Specific Behavior:

Context: 

1)      Tell:

Define the behavior:

Identify and demonstrate the steps of the behavior:

Show:

Example:

 Nonexample:

Example:

Practice:

Feedback:

Reteach:

Action Plan Checklist for Emerging MO SW-PBS Leadership Teams

Summer Institute  June 2009

Action Plan Reminders:

Each goal should be aligned with the Essential Components.

Each goal should include: steps, timeline, resources, who is responsible and an

 outcome/evaluation measure.

The action plan should be communicated to staff and stakeholders.

Essential Component #1:  Administrator Support, Participation and Leadership

Essential Component #2: Common Purpose and Approach to Discipline

In Place

SWPBS Team

Yes

No

1.  SWPBS team established with representation from all stakeholders (administrator, grade/content representation, non-certified staff, parents, students, community representation)

1. SWPBS team has secured dates on master calendar for minimum of monthly meetings

1.  SWPBS team meets for one full hour  (minimum 1x per month)

1.  Team meetings use a standardized format for agenda and meeting minutes.

1.  SWPBS team gives status report to faculty at least monthly.

1.  Goals, plans or next action steps are communicated to stakeholders (ex:  staff, families, community members, district administrators)

1. Goals, plans or next action steps are included in school publications (ex:  handbook, newsletters, website)

Purpose Statement

Yes

No

1. Positively stated

1. 2-3 sentences in length

1. Aligned to CSIP goals and supportive of academic achievement  (clear outcomes specified)

1. Contextually/culturally appropriate (ex:  age, level, language)

1. Comprehensive in scope (schoolwide:  ALL students, staff and settings)

1. Agreement by >80% faculty and staff

1. Taught to staff (using established process)

1. Communicated to stakeholders  (ex:  families, community members, district administrators)

Essential Component #3: Clear Set of Positive Expectations & Behaviors

In Place

Expectations

Yes

No

1. 3-5 in number

1. Linked to social culture of school (ex:  community, mascot: “The Warrior Way”)

1. Comprehensive in scope (Schoolwide—ALL students, staff, settings)

1. Did all staff have the opportunity to provide input?

1. Agreement by >80% faculty and staff

1. Taught to staff (using established process)

1. Communicated to stakeholders (ex:  families, community members, district administrators)

Behaviors (RULES)

Yes

No

1. All the major school settings are targeted  (all settings, classroom and non-classroom)

1. Specific behaviors identified for each setting in the matrix

1. 1-3 words per behavior

1. Stated in positive, measurable, observable and understandable terms that are always applicable

1. Mutually exclusive (minimal overlap)

1. Contextually/culturally appropriate (ex:  age, level, language)

1. Agreement by > 80% faculty and staff

1. Taught to staff (using established process)

1. Communicated to stakeholders (ex:  families, community members, district administrators)

Essential Component #4: Procedures for Teaching Expected Behavior

In Place

Mini social behavior lessons

Yes

No

1. Lessons specific to matrix behaviors developed using the components Tell, Show, Practice, Feedback, Re-Teach

1. Lessons contextually/culturally appropriate (ex:  age, level, language)

1. Considerate of lessons that already exist  (Ex:  Character Ed, academics)

1. Involvement of staff and students in development.

1. Schedule for initial instruction and regular review  (based on ODR data)

1. Agreement by > 80% faculty and staff

1. Taught to staff (using established process)

1. Communicated to stakeholders  (ex:  families, community members, district administrators)

Additional Supports

Yes

No

1. Signage of expectations and behaviors are posted in each appropriate setting

1. Procedures developed to provide instruction to new faculty, staff and students

In Place

Essential Component #5:  Continuum of Procedures for Encouraging Appropriate Behavior

Yes

No

1. Easy and quick form of acknowledgement (e.g., object, event) for all staff members to use.

1. Considerate of strategies/processes that already exists.

1. Contextually appropriate name for acknowledgements.

1. Culturally, developmentally, contextually appropriate/relevant form of acknowledgement.

1. Schedule for daily, weekly, monthly, quarterly feedback to students and staff. (ex:  positive reinforcement matrix)

1. Procedures for training staff on giving specific positive verbal feedback

1. Used by all staff (e.g., office, security, supervisors, bus drivers)

1. Procedures for informing others (e.g. families, community, district administrators, substitute teachers and staff)

1. Agreement by >80% faculty and staff

1. Taught to staff (using established process)

1. Included in school publications (ex:  handbooks, newsletters, website)

In Place

Essential Component #6:  Continuum of Procedures for Discouraging Inappropriate Behavior

Yes

No

1. Rule Violations Definitions

a.      Contextually appropriate labels/names

b.      Definitions represent continuum of severity (e.g. minor, major, illegal)

c.       Definitions comprehensive in scope (schoolwide)

d.      Definitions in measurable, observable terms

e.      Mutually exclusive (minimal overlap)

1. Process established for handling classroom behaviors vs. office managed behaviors (e.g., narrative and graphic such as a Flow Chart)

1. Agreement by >80% faculty and staff regarding office versus teacher (classroom) managed behaviors.

1. Office discipline referral form includes student/grade, date, time, referring staff, problem behavior, location, persons involved, probable motivation, administrative decision (Big 5 Compatible)

1. Continuum of Corrective Responses adopted and used (e.g., Prompt, Redirect, Re-teach, Provide Choices, Conference, Short Removal for Teacher/Classroom Managed/Minor Behaviors)

1. Procedures for training staff on Continuum of Corrective Responses including giving specific corrective verbal feedback

