1. School-wide Positive Behavioral Interventions and Supports District-wide Implementation: Ensuring Success Kentucky Center for Instructional Discipline www.kycid.org

2. Objectives To understand and determine the roles and responsibilities of the District PBIS Team To determine outcomes to be evaluated by the District Team To develop an initial District Action Plan to support school implementation

3. Districts are successful when they: Start with sufficient resources and commitment Focus on the smallest changes that will result in the biggest difference Have a clear action plan Use on-going self-assessment to determine if they are achieving their plan Use positive and meaningful monitoring to guide and supports schools Have access to an external coach who is supportive, knowledgeable, and persistent

4. Sustainability: Documentation of accurate implementation (90%) of an evidence-based practice across desired context (e.g., district, school, non-classroom area, classroom) over time with local resources

5. PBS Systems Implementation Logic Braiding Initiatives FundingVisibility Political Support Leadership Team Active Coordination Training CoachingEvaluation Local School Teams/Demonstrations

6. Implementation Levels Student Classroom School State District

7. Critical Features at the District Level 1.Leadership Team Appropriate representation Self-assessment process Action plan Regular meetings - quarterly

8. Critical Features at the District Level 2.Coordination District Coordinator established as the KYCID contact Role of each team member Monitoring school process Evaluating progress

9. Establishing District Team Roles Determine who will oversee: –Policy –Training –Coaching –Evaluation

10. Critical Features at the District Level 3.Braiding Initiatives (policy level) Maximize effectiveness by ensuring that multiple initiatives do not serve the same purpose Maximize effectiveness by ensuring that multiple initiatives are blended together to maximize student success (e.g., RtI and PBS)

11. Critical Features at the District Level 4.Funding (policy level) What are the ways the district will financially support the PBIS initiative (SWIS, conferences, posters, incentives, etc.)? What are the sources of funding the district will use? Identify and put in writing.

12. Critical Features at the District Level 5.Visibility (policy level) Planning for link to KYCID website from district website School Board presentations Newspaper/t.v. Creating demonstration sites Presenting at conferences

13. Critical Features at the District Level 6.Political Support (policy level) Connection between behavior and academics Increased administrator, student, and teacher time Increase in buy-in for tier 2/secondary level interventions Priority, connection to administrators, participation, and support Attend training, correspondence, recognition of principals and schools

14. Critical Features at the District Level 7.Training Capacity What support does the district need to provide training to schools (internal and external)? Who is skilled at providing training? Who can plan trainings? Who can identify training needs?

15. Critical Features at the District Level 8.Coaching Capacity Internal coaches at every school District coach who oversees internal coaches KYCID trainings for coaches (2 the first year, 2 the second year) Monthly meetings for internal coaches led by District Coach

16. Critical Features at the District Level 9. Evaluation Understand, oversee, and use school data points Team Implementation Checklist Effective Behavior Support Survey Benchmarks of Quality Year-end Data Report Monthly analysis of office discipline data Other relevant points

17. Critical Features at the District Level 10. Demonstrations Provide support for schools to become demonstration sites for other schools to visit

18. Team Time  Discuss team roles in the areas of policy, training, coaching and evaluation  Select your area of emphasis  Write it on your District Team Roster

19. Outcomes of School-wide PBS Decrease in office discipline referrals Increase in instructional time Decrease in administrator time spent on discipline issues Efficient and effective use of scarce resources Increase in perceived school safety Sustainability through a team approach

20. Team Time  Brainstorm all possible outcomes you would your district/schools to reach as a result of PBIS implementation  As a group, select 2-3 outcomes you will monitor for the upcoming year  Write these outcomes on your Action Plan and discuss methods of achieving the outcomes

21. Quarterly Action Planning Set and review goals Support for administrators Review behavior and academic data –Effectiveness and functioning of team –Implementation fidelity of Tier 1/Universal –Outcome of implementation –Eligibility for advanced Tiers training –Need for booster training, school-based training, technical assistance

22. Team Time  Determine your meeting schedule and ensure it is recorded on your District Team Roster

23. Final Points District Action Plan is a working document Meet at least quarterly and update Action Plan Maintain momentum with frequent review of evaluation data Use data for decision-making Provide meaningful feedback and support to coaches and teams Continue review of policy, training, coaching, and evaluation