School-wide
Positive Behavioral
Interventions and Supports
District-wide Implementation:
Ensuring Success
Kentucky Center for Instructional Discipline
www.kycid.org
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
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
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
PBS Systems Implementation Logic
Funding
Visibility
Braiding
Initiatives
Political
Support
Leadership Team
Active Coordination
Training
Coaching
Local School Teams/Demonstrations
Evaluation
Implementation Levels
Student
Classroom
School
District
State
Critical Features at the District Level
1. Leadership Team
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Appropriate representation
Self-assessment process
Action plan
Regular meetings - quarterly
Critical Features at the District Level
2. Coordination
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District Coordinator established as the KYCID
contact
Role of each team member
Monitoring school process
Evaluating progress
Establishing District Team Roles
• Determine who will oversee:
– Policy
– Training
– Coaching
– Evaluation
Critical Features at the District Level
3. Braiding Initiatives (policy level)
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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)
Critical Features at the District Level
4. Funding (policy level)
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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.
Critical Features at the District Level
5. Visibility (policy level)
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Planning for link to KYCID website from district
website
School Board presentations
Newspaper/t.v.
Creating demonstration sites
Presenting at conferences
Critical Features at the District Level
6. Political Support (policy level)
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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
Critical Features at the District Level
7. Training Capacity
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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?
Critical Features at the District Level
8. Coaching Capacity
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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
Critical Features at the District Level
9. Evaluation
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Understand, oversee, and use school data points
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Team Implementation Checklist
Effective Behavior Support Survey
Benchmarks of Quality
Year-end Data Report
Monthly analysis of office discipline data
Other relevant points
Critical Features at the District Level
10. Demonstrations
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Provide support for schools to become
demonstration sites for other schools to visit
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
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
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
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
Team Time
Determine your meeting schedule and ensure
it is recorded on your District Team Roster
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