Tracy Piper, Ed.D.
Hemet Unified School District
The Hemet Unified School District (HUSD), located in Riverside County in Southern California, covers one of the largest geographic areas of any district in California with more than 700 square miles of diverse topography and serves both suburban and rural communities with a current enrollment of just under 22,000 students.
HUSD’s student population is: 55% Hispanic, 29% White, 8% African American and 41% Native American.
Socioeconomic disadvantage is a pervasive issue for HUSD’s student population; district wide the free-and-reduced-price-meals rate is 83%.
English learners make up 12% of the student body and the special education population comprises 15% of HUSD students.
McIntosh, K., Mercer, S. H.,Nese, R. N. T., Strickland-Cohen, M. K., & Hoselton, R. (in press, accepted 7-16-2015). Predictors of sustained implementation of school-wide behavioral interventions and supports. Journal of Positive Behavior Interventions.
District-wide MTBF Implementation:
11 elementary sites
Three K-8 schools
4 middle schools
4 comprehensive high schools
One continuation school
One community day school
Hemet Unified School District’s Unduplicated Pupil Percentage is 81.77%
Providing an LCFF need of $24,658,495
District LCAP Goals: College and Career Readiness, Academic Proficiency, Attendance
Year 1 Reporting
Long-Term OutcomesResources and Inputs
District SCTI team that actively
coordinates implementation
District funding, visibility, and
political support and coordination
with LCAP goals
External MTBF trainers, PLUS
advisors, and evaluation support
Release time for school teams to
attend training and coordinate
MTBF implementation
Boys Town Social Skills in
Schools and Why Try curricula
Restorative Practices
Elementary counselors through
USDOE grant
Middle Grades School Climate
Alliance/REL
Action Team Planning
National Technical Assistance
Center on PBIS
Medium-Term Outcomes
Improved student, staff, and
parent perceptions of school
climate
Improved student attendance
Decrease in student suspensions
and expulsions (including those
related to possession or use of
drugs or alcohol)
Decrease in student office
discipline referrals
Reduce disparities in student office
discipline referrals, suspensions,
and expulsions based on
race/ethnicity and disability
Short-Term Outcomes
Increase in number of schools
that are implementing a MTBF
with fidelity
• Installation of district MTBF
coaches and school teams
• Increase in the fidelity of
implementation of MTBF in
schools
• Increased use of the student
data system by school staff
Increase District SCTI team
capacity for coordinating MTBF
Creation of updated student codes
of conduct
Creation of a fair and effective
discipline plan
Activities
Training for two district MTBF coaches
MTBF training workshop for site and
district based MTBF coaches (2 days/yr)
MTBF training workshop for site-based
MTBF teams (4 days/yr)
District MTBF coordinators provide
technical assistance to school staff
PLUS training workshop for adult
advisors for data collection and enhanced
student voice
Refinement of student data system and
training for school staff
Implementation of MTBF in after-school
programs
Initiate process for updating the student
codes of conduct to support SCTI
Initiate process for developing a fair and
effective discipline plan, including student
input
HUSD SCTI measurable objectives bolded
Improved student academic
achievement
Improved safe school climate
SeeGPRA Performance
Report
1. Builds capacity for implementing a sustained, school-wide multi-tiered behavioral framework: PBIS Status and Needs Assessment of all district schools, May-June 2014 Benchmarks of Quality (BoQ) completed with site-based PBIS teams at all district schools, August 2014 PBIS Leadership Conference and Project Directors’ Meeting, October 2014 Finalized project evaluation logic model in collaboration with evaluator, December 2014 PBIS Counselor on Special assignment hired February 2015 Dr. Rob Horner made site visit to HUSD February, 2015 and held meetings with District PBIS
Implementation Team, Cabinet Barbara Kelly, California PBIS Technical Assistance Center made presentation at Assistant Principals’
Academy, February 2015 2015-2016 PBIS site teams training action planned designed and approved, May 2015 PBIS training dates for 2015-2016 calendared, May 2015 SWIS Orientation session for Cohort 1 principals, June 2015 SWIS facilitator training registration complete for Project Director and Counselor on Special
Assignment for November 2015 In-Person Professional Development Webinars
2. Enhances capacity by providing training and technical assistance to schools: Dr. Rob Horner made site visit to HUSD February, 2015 and held meetings with all
principals and department directors and Cohort 1 principals 2015-2016 PBIS site teams training action planned designed and approved, May
2015 Tiered Fidelity Instrument (TFI) Walk-Throughs held at all Cohort 1 schools (11)
March-April 2015 Fully facilitated TFI assessments held with all Cohort 1 schools, May 2015
3. Demonstrates a partnership with a technical assistance provider, such as the PBIS Technical Assistance Center: Barbara Kelly formally engaged as contracted TA consultant through June 2016,
California PBIS Center
Baseline data were not set prior to Year
1
Cross-school average score on the TFI for
Tier 1
Percent of the cross-school
average score out of the total possible score
This is a GPRA
Rancho Viejo Middle
Hemet, California
School Year: 2014-15
Date Completed: 5/20/2015
Tier I: Universal SWPBIS Features
Teams 5/20/15
1. Team Composition: Tier I team includes a Tier I systems coordinator, a school administrator, a family
member, and individuals able to provide (a) applied behavioral expertise, (b) coaching expertise, (c) knowledge
of student academic and behavior patterns, (d) knowledge about the operations of the school across grade levels
and programs, and for high schools, (e) student representation.
