PBIS District Leadership Team Overview Administrative Team Meeting August 13, 2008

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success: A Multi-tiered, RTI model.

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Three Components of PBIS

Data-Based Decision-Making  Student outcome data is used:  To identify youth in need of support and to identify appropriate intervention  For on-going progress-monitoring of response to intervention  To exit or transition youth off of interventions  Intervention integrity or process data is used:  To monitor the effectiveness of the intervention itself  To make decisions regarding the continuum/menu of interventions/supports

Organization and Function of the District Leadership Team

Implementation Levels Individual Student Classroom School- wide District Level Multiple Points of Support CKH WWIS PBIS Process Data Practices Process Data Practices Funding Visibility Political Support Coaching Training Evaluation

Taking it to Scale FundingVisibility Political Support Leadership Team Active Coordination Evaluation Training Coaching Building Level Teams

Who should be on the district level team?  District level representatives (responsibility)  Building principals (student achievement)  Director of CAI (instruction)  Special education director/assistant (student assistance programs)  Director for Safe Schools, NCLB, Student Services  PBIS Coach for supporting/guiding PBIS implementation at the district level  School board member  Parent representative  Community-based leader  PBIS administrator responsible for supporting/guiding/implementation  Home-school liaison/parent liaison/school social worker

Commitments & Expectations  Commitments to our stakeholders:  Give PBIS 3-5 years to make a difference  Invest in training, evaluation & coaching  Meet regularly  Monitor, support and acknowledge implementation and implementers  Expectations of buildings:  Use data  Meet regularly  Participate in training and follow the model

Communication & Collabor- ation with Stakeholders  With other district teams/initiatives –  CDEP, RtI, CST, CSE, NCLB, Safe Schools  With all buildings –  Principals  Staff  Families  Community members, agencies & businesses  BOE

External Coach’s (PBIS Coordinator’s) Responsibilities:  Develop and maintain consistent implementation efforts across the district  Coordinate district activities related to PBIS  Assist in goal setting related to PBIS  Provide technical assistance as needed  Develop content expertise  Act as liaison to other initiatives & collaborate for shared use of resources  Share communication to/from buildings & district (including process and outcome data)  Attend building level team meetings monthly

Exploring Outcome-based Practices to Ensure Efficient Use of District Resources and Coordination with Related Initiatives

Working Smarter Initiative, Project, Committee PurposeData Target Group Staff Involved School Improvement Teams RtI team Discipline committee PBIS Team

What systems do we have in place district-wide to insure that our practices are implemented with fidelity?  How do we know if CKH, CST, classroom management, etc is working?  How do we know how many staff are utilizing the practices?  How do we check to see if programs are consistent across buildings?

How is academic and social behavior in/for:  General classrooms?  Alternative schools (Baker, AYP)?  Group interventions?  Students with BIPs?  Students receiving Special Education? Do we use data to collect feedback or use our best guess? Are we monitoring our cost effectiveness? Behavior is Setting Specific

How effective are outside agency interventions:  Catt. Co. Council on Alcohol and Substance Abuse?  Mental clinician?  Family support center?  Probation dept – PINS petitions?  Outside counseling?  Parent advocate?  Others? Do we use data to collect feedback or use our best guess? Behavior is Setting Specific

Response to Intervention - Reflection on Effectiveness  What are our interventions at the Secondary and Tertiary Levels?  How are students responding to those interventions?  How many students are referred?  How many students are responding?  How much of our district and/or building resources are “spent” on those interventions?

What would district leadership team reflect on?  What is our current district use of specialized/clinical personnel?  How does/could the district prioritize and support these staff in using data to make decisions?  What training and support do ALL of these roles need in order to change current system and practice?  What changes need to be made at the district level to support changes at the building level?

Are Resources Being Spent Wisely?  If we train schools, do they implement?  Do schools implement with integrity/fidelity?  Do schools sustain implementation with fidelity over time?

POLICIES  Both NCLB and IDEA give priority to RtI, prevention, evidence-based, and systems of support  PBIS will help support grants written  PBIS - transfer research to policy to practice is important.

What support do we need to provide to our staff for PBIS to become the way we do business here at Pioneer Central School?