Leadership Team coordinating these functions?

Poll Responses:

• These functions are new to me and not part of our District (Community) Leadership team process.

• District (Community) Leadership Team has informally assessed and action plans around these functions

• District (Community) Leadership Team has completed the District Systems Fidelity Inventory and has an action plan guided by these functions.

PBIS Implementers Blueprint – pg 30 Figure 7

The PBIS work is anchored in a leadership team that leads the assessment and action planning processes. Regardless of level of context (state, district, school), the purpose of this team is to actively coordinate all activities that comprise both the executive (e.g., building the infrastructure or capacity to support the work) and implementation (e.g., doing the work of planned activities) functions by working as a cohesive, integrated, and representative collection of individuals who lead the systems change and implementation process. Figure 7 displays the leadership team functions of systems implementation applicable to all contexts and illustrates their relation to each other. Importantly, these individual features are referred to as “functions,” because how they look in organizations will vary based on the organization’s size, available resources, existing expertise, and phase of implementation.

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Leadership Teaming

Composition

1.1 Leadership Authority

1.2 Team Membership

1.3 Team Expertise

Characteristics

1.4 Team Leadership

1.5 Team Operating Procedures

1.6 Action Planning

Communication

1.7 Communication with Executive Leadership

1.8 Communication with Key Stakeholders

1.9 Goal Identification

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Leadership Team Roles

P. 33 of The Implementer’s Blueprint

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PBIS Implementation Blueprint

The PBIS Implementation Blueprint (4.0) provides guidance for implementers interested in

exploring and getting ready to implement PBIS,
getting started with PBIS, and/or
getting better at enhancing, sustaining, and/or scaling (expanding) their efforts in educational settings.

Describes essential elements and key functions of leadership team and provides resources to assist building sustainable PBIS framework.

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https://www.pbis.org/resource/pbis-implementation-blueprint

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https://www.pbis.org/resource/pbis-implementation-blueprint

Center on Positive Behavioral Interventions and Supports (July 2023). Positive Behavioral Interventions and Supports (PBIS) Implementation Blueprint. University of Oregon. www.pbis.org.

DCLT Functions across Phases of Implementation

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PBIS District Systems Fidelity Inventory (DSFI) (v1.0) for District Level Assessment and Action Planning

Notes:

Self-assess to help drive the conversation, and reach item understanding and a consensus on each score (not an average)
No cut scores
This is about process and prioritizing next steps
Resource: https://www.pbis.org/resource/dsfi �

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What are we Assessing and Why?

To organize the district for achieving your targeted SEB outcomes, the leadership team is responsible for performing these nine functions.

Steps:

Self-assess
Reach consensus
Prioritize and action plan
Progress-monitor implementation during leadership team meetings (add to agenda)

Learn more at: https://www.pbis.org/resource-type/blueprints

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What is in the PBIS District Practice Guide?

Overview and Readiness
Chapter on each DSFI Feature
Guiding Questions
Tools
Resources & Links
Examples
Coaching Tips

https://www.pbis.org/resource/pbis-district-implementation-practice-guide

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Networking & Processing

Breakout Rooms / Full Group

Getting Ready

What team might already exist that could be expanded?
What conversations might need to happen to initiate a leadership team?

Getting Started

How might you build team’s understanding of PBIS Implementation Blueprint and function of team?
What data might guide decision making?

Getting Better

How often might you revisit the DSFI and update action plan?
How might you continue innovation of the team and the work?

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Wrapping-Up

Big Ideas:

PBIS Implementation takes a team!

PBIS Implementers Blueprint provides the recipe for building capacity.

The District Systems Fidelity Inventory is our tool for district assessment.

Resources:

PBIS Implementation Blueprint – Defines the essential elements and key functions for capacity building
Districts Systems Fidelity Inventory (DSFI) – Assessment tool to guide action planning for building district capacity to implement PBIS
PBIS District Practice Guide – Additional tools and resources to support teams to install and implement essential elements and functions

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Share in chat. What is your big take-away? What action step will you take in the next week?

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Let Us Know Your Thoughts

https://forms.gle/z1a9x3F8jHyzjBAx7

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Upcoming Dates �District / Regional Networking

December 2, 2024 – Executive Functions

February 10, 2025 – Training and Coaching

May 5, 2025 – Evaluation

Mark your calendars! Registration coming soon!

https://www.midwestpbis2.org/events

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Building Level Implementers Networking

Tier 1 Strand

January 13, 2025 - Teaming & Data Based Decision Making at Tier 1
February 10, 2025 - Defining & Teaching school-wide Behavior Expectations
March 10, 2025 - Staff/Student/Family Engagement & Monitoring Fidelity
April 7, 2025 - Defining Feedback & Acknowledgement Systems
May 5, 2025 - Professional Development & Annual Evaluation

Tier 2

January 27, 2025 - Teaming & Identifying Students for Tier 2 Support
February 24, 2025 - Critical Features of Tier 2 Interventions
March 24, 2025 - Matching Students to Tier 2 Intervention
April 28, 2025 - Progress Monitoring Tier 2 Interventions
May 19, 2025 - Annual Evaluation & Fidelity

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Mark your calendars! Registration coming soon!

https://www.midwestpbis2.org/events

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Upcoming Training

Tier 1 Team Training

Fall Cohort

November 18-20, 2024

Register now!

Spring Cohort

March 4-6, 2025

Registration coming soon!

Tier 2 Team Training

Fall Cohort

December 10-12, 2024

Register now!

Spring Cohort

April 8-10, 2025

Registration coming soon!

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https://www.midwestpbis2.org/events

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Briefs and Practice Guides

https://www.pbis.org/publications/all-publications

- Most recent automatically at the top

- Or sort by topics and keywords

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Forum Sessions & Recordings

https://www.pbis.org/conference-and-presentations/pbis-leadership-forum

Missed PBIS Leadership Forum this year. Check out the session content and even some recordings (coming soon!).

Save the date!! October 22-23, 2025 in Chicago

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PBIS Podcasts

Expert Instruction – Hosted by PBISApps

https://www.pbisapps.org/resources/expert-instruction

The Educator Blueprint – Hosted by Missouri PBIS

https://pbismissouri.org/media/educators-blueprint-podcast/

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