Review Agenda Item
Meeting Date: 1/12/2021 - 7:00 PM
Category: INFORMATION / DISCUSSION ITEMS
Type: Info
Subject: 9.1 Livermore Valley Joint Unified School District's Framework for Success: Positive Behavior Interventions and Supports (PBIS)
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Attachment Summary
File Attachment:
1-12 PBIS Board Report.pdf
Quick Summary / Abstract:
Background: The California Department of Education defines a Multi-Tiered System of Supports (MTSS) as an integrated, comprehensive framework that focuses on the California State Standards, core instruction, student-centered and differentiated learning, individualized student needs, and the alignment of systems necessary for the academic, behavioral, and social success of all students. A key component of the Livermore Valley Joint Unified School District (LVJUSD) Framework for success is behavioral support which is addressed through Positive Behavioral Interventions and Supports (PBIS). According to the National Center on Positive Behavioral Interventions and Supports, PBIS is an evidence-based, three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day. “PBIS creates schools where all students succeed.” The emphasis is placed on the process or approach rather than on a specific curriculum. Using all available data, school teams can effectively identify strengths and needs of the school. PBIS has been shown to lead to improved student academic outcomes, reduced exclusionary discipline, and improved teacher outcomes.
Status During the first year of implementation (2018/2019), our two half-time MTSS Coordinators – Teacher on Special Assignments participated in coach’s training led by consultants from the Santa Clara County Office of Education (SCCOE). Our District made the decision to employ the cohort training model in which sites were placed into one of four cohorts to assist with the efficient phased-in implementation of our District initiative.

In Cohort 1 phase, the SCCOE consultants led the training for the cadre of five schools (Junction Ave. K-8, Altamont Creek, Arroyo Seco, Leo Croce, and Rancho Las Positas Elementary School) with the support of our MTSS Coordinators, and focused on PBIS concepts and strategies. Working collaboratively with staff, school teams developed three to five school-wide expectancies that were directly taught to students in a variety of settings. Tier-1 practices also included the development of a school-wide acknowledgement system for positive behavior, procedures to discourage problem behavior, and an emphasis on encouraging school-family partnerships. Teachers from Cohort 1 received training from our SCCOE presenters that introduced the foundational concept of the interconnectedness between behavior, academic skills, and social-emotional competencies.

Beginning in January 2019, with the support of District administrators, MTSS Coordinators began a series of presentations to introduce the LVJUSD Framework to Cohort 2 schools that would begin PBIS training in late spring. In 2019/2020, the second year of implementation of the LVJUSD Framework for Success initiative welcomed the addition of Cohort 2 schools (Marylin Ave., Jackson Ave., Smith Elementary, Vineyard Alternative, and Mendenhall Middle) and the newly formed High School Cohort (Livermore, Granada, and Del Valle Continuation high Schools). Cohort 2 schools continued the first year of PBIS training by finalizing team composition and roles, developing school-wide expectations and matrices for their classrooms and common areas, and learning to use data to guide action steps.

Now in the third year of PBIS implementation, our District began the school year embracing a range of unique training and implementation challenges related to the global pandemic. While small groups of students with specialized needs and a limited number of support hubs have returned to school in-person, the vast majority of students continue to participate in synchronous and asynchronous distance learning. All PBIS training is delivered online in 3-hour sessions using the Zoom platform. Each cohort will participate in four online sessions scheduled throughout the year.
Fiscal Impact Funding for our Framework for Success initiative has been supported through Local Control Funding Formula (LCFF) Supplemental, Low Performing Student Block Grant, and California Scale-Up MTSS Statewide (SUMS) Initiative grant funds.
Superintendent's Recommendation: This report is informational only and requires no action be taken by our Board of Education.
Approvals:
Recommended By:
Signed By:
Alyssa Ciraulo - Executive Assistant
Signed By:
Kelly Bowers, Ed.D. - Superintendent