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District / Regional Implementers

Implementers Networking

�Leadership Teaming & Defining Language

October 2, 2026

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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 non-profit organization of education and human services leaders advancing systems change in youth-serving settings.

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?

Topic(s) for today:

District Community Leadership Team
Leading with common language (e.g., PBIS, MTSS)
Other?

Where would you like to spend our time?

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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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District Community Leadership Team

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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

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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Poll / Check-in

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

• 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

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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

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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Poll / Check-in

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

• 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.

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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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Leading with Common Language

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Poll / Check-in

What language is your District/Region using?

PBIS
MTSS
ISF
RtI
I-MTSS
It’s a mix!

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Poll / Check-in

How clear is your District’s language on what you are aligning and core features?

Very clear
Getting better
Needs work

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MTSS is a Framework for Integration

PBIS is the most widely implemented and evidence-based MTSS framework

Check out the state level examples for defining MTSS framework.

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New Resource!

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What is Positive Behavioral Interventions and Supports?

PBIS is a multi-tiered framework that organizes our school and integrates our initiatives, to achieve desired outcomes through understanding our data, implementing a continuum of practices, supporting staff through systems, and prioritizing equity.

Midwest PBIS Network 4/5/22 a

Adapted from: USDOE OSEP TA Center on PBIS (October 2015). PBIS Implementation Blueprint: Part 1 – Foundations and Supporting Information. Eugene, OR: University of Oregon, 5. https://www.pbis.org/blueprint/implementation-blueprint

5 Essential Elements of PBIS

1997

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PBIS is an �Operating System

for our School Initiatives

SYSTEMS

What is the teaming structure for implementation?

What PD & Coaching is being provided

PRACTICES

What continuum of evidence-based practices will be used?

DATA

Are the practices and the framework implemented with fidelity?

What results are we getting?

EQUITY

Is the initiative culturally responsive and equitable?

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OUTCOMES

What organizational goal is supported by the initiative?

What meaningful outcomes are we targeting?

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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How does our framework encompass a full SEB?

Romer, N., von der Embse, N., Eklund, K., Kilgus, S., Perales, K., Splett, J. W., Sudlo, S., Wheeler, D., (2020). Best Practices in Social, Emotional, and Behavioral Screening: An Implementation Guide. Version 2.0. Retrieved from www.smhcollaborative.org/universalscreening

Complete Mental Health is Social-Emotional-Behavioral
Mental Health is more than simply the absence of psychological problems. The absence of psychological problems does not infer wellness or happiness.
Therefore one’s mental health, or wellness, is strong when they are experiencing both low levels of SEB psychological problems, and high levels of SEB competencies.

Rev 9/15/21 a Midwest PBIS Network

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Alignment

Restorative Practices

Social Skills Programming

Trauma Informed Strategies

Social Emotional Learning

School Mental Health

Dropout Prevention

Bullying Prevention

Classroom Management

Cultural Responsiveness

Wellness & Self-Regulation

Literacy Instruction

Cognitive Behavior Counseling

School Climate

Function-based Support

Wraparound

Community Partnership Integrations

Equity

I-MTSS & PBIS are Frameworks for Aligning Your School Initiatives and Interventions

Midwest PBIS Network 4-11-22

Schools Now

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MTSS Frameworks

I-MTSS

PBIS

(SEB MTSS)

Academic MTSS

Community MH Partnerships

ISF

PBIS

(SEB MTSS)

MWPBIS

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PBIS

(SEB MTSS)

Academic MTSS

RtI

MTSS

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Frameworks: Definitions

Some language to get your team having conversations.

Compare/contrast
What stands out?
Make comparisons to your efforts.

RESOURCE: Frameworks Defined https://docs.google.com/document/d/1Uea4vQYQwML_2N_V18J2cgfJYj81j9qWRQ_eYpPKCPI/edit?usp=sharing

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Summary on Integration

Midwest PBIS Network 10/6/24

Adapted from: USDOE OSEP TA Center on PBIS (October 2015). PBIS Implementation Blueprint: Part 1 – Foundations and Supporting Information. Eugene, OR: University of Oregon, 5. https://www.pbis.org/blueprint/implementation-blueprint

Increase Effectiveness and Efficiency
Supports Consistent Adult Behavior
Data-driven decision making
Process for Continuous Improvement
Framework for Aligning Initiatives to MTSS Features

Leverage PBIS’s proven MTSS framework to organize your school, integrate initiatives such as MTSS-A and/or Community MH Partnerships, and achieve targeted outcomes meaningful to your community.