Advisory Council

Organizations in the Advisory Council

We thank the following organizations and individuals for their commitment to the PBISaz Advisory Council.

ADE/Multi-Tiered Behavior Supports – Celeste Nameth
ADE/School Safety and Prevention – Tori Havens
Arizona Center for Disability Law – Renaldo Fowler
Arizona Council for Exceptional Children/Arizona CASE – Adam Leckie
Arizona DES Division of Developmental Disabilities – Tyrone Peterson
Arizona Developmental Disabilities Planning Council – Larry Clausen
Arizona DHS Division of Behavioral Health Services – Bob Crouse
Arizona K12 Center Board of Directors – Dr.Angel Jannasch-Pennell
Arizona School Administrators – Brian Mabb
Buckeye Elementary School District – Joni Cesario
Intermountain Centers for Human Development – Dr.Dan Davidson
Juvenile Corrections Advisor – Gail Jacobs
Madison Elementary School District – Abby Wright
Maricopa County Education Service Agency – Christine Wells
Mentally Ill Kids in Distress (MIKID) – Dick Geasland
Mesa Center for Success – Laura Wiggins
Mesa Public Schools – LeiLani Scott
Northern Arizona University, IHD – Jean Ajamie, PBISaz Director
PBISaz Advisory Council – Dr.Daniel Gulchak
Pima County School Superintendents Office – Jane Ballesteros
Pima County School Superintendents Office – Debbie D’Amore
Pina Gila Community Child Services – Toni Limbrick
Positive Behavior Interventions and Supports, National Center – Dr.Robert Horner
Raising Special Kids – Gabriela Parra
Raul Grijalva Elementary School – Tim Grivois-Shah
Recorder – Corina Enrique
Sacaton Middle School – Amber Pauga
Southwest Autism Research and Resource Center – Sherri Dollin
Teach for America/PESD School Board Member – Daniil Gunitskiy


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Purpose of Advisory Council

This project is a multi-year effort to coordinate all of Arizona’s relevant resource organizations and institutions into one cohesive initiative that will help schools/districts access the training, technical assistance and expertise, needed to implement PBIS with fidelity and thereby reduce office suspensions, seclusions and restraints, and improve the overall school climate for students and staff.

The PBISaz Advisory Council will use the planning document from the national Technical Assistance Center on Positive Behavioral Interventions & Supports (SWPBIS Implementation and Planning Self-Assessment Blueprint), as its guide for assessing Arizona’s strengths and needs, and for prioritizing action steps required for full implementation.

A statewide system of PBIS provides measurable benefits for many stakeholders, including:

  • State (leadership, policies, resource management, etc.)
  • Community (collaboration for improved services behavioral health, DDD, etc.)
  • District (leadership, specialized behavioral expertise, policies)
  • School-wide (climate, shared effort to teach/encourage positive behaviors to all)
  • Classroom (clear expectations/routines that promote climates of learning)
  • Individual Student (intensive behavioral interventions – reduce problem behavior)

Guided by the national PBIS ‘Blueprint’, we continue to develop the following infrastructure requirements:

  • Leadership (capacity, representation, long-term commitment, authority)
  • Funding (short term – ADDPC, and long term – ADE)
  • Visibility (among PEA administrators and staff, parents, advocates, newspapers)
  • Political Support (Superintendent, legislators)
  • Policy (to ensure sustainability in the face of turnover of staff and administrators)
  • Training Capacity (state and private resources to address PBIS Tiers 1 and 2)
  • Coaching Capacity (to help school teams implement what they’ve learned)
  • Evaluation Capacity (fidelity of implementation and impact on students)
  • Behavioral Competence (behavioral experts, university programs that train them)
  • LEA Demonstration (where interested LEAs can go to see PBIS in action)

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Goal of PBISaz

The purpose of this project is to improve behavior outcomes and reduce the use of unnecessary and dangerous seclusion and restraint with persons with developmental disabilities (DD) throughout Arizona.

2016 Goals

  1. Expand PBIS to home and community by leveraging the resources of PBISAz to build capacity with parents/families and within the Early Childhood system
  2. Reduce the use of restraint and seclusion in schools
  3. Increase the number of schools implementing PBIS effectively

2016-17 Objectives (Year Five)

1

Assist schools in partnering with parents of students with DD on implementation of PBIS at home
2

Engage Early Childhood system stakeholders in offering PBIS as a strategy for infant and toddler caretakers and teachers
3

Increase the capacity of schools to provide intensive individual supports (Tier 3)

4

Increase school personnel knowledge of state and federal policy and guidance regarding use of seclusion and restraint

5

Improve the quality of restraint and seclusion data so that the data may inform school practices

6

Increase opportunities for educators to develop the knowledge and skills necessary for implementation of PBIS with fidelity

7

Increase the number of schools that are publicly recognized for implementing PBIS with fidelity

8

Increase funding in support of PBIS implementation