1. Continuum of Corrective Responses used by all staff (e.g., office, security, supervisors, bus drivers)

1. Schedule for daily, weekly, monthly, quarterly feedback to students and staff.

1. Procedures for training staff on giving specific corrective verbal feedback

1. Data decision rules regarding ODR data to identify students needing more support.

1. Agreement by >80% faculty and staff

1. Taught to staff (using established process)

1. Communicated to stakeholders  (ex:  families, community members, district administrators)

In Place

Essential Component #7:  On-going Monitoring (Data)

Yes

No

1.      Data collection procedures exist that are integrated into typical routines (e.g. office discipline referrals, attendance, academic)

2.      Data system managed by 2-3 staff members (e.g., dedicated time for data entry, report generation, etc. and several people capable to step in as needed)

3.      SWPBS team analyzes office discipline referral data monthly (Big 5 Data Reports and Big 5 Data Review Guide)

4.      Dedicated Time for PBS Team to model progress monitoring and problem solving process (Identify goal, assess current status, brainstorm solutions, prioritize next steps, implement next steps, and then assess outcomes) monthly to entire staff (e.g., Staff, Departmental, Grade Level, or Vertical Team Meetings)

5.      Procedures exist for making decisions and developing actions based on data

• Big 5 Data Review Guide

• 7 Essential Feature and Survey Item Analysis

6.      Other forms of data (surveys, academics, etc.) are accessed and analyzed

• School Data Profile

• School Safety Survey (SSS)

• Team Implementation Checklist (TIC)

• Self-Assessment Survey (SAS)

• Schoolwide Evaluation Tool (SET)

• School / District Academic Assessment Results

• Missouri Assessment Program (MAP)

• Missouri School Improvement Program (MSIP) Advance Questionnaire

• Other

7.      Process in place to collect required School Data Profile information for current year for entry at the end of the school year.

Components of Schoolwide Positive

Behavior

Support

School Safety Survey

Team Implementation

Checklist

Big 5 Data Reviews

Schoolwide

Evaluation Tool

School Data Profile

School Assessment Survey (SAS)

School-wide

Non-Classroom

Classroom

Individual

Tier 1 = Universal Level of Positive Behavior Support

Administrator

(19)

(20)

1

E5

G1

G2

10

5

6

(7)

(8)

10

(2)

Common Purpose

(19)  

(20)

 25     

(26)   

 27      

 28

(29)     

32

33

2   

3

4

5

6

E1        

E2

E3       

E4

E6        

E7

E8

(8)       

 9

15  

16

17     

3

(7)

9

(6)

(8)

(2)

Define

(24)   

(26)

9

10

Yes

A1

A2

1

(8)

1

1

2

(6)

Teach

(24)

11

12

Yes

B1       

 B2

B3       

 B4

B5

2

14

2

3

Encourage

13

Yes

C1       

C2

C3

3

4

4

Discourage

(21)  

  30

14

D1        

D2

D3       

 D4

4            

5

6       

7

8

5

7

Ongoing Monitoring

(30)    

7

7

8

15

Yes

E1        

E2

E3        

E4

Yes

11

12

18

8

1

8

Classroom

Yes

8

9

10

Tier 2

22

16

17

Yes

(2)      3

4          5

(6)

Tier 3

22

16

17

Yes

(2)       3

4           5

(6)

Infused Throughout all

Family and Community

23     

(29)

31

13

6

(7)

Culturally Responsive

Yes

Artifact

Signage

Staff Handbook

Student Handbook

Newsletters

Web Page

Staff Meetings

Brochure

Other:

Common Purpose

SW-PBS Team Roster

SW-PBS Team Meeting Summary

PBS Purpose Statement

Action Plan

Clear Set of

Expectations

Schoolwide Expectations

Schoolwide Matrix

Teaching Expectations

Procedures for Teaching Matrix Behaviors

Lessons to Teach Matrix Behaviors

Schedule for Teaching Matrix Lessons

Encouraging Appropriate Behavior

Feedback Plan for Adults

Plan for Continuum of

Feedback to Students

Discouraging Inappropriate Behavior

Problem Behaviors Definitions

Plan for Continuum of Corrective Feedback to Students (Flow Chart)

Office Disciplinary Referral Form

Ongoing  Monitoring

Data Collection Plan

Survey Results

Big 5 Reports

Role

Responsibilities Before Team Meeting

Responsibilities During Team Meeting

Responsibilities After Team Meeting

Chairperson

Develop agenda

Send to team members

Facilitate meeting

Follow up on assigned tasks, Seek input from team members/staff

                 Secretary

Notify/provide meeting reminder

Keep meeting minutes

Distribute team minutes to members/staff

Data Base Manager

Prepare summary of ODR data

Organize and print Big 5 ODR

Present update on data

Lead data discussion

Share data highlights with staff

Collect any other necessary data

Communication Coordinator

   Collect and compile feedback     and/or input from staff

Share compiled feedback and/or input from staff

Report to staff (updates)

Coordinate written communicate from team to staff and staff to team (e-mails, newsletters)

Time Keeper

Confirm time slots on agenda

Maintain time limits and beginning and ending times

Use established signal to keep team on task

(See Responsibilities after Team Meeting for All members)

Cheerleader

Summarize recognition activities for staff

Provide update on staff recognition activities.

Chair the planning for targeted recognition for staff

Plan and carry out targeted recognition to staff.

ALL members

Review meeting notes

Preview agenda

Bring completed task materials

Follow meeting norms

Provide input

Set the positive tone and example

Complete assigned tasks