Implementation Action Planning

1. Implementation Action Planning Tim Lewis, Ph.D. & Barbara Mitchell, Ph.D. University of Missouri OSEP Center on PBIS

2. Remember…. • As grantees you implement based on your funded proposal. • As members of the PBIS TA-Center we offer guidance based on our experience from working with states, districts and schools implementing multi-tiered behavior support frameworks. We do NOT speak for Safe and Healthy Students or OSEP. • The information provided today designed to help you be successful – it is not mandatory.

3. Today • School Team Action Planning • State and LEA capacity to meet school team action items • Professional Development • Technical Assistance • Evaluation • LEA & SEA Systems • Implementers Blueprint Self Assessment • District Capacity Assessment (sisep.org & pbisapps.org)

4. Action Planning Definition • Thought­fully recorded list of all the tasks that your team needs to finish to meet a goal or an objective Purpose • Action Plans are useful because they give you a framework for thinking about how you’ll complete a task or project efficiently

5. Action Planning Your Action Plan should include • Goals & Steps • Timelines • Resources • Communication • Person(s) Responsible • Evaluation Measure/Evidence • Review Status

6. Social Competence & Academic Achievement SW-Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

7. SW-PBS Problem Solving Logic • Establish Ground Rules • Start with Data • Match Practices to Data • Align Resources to Implement Practices (systems, systems, systems)

8. SW-PBS Problem Solving Logic 1. Establish Ground Rules • Nothing sacred / Everything is important • Not about “philosophy” or “theory" • Keep focus on outcomes • Remember, if what we are doing now was meeting the needs of all students we wouldn’t be having the conversation • Allow for a transition period (Phase of Implementation) • 2-3 years

9. SW-PBS Problem Solving Logic 2. Start with Data • Be prepared for the “examination & explanation” • Understand that data are simply a “sample” of what is going on • Data must be contextualized • Don’t drown in the data • Assess the integrity of the data (plan to correct) • Keep the conversation focused on data that are “in your control” • Be prepared with a draft action plan

10. SW-PBS Problem Solving Logic 3. Match Practices to Data • Strategies, curricula, and resources independent of what is currently in place • Don’t limit to what you currently know – outside resources • Build your daily schedule around priorities

11. SW-PBS Problem Solving Logic 4. Align Resources to Implement Practices • New roles to reach outcomes will require training and on-going technical assistance (systems)

12. School Team Action Planning

13. Starting Point Self Assessment • Resource Mapping • Self Assessment Survey • School Climate Survey • School Data Review External Assessment (Fidelity) • School-wide Evaluation Tool • Benchmarks of Quality • Tiered Fidelity Inventory

14. Homework Current Practices / Teams / Systems • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • Tier III • Tier II • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • Universals • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement

15. SAT Process Teacher Training and Support Targeted Interventions Individual Student Plans SAT Team Administrator Counselor Behavior Specialist STAT Team Core Team/Classrooms Implement AIS Monitor Progress Refer to SAT Core Team Representative SAT Partner Core Team Teachers *Meets Weekly RRKS Team School-Wide Systems Matrix Lesson Plans School-Wide Data Acknowledgement Communication Core Team Representative District PBS Support Building Administrator and Counselors *Meets Monthly

16. Action Planning • Keep effective strategies in place • Operational Definition of Practice • Targeted Measurable Outcomes • Implementation Steps • Evaluation cycle and data that will be used • Plan to develop missing components • Operational Definition of Practice • Targeted Measurable Outcomes • Implementation Steps • Evaluation cycle and data that will be used

17. Self-Assessment Survey (SAS) Purpose: • Identifies the perceptions of the status and the priority for improvement of SW-PBS systems: • School-wide discipline • Non-classroom management • Classroom management • Individual students engaging in chronic problem behaviors • Used for building awareness with staff, action planning and decision-making, assessment of change over time, and team validation.

18. Self-Assessment Survey (SAS) When: • Annually in the spring; new teams will also complete during their first fall as a pre-assessment. Who: • Used initially with all certified and non-certified staff; can be used subsequently with all staff or a representative group.

19. Total Score Report • Allows schools to build awareness and progress monitor current status and areas needing improvement by a single year or over years. • Identifies what systems are “in place,” “partial,” or “not in place.” • Over years assesses changes as perceived by staff. • Schools just beginning SW-PBS will have many items rated as “partial” or “not in place.” • Those implementing with fidelity, school-wide, non-classroom, and classroom maintained above 80%.

21. School-wide System Subscale Report • Perceived fidelity of implementation of Tier 1 school-wide supports across the Seven Essential Components of SW-PBS. • Informs decisions: • Maintain and celebrate implementation efforts. • Revisit action plans to identify possible barriers and allow for tweaking of the current plan • Consider termination of action steps and replacement with more robust actions.

23. SAS Item Report • Most valuable for digging deeper; looking at specific subscales that need a closer look. • Identifies areas at or above 80% (white), 50-79% (yellow) and below 49% (red). • Anything yellow or red are opportunities for improvement. • Looks at “priority for improvement” to determine how to prioritize efforts.

25. Daily School Data Collection Behavioral Infractions / Office Discipline Referrals / Suspensions

26. 1. Determine what questions you want to answer Examples Can we predict problems/success? When/where/who? Possible “function” of problem behavior? Who needs targeted or intensive academic supports? What environmental changes/supports are needed?

28. 2. Determine what data will help to answer questions • Existing data set(s) • Current data collection • Additional / new data • Confidence in accuracy? • Complete picture?

30. 3. Determine the simplest way to get data • Agreement on definitions • Standard forms / process • Frequency of collection • Target “Multi-purpose” data/use Train ALL staff on use & provide on-going TA

32. 4. Put system in place to collect data • Build on existing systems • Add components over time • Central entry point • Electronic

34. 5. Analyze data to answer questions • Trends • Instruction & supports in place/not in-place • Pre/post “big outcomes” • Comparisons (norm / local) • Relative growth • Absolute growth

36. External Fidelity Checks

37. Available from OSEP TA-Center www.pbis.org www.pbisapps.org No Cost Assessors Training PowerPoint and Assessors Training Video at www.pbisapps.org

38. Subscale: Teams 1.1 Team Composition Main Idea: Teams need people with multiple skills and perspectives to implement PBIS well.

39. Total score (TFI)

40. Sub-scale report

41. Sub-subscale report • Tier I • Teams • Implementation • Evaluation • Tier II • Teams • Interventions • Evaluation • Tier III • Teams • Resources • Assessment • Support plan • Monitoring and adaptation

42. Item Report

43. Action Planning 0 1. Team to propose teaching template and Fall teaching schedule at Feb 16 Faculty meeting. Alan Feb 16

44. Action Planning Your Action Plan should include • Goals & Steps • Timelines • Resources • Communication • Person(s) Responsible • Evaluation Measure/Evidence • Review Status

45. An Example Pbismissouri.org

48. At Pinehurst High School, staff: 1) place highest value on academic, social, and personal success; 2) strive for proactive and safe learning and teaching environments; 3) foster partnerships with students, families, and communities; and 4) emphasize what works.