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District / Regional Implementers

IL Networking Opportunities

�Capacity Building & Leadership Teaming

December 2, 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!!

Please share:

Your name
District / Region you are from
Your role
A little about your district’s current implementation

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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

**NEW – Padlet for sharing and networking

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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

Executive Functions: Leadership teams define, provide resources for, and engage support for PBIS implementation efforts by engaging partners, exploring funding and alignment, establishing policy, and expanding the workforce capacity.

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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Partner Engagement

“Anyone who has an interest in or affected by the success of a school (or district)” (Center on PBIS)

“Partner engagement is essential to increase the likelihood that PBIS elements are contextually and culturally relevant” (Center on PBIS)

Engagement includes both routinely disseminating information as well as engaging partners in priorities, goal setting, and policy development.

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

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Funding & Alignment

PBIS is cost savings in the long run, but initial start-up usually requires funding

Inventory current initiatives and programs identifying their funding sources and requirements

Leveraging Short Term Funding to Build Long Term Capacity

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

PBIS Implementation Blueprint (p. 38): Although PBIS is cost effective, some savings are realized over time with decreased ineffective and exclusionary practices such as suspensions and dropout (Swain-Bradway et al., 2017). Stable funding to support the personnel and implementation activities specified in the action plan can be helpful to support initial implementation.

If you do happen to have a short-term funding opportunity, plan to leverage it for capacity building and not short term fixes.

Leveraging Short Term Funding (https://www.pbis.org/resource/leveraging-short-term-funding-to-build-long-term-capacity):

We strongly advise SEA and LEA leadership teams to carefully and strategically link funding targets to their current multi-tiered systems of support (MTSS) action plan, or to create a comprehensive multi-year plan that focuses both on key academic and SEB student outcomes through a continuum of supports (see Why Prioritize Behavior Support)

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Policy

Begins with a Vision Statement that communicates beliefs and expresses shared understanding of school-community wants for all children

Then Policy recommendations that promote safe, predictable, and positive school climate.

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

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Workforce Capacity

Building workforce capacity includes, but is not limited to,

addressing hiring practices and methods to increase staff retention and sustainability,
providing clear job descriptions,
ensuring staff feel valued and supported, and
providing a process for professional development.

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Center on Positive Behavioral Interventions and Supports (October 2024). PBIS District Practice Guide: Leadership Team Planning Using the District Systems Fidelity Inventory. University of Oregon. www.pbis.org.

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Networking & Processing�Full Group or Breakout Rooms

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Your Turn:

What phase of implementation (e.g., Getting Ready, Getting Started, Getting Better) might you be in with these Executive Functions?

What are some examples of your work in this phase?

- Share on Padlet

What are current challenges?

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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 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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Wrapping-Up

Big Ideas:

Engage partners by collecting, summarizing, and disseminating information and resources.
Secure funding and establish alignment between initiatives.
Promote supportive policies with a preventive discipline vision.
Develop expertise across the specific workforce.

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

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

Spring Cohort

March 4-6, 2025

Register now!

Tier 2 Team Training

Fall Cohort

December 10-12, 2024

Register now!

Spring Cohort

April 8-10, 2025

Register now!

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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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Partner Engagement

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Partner Engagement�PBIS is something we do “with students,” not “to them.”

Engaging

Self-Assessment Survey (SAS)

Staff perception of behavior supports across tiers

School Climate Survey

Staff, Student, Family perception

Feedback and Input Survey

Staff, Student, Family feedback on school-wide systems

Disseminating

Print

Brochures, postcards, newsletters, targeted mailings

Electronic

Website, videos, social media

Verbal

Board meetings, Parent Teacher Organizations, Back to School Nights, Community Events

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Funding and Alignment

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DSFI 3.1 – Budget Plan

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Template: https://docs.google.com/spreadsheets/d/1i7akkW9VXxLcebIyzl30p5x4ZGH89gyWFHLK7l-Feqo/copy

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Sample Initiative Inventory�ISF Initiative Inventory

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Working Effectively and Efficiently ???

https://docs.google.com/document/d/1PqP18k3LfzVLDdx6I_WwrmTlHeMtaS8tGd-fDojxwc0/edit

PBIS and SEL have similar outcomes; can the DCLT agree to embed Second Step lessons within PBIS matrix and have lessons delivered by teachers within the classroom?
There is not evidence of impact for YMHFA; can the DCLT develop a survey for teachers to complete pre/post training in order to assess knowledge gained?
How would you address the suicide prevention initiative? Is there data the DCLT could look to in order to decide if a one-hour overview is sufficient?

Narrative from ISF MV2: Chap 4

Figure 4.4 provides an example of a completed ISF Initiative Inventory template example represents the efforts of a district/community team engaged in interconnecting their behavioral/mental health systems. In this example, items indicated in red were ‘flagged’ for action by the team. For example, the team recognized that PBIS and programs that were labeled as social-emotional instruction had similar outcomes. Therefore, they decided to integrate these two initiatives by redesigning the training and coaching to position teachers to deliver the social-emotional skill lessons within the classroom by embedding the skills into their PBIS behavioral matrix across settings. The leadership team also recognized a lack of evidence of impact for a professional development activity they described as ‘mental health awareness.’ The facilitator guided the team to a strategy for determining how teachers apply the practice through a survey to be used pre- and post-training. An additional area of note by the team was the separate, one-hour overview of suicide prevention being provided to all staff. It was determined to be insufficient based on youth report data indicating increases in both suicidal ideation and attempts. The team decided to move from a general mental health overview, where they did not see an impact, to a more specific and comprehensive approach to suicide prevention, using evidence-based strategies for professional development, including ongoing coaching and support for teachers and staff. More on the process for selecting evidence-based practices will be reviewed later in this chapter.

