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 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)

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
“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.”

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

6. SW-Positive Behavior Support Social Competence & Academic Achievement
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
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

15. 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

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

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.
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.”

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.
Read the slide.

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%.
Read the slide.

20. 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”.

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.
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.

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

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.
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.”

24. 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?”

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
No Cost
Assessors Training PowerPoint
and
Assessors Training Video at

38. 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.

39. Total score (TFI)

40. Sub-scale report

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

42. Item Report

43. Action Planning
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.

51. 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 for more information

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