Implementation Action Planning Tim Lewis, Ph.D. & Barbara Mitchell, Ph.D. University of Missouri OSEP 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 LEA & SEA Systems 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 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 “Are other committees in your school engaging in Action Planning?” “Action Plans are useful because they provide a framework for thinking about how you’ll complete a task or project efficiently. Action Planning allows you to hold each other accountable for the goals by providing a written plan of the work to be accomplished.”

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

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

SW-PBS Problem Solving Logic Establish Ground Rules Start with Data Match Practices to Data 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

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

Core Team Representative District PBS Support 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

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

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. Direct each team to review the results of the SAS taken after Session 5 training. Consultants can direct teams to bring them or provide results to teams at this training session. Say, “The main purpose of the SAS is to ascertain all staff perceptions of SW-PBS implementation throughout the school. Recent research conducted by Kent McIntosh indicated that the Self Assessment Survey provides high quality information about the implementation of SW-PBS.”

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. Read the slide.

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%. Read the slide.

Say, “Here is an example of a Total Score Report Say, “Here is an example of a Total Score Report. Staff perception about implementation is reported on the left. The scores on the right depicts the priority staff perceives for improvement in each of the four behavior support systems”.

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. Say, “The Subscale report displays each element’s implementation status of the following elements: Expectations defined Expectations taught Reward system Violations system Monitoring Management District support Read the slide or direct participants to read the slide.

Say, “Do 80% of the staff agree that each of the elements is in place

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. Say, “The SAS Items report shows the current status and improvement priority percentages for each item within each system. Many schools find the Items report to be most helpful for data-based decision making.”

Say, “Examine this item report, then answer the following questions: Which items are perceived by 80% of the staff as being in place? Which items are perceived by fewer than 80% of the staff as being in place?”

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.org www.pbisapps.org No Cost Assessors Training PowerPoint and Assessors Training Video at www.pbisapps.org

1.1 Team Composition Subscale: Teams Feature Data Sources Scoring Criteria 0 = Not implemented 1 = Partially implemented 2 = 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.

Total score (TFI)

Sub-scale report

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

Item Report

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

Action Planning Your 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.

Integrated Multi-Tiered Framework for Educational Success October 22-23, 2015 OSEP Technical Assistance Center on PBIS 2015 Leadership Forum Sessions are organized by strands that support initial through advanced implementation in elementary, middle, and high schools as well as juvenile justice facilities:    PBIS Foundations Classroom Applications Tier 2 Systems & Practices Tier 3 Systems & Practices Aligning Systems Juvenile Justice Mental Health Integration Equity Applied Evaluation Special Topics   Integrated Multi-Tiered Framework for Educational Success SAVE THE DATE! Donald Stephens Convention Center - Rosemont, IL Donald E. Stephens Convention Center Rosemont, Illinois 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.   Featuring sessions specifically designed for our Mental Health, Juvenile Justice, and Family/Community Partners! Visit the Upcoming Events page at www.pbis.org for more information

Upcoming SCTG/PBIS Webinars www.pbis.org/sctg/sctg-events TRAINING & COACHING CAPACITY May 28 8:00 AM pst Susan Barrett & Lucille Eber