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School Level Intervention Mapping Tool

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DSFI 3.5 & 3.6�Selection Process for Initiatives & Interventions

Example Process:

DCLT identifies need based upon existing data and current supports in place
Workgroup is assigned to research and identify interventions to consider
Workgroup gathers data for each component of Hexagon Tool
Workgroup presents data to DCLT
DCLT utilizes Hexagon Tool scoring to rate each intervention
DCLT selects intervention to install

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TIER 2

Supports

Groups

ALL �SETTINGS

General Ed

Special Ed

Community

TIER 1

Supports

Common Expectations

Rules and Routines

Acknowledging Expectations

Responding to Inappropriate Behavior

Trauma-Informed Classroom Practices

Check-in Check-Out (CICO)

Modified CICO

Executive Functioning Skills Group

Additional Assessment & Individual Student Problem Solving Process

TIER 3

Supports

FBA-BIP

Person Centered Planning

Individualized MH Intervention

Pro Social Skills Group

Teaching Expectations

Problem Solving Skills Group

TIER 2

Complex Supports

Trauma Focused

Anger Management Group

Coping Skills

Cognitive Behavioral Focus

DSFI 3.6 – Options for Tiered Interventions

SAMPLE – Single Continuum of Intervention

- Consider definitions and decision rules for each intervention

Tier 2 / Tier 3 Tracking Tool

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Implementation Cost Resources

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Cost Analysis

Mental-Health Assessment and Support Cost Out Tool (MASCOT)

The Mental-Health Assessment and Support Cost Out Tool (MASCOT) compares the cost of universal screening procedures and subsequent supportive services to the costs of typical school discipline (i.e., Office Discipline Referrals, Disciplinary Meeting). The MASCOT utilizes the realistic salaries, intervention costs and disciplinary actions to simulate both the humanistic and financial cost to supporting students’ behavioral success.�

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Policy Resources

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DSFI 4.1 – Vision/Mission Statement

Center on Positive Behavioral Interventions and Supports (October 2024). PBIS District Practice Guide: Leadership Team Planning Using the District Systems Fidelity Inventory. University of Oregon. www.pbis.org.

DSFI 4.1 – District has a vision/mission statement that includes a rationale and support for the importance of school climate and SEB health to achieve equitable outcomes for all student groups (and how PBIS can improve both these outcomes and academic achievement) and is articulated into long-term outcomes and endorsed by lead district/school administrators.

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Supporting Vision & Creating Common Language

Leadership promoting a common vision

Graves County Schools – District video
Omaha Public Schools – MTSS-B

District Handbook

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DSFI 4.4 – Discipline Policy Review

DSFI 4.4 - District Leadership Team regularly reviews and refines discipline policy to enhance their effects on fidelity of implementation and SEB and academic outcomes for all student groups.

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Workforce Capacity

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DSFI 5.2 – Job Descriptions

Consider embedding recommendations aligned with data from research-validated fidelity and perception measures

Administration Examples:

• Create and maintain positive learning environment where students, families, and staff feel supported and respected

• Encourage expected behavior through positive specific feedback for students and staff

• Work with staff to implement PBIS framework

Certified Staff Examples:

• Model classroom expectations and rules after schoolwide expectations to ensure consistency

• Teach social skills directly throughout the year

• Provide instructional responses to address inappropriate behavior

See Page 57 – PBIS District Practice Guide

Center on Positive Behavioral Interventions and Supports (October 2024). PBIS District Practice Guide: Leadership Team Planning Using the District Systems Fidelity Inventory. University of Oregon. www.pbis.org.

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Retaining Staff

Data show nearly half of all new teachers leave the profession in the first 5 years (University Council for Educational Administration [UCEA], 2008).
Forbes study - ”Recognition programs have huge impact on business performance. Including 31% lower voluntary turnover rates” (Bersin, 2012)

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Example – District Level Recognition Plan

“Reinforcing behaviors while providing positive specific feedback is most effective in increasing appropriate behavior.”

(PBIS District Practice Guide – pg 61)

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Systems for Staff Wellness

Shift in Strategy: Focus on Universal Prevention to Promote Wellness for All

Shift in Collaboration

Shift in Data Use in Decision Making

Shift in Strategy

Build awareness – mental health and wellness is for ALL!
Support staff to create wellness plans and support staff to monitor implementation of these plan
Promote healthy habits --- normalize the habits by modeling and encouraging
Define school-wide expectations to promote habits
Reduce workload --- what comes off plate to add something new? What few practices are we prioritizing?

Shift in Collaboration

Staff, family and students as part of decision making teams
Two-way communication systems that are valued, supportive and transparent
Prioritize collaborative planning time
Provide space for debriefing after stressful days
Provide space for staff to regroup, reset and practice neutralizing routines

Shift in Data

% of staff who feel connected (within grade level/team and/or school level)
% of staff who feel like they are managing their changing role
% of staff who feel like they have skills to manage student needs
% of staff who feel the workload is manageable
% of staff who feel they have a voice at the table with school, district, state
% of staff who feel appreciated by students, families, administration, central office