Abstract
Purpose Statement. The purpose of this study was to understand the perceptions of CTA stakeholders as they responded to the implementation and challenges of the PBIS approach in relation to AB 420 and AB 1729.Theoretical Framework. Systemic change theory was used to support this study. It describes a process of change that involves transforming a current paradigm into a different one (Joseph & Reigeluth, 2010). Joseph and Reigeluth (2010) outlined six components of systemic change that are necessary for it to drive change: (1) broad stakeholder ownership, (2) learning organization, (3) understanding the systemic change process, (4) evolving mindsets about education, (5) systems view of education, and (6) systems design.Methodology. The study utilized a qualitative phenomenological research design. The participants were CTA stakeholders that consisted of two from the school site level and two from leadership at the local, regional, and state levels. The participants were interviewed using a semi-structured interview process. The interviews were transcribed and themes were identified. Data analysis involved the use of McCracken's five-step analytic process (Piercy, 2015), phenomenological reduction, bracketing, and textural and structural description (Creswell & Poth, 2018). In addition, credibility, transferability, dependability, and confirmability were used to establish validity and reliability (Creswell & Poth, 2018).Findings and Conclusion. Based on the interviews, 13 formulated meanings were developed from the significant statements and 5 themes generated. The themes were explained and supported from statements taken from the interviews. Finally, the essence of the lived experiences of CTA stakeholders' implementation and challenges of PBIS in relation to AB 420 and AB 1729 in the classroom were presented. The results of the study supported the 5 themes and they included CTA stakeholders' perceptions of PBIS, AB 420 and suspensions, AB 1729 and other means of correction, administrator support and training adequacy, and student perceptions of consequences and accountability.Recommendations. The CTA stakeholders acknowledged that system changes were needed to respond to disruptive student behavior, programs, and legislation, thus requiring systemic change. It was further recognized that systemic change is needed at all levels (district, school, classroom, and the community). The need for CTA stakeholders to understand their role in implementing PBIS in relation to AB 420 and AB 1729 was depicted in this research.