ISTAC‎ > ‎Website Archive‎ > ‎

District Leadership Teams and Assessing Implementation

The PBIS Implementers' Blueprint and Self-Assessment1 is focused on district, regional, and/or state level leadership team planning. The purpose of this blueprint is to provide implementers with definitions, descriptions, and guidelines that allow for accurate and durable implementation of multi-tiered systems and practices. It’s features have applications to any large scale practice adoption and sustained/scaled implementation.

The District Leadership Team's (DLT) primary function is to engage in leadership and coordination functions, which support and sustain accurate implementation of a continuum of evidence-based multi-tiered supports and practices. Its activities are configured around following Implementation Blueprint features: (a) capacity building for training, coaching, evaluation, and coordination; (b) administrative participation for political support, visibility, funding, and policy; and (c) demonstrations of school and district implementation.  The overriding mission or purpose of this team is to provide overall leadership related to assessing, developing, implementing, managing, and evaluating a state, regional, and/or district-level comprehensive system of SWPBS for all students. This team is responsible for the coordination of training, coaching, and evaluation activities related to SWPBS implementation. This team develops a 3-5 year action plan to guide its capacity building and coordination activities and to achieve the mission or purpose of the SWPBS implementation effort. 

The PBIS Implementers' Blueprint and Self-Assessment is based on the implementation science of the National Implementation Research Network (www.nirn.org) and the scaling up research of Fixsen and Blase (www.scalingup.org, 2010).

By participating in EX100 training, the district's External Coach will learn about the blueprint's features, and how to use the District Self-Assessment Guiding Questions tool to facilitate the DLT's self-assessment processes.


1 Sugai, G., Horner, R.H., Algozzine, R., Barrett, S., Lewis, T., Anderson, C., Bradley, R., Choi, J. H., Dunlap, G., Eber, L., George, H., Kincaid, D., McCart, A., Nelson, M., Newcomer, L., Putnam, R., Riffel, L., Rovins, M., Sailor, W., Simonsen, B. (2010). School-wide positive behavior support: Implementers' blueprint and self-assessment. Eugene, OR: University of Oregon.