Implementation Action Planning

Tim Lewis, Ph.D. & Barbara Mitchell, Ph.D.University of MissouriOSEP Center on PBIS

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.

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)

Action PlanningDefinition• Thought­f ully 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

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

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

SW-PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

SW-PBS Problem Solving Logic

1. Establish Ground Rules2. Start with Data3. Match Practices to Data4. Align Resources to Implement

Practices (systems, systems, systems)

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

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

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

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)

School Team Action Planning

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

Current Practices / Teams / Systems

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•

Tier II• • • • •

Tier III• • • • •

Universals• • • • • •

RRKS Team

STAT Team

School-Wide SystemsMatrixLesson PlansSchool-Wide DataAcknowledgementCommunication

Core Team RepresentativeDistrict PBS Support

Building Administrator and Counselors

*Meets Monthly

Core Team Representative

SAT PartnerCore Team Teachers

*Meets Weekly

Core Team/ClassroomsImplement AISMonitor ProgressRefer to SAT

SAT ProcessTeacher Training and SupportTargeted InterventionsIndividual Student Plans

SAT Team

AdministratorCounselorBehavior Specialist

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

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.

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.

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%.

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.

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.

Daily School Data Collection

Behavioral Infractions / Office Discipline Referrals / Suspensions

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?

2. Determine what data will help to answer questions

• Existing data set(s)• Current data collection• Additional / new data

• Confidence in accuracy?• Complete picture?

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

4. Put system in place to collect data

• Build on existing systems• Add components over time• Central entry point

– Electronic

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

External Fidelity Checks

Available from OSEP TA-Center www.pbis.orgwww.pbisapps.org

No Cost

Assessors Training PowerPoint andAssessors Training Video at www.pbisapps.org

1.1 Team Composition

Feature Data Sources

Scoring Criteria0 = Not implemented1 = Partially implemented2 = Fully implemented

1.1 Team Composition: 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.

School organizational chart

Tier I team meeting minutes

0 = Tier I team does not exist or does not include coordinator, school administrator, or individuals with applied behavioral expertise

1 = Tier I team exists, but does not include all identified roles or attendance of these members is below 80%

2 = Tier I team exists with coordinator, administrator, and all identified roles represented, AND attendance of all roles is at or above 80%

Main Idea: Teams need people with multiple skills and perspectives to

implement PBIS well.

Subscale: Teams

Total score (TFI)

Sub-scale report

Sub-subscale report

Tier ITeamsImplementationEvaluation

Tier IITeamsInterventionsEvaluation

Tier IIITeamsResourcesAssessmentSupport planMonitoring and adaptation

Item Report

Action Planning

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

Alan Feb 16

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

An Example

Pbismissouri.org

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.

Featuring sessions specifically designed for our Mental Health, Juvenile Justice, and Family/Community Partners!

This two-day forum for school, state, district and regional Leadership Teams and other professionals has been designed to increase the effectiveness of PBIS implementation.

Integrated Multi-Tiered Framework

for Educational

Success

Visit the Upcoming Events page at www.pbis.org for more information

October 22-23, 2015S

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Sessions are organized by strands that support initial through advanced implementation in elementary, middle, and high schools as well as juvenile justice facilities:

PBIS FoundationsClassroom Applications

Tier 2 Systems & Practices Tier 3 Systems & Practices

Aligning SystemsJuvenile Justice

Mental Health IntegrationEquity

Applied EvaluationSpecial Topics

OSEP Technical Assistance Center on PBIS 2015

Leadership Forum

Upcoming SCTG/PBIS Webinarswww.pbis.org/sctg/sctg-events

TRAINING & COACHING CAPACITY

May 28 8:00 AM pstSusan Barrett & Lucille Eber