1
2. Team Operating Procedures: Tier I team meets at least monthly and has (a) regular meeting format/agenda,
(b) minutes, (c) defined meeting roles, and (d) a current action plan.
1
Feature Total: 2 of 4
Evaluation 5/20/15
12. Discipline Data: Tier I team has instantaneous access to graphed reports summarizing
discipline data organized by the frequency of problem behavior events by behavior, location,
time of day, and by individual student.
1
13. Data-Based Decision Making: Tier I team reviews and uses discipline data and academic
outcome data (e.g., Curriculum-Based Measures, state tests) at least monthly for decision-
making.
0
14. Fidelity Data: Tier I team reviews and uses SWPBIS fidelity (e.g., SET, BoQ, TIC, SAS,
Tiered Fidelity Inventory) data at least annually.
2
15. Annual Evaluation: Tier I team documents fidelity and effectiveness (including on
academic outcomes) of Tier I practices at least annually (including year-by-year comparisons)
that are shared with stakeholders (staff, families, community, district) in a usable format.
0
Feature Total: 3 of 8
Baseline data were not set prior to Year
1
Ratio of all 5th
grade students in the district who scored
“high”
Percent of all 5th grade
students in the district who
scored “high”
This is a “Project”
outcome, not a GPRA
All schools using common systems Focus initially on fidelity Building data collection capacity to assess student discipline patterns Establishing training for Data Use… not just data collection. Schools aware that data being reviewed regularly at district office. Coaching and professional development integral to building internal
capacity for sustainability at the site and district levels Integration of district/state/federal initiatives i.e. Local Control
Accountability Plan with regard to school climate and student and parent engagement
External evaluator’s Evaluation Progress Report, updated at least annually.
Cohort 1 (Completed Year 1) Cohort 2 (Preparing for Year 1)
Chronic Non-Attenders -166 -89
Suspension Incidents +1 +110
Suspension Days -311 +64
Expulsions -22 (District-Wide)
SCTI Grant LCAPStaff, Program Coordinator, 1 Coach Additional Coach
Consultants to train our coaches PBIS Technicians (Tier 2/3 Support)-All Traditional Middle and High Schools
Release Time for Site Based Team Training PLUS Program
Extra Duty Pay for Site Based Teacher Leads Increased Alternative Education Options
Conferences-State=Middle School, National=High School, International=Middle School
Training for Student Support and CWA staffs
Membership Fees
I
Cohort 1 Schools
Cawston ElementaryHamilton K-8Fruitvale ElementaryValle Vista Elementary
Acacia Middle Dartmouth Middle
Alessandro HighHamilton HighTahquitz HighWest Valley High
Cohort 2 Schools
Bautista Creek ElementaryCottonwood K-8Harmony ElementaryIdyllwild K-8Jacob Wiens ElementaryLittle Lake ElementaryMcSweeny ElementaryRamona ElementaryWhittier ElementaryWinchester Elementary
Diamond Valley Middle
Hemet High
HUSD was one of 71 recipients nationwide.
Provides $1.6 million for 5 years, 2013-2014 through 2018-2019.
Expected outcomes:
Improve student attendance
Reduce Exclusionary Discipline Practices: office discipline referrals, suspensions and expulsions
Implement of a multi-tiered system of supports
