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School-Wide Positive Behavior Support: Action Planning Guide

School Year: 2012-2013 District: Centennial R-1 Centennial Elementary, Junior High, and High Schools
District Contact: Kimba Rael Co-Building Facilitator 14644 Highway 159, San Luis, Colorado 81152 E-mail: krael@centennialschool.net (719) 672-3322 Fax:(719) 672- 3345

Principal: Curtis Garcia E-mail: cgarcia@centennialschool.net Coaches: Lucy Mondragon- District Coach; Nancy George-Nichols CDE advisor Our Team Meetings are regularly scheduled on the third Monday of every month Time of day: 4:30- 6:00pm in the library Length of meeting: 1 hour Establish a Team Goal, Purpose or Mission: 1. Develop the systems key components for changing adult behavior and educating students about SMART expectations. a. Develop universal lesson plans and other resources for intervention use. b. Expose all students to universal lesson plans for SMART by the end of the year.

Team Agreements/Norms:
1. Be respectful: - Start and end meetings on time. - Listen and attend when others are speaking. 2. Be responsible: - Come prepared to meetings - Complete assignment tasks 3. Be positive: - Think in possibilities 4. Be supportive of one another: - Use a team mindset. - Identify problems not people. 5. Practice common courtesies: - Inform others of expected nonattendance. - Manage technology. - Communicate with one another.

Team Members Names


Maria Atencio Krystle Albert Curtis Garcia Audrey Martinez Lucy Mondragon Talia Guerrero Cole Larsen RaeJean Maestas Kimba Rael Crystal Quintana

Role
Support Staff Rep. Timekeeper Support Staff Rep. Admin Rep. Data Analysis 4-6 Rep. Recorder PreK-3 Rep. District Coach Counselor Data Analysis JH Rep. Sp. Serv. Support Timekeeper (alternate) HS Rep. Co-Building Facilitator Support Staff Rep. Co- Building Facilitator

Phone

Email
matencio@centennialschool.net kalbert@centennialschool.net cgarcia@centennialschool.net amartinez@centennialschool.net lmondragon@centennialschool.net tGuerrero@centennialschool.net clarsen@centennialschool.net raethej62@hotmail.com krael@centennialschool.net cquintana@centennialschool.net

Part B Tier 1/Universal PBIS: Specific Action Plan


Critical Element

Step 1: What is the problem/issue/task to be addressed?


Need new members

Step 2: Why is it occurring?

Step 3: What are we going to do about it?

To-Do List

Persons Responsible

Follow-Up or Completion Date

Step 4: How will we know when weve been successful?


They join PBIS team Roles will be embedded more sustainably to create initiative longevity Members will feel more equipped to take on their roles.

PBIS Team

-retirement -previous members left district -people feeling that their plates are overly full.

Members are feeling burnt out and overwhelmed. We are beginning to have people want to stop working on their leadership positions or step back from the PBIS team.

Recruit: New counselor, New primary teacher, Junior High teacher, Custodian, Cook -Work on braiding initiatives, begin transitioning positions, work to have more revolving of team members amongst staff. (However, the integrity of the work cannot be sacrificed)

1. Speak with new potential members 2. Establish positions to embed the leadership roles within (sustainability) 3. Begin prepping and transitioning to new leadership and members 4. Complete an audit of initiatives to combine when possible

Kimba/ Maria Kimba, Lucy, Curtis Kimba, Crystal, Lucy, Kimba, Curtis

By Sept. meeting By August 2013 By August 2013 By August 2013

Step 1: What is the problem/issue/task to be addressed?


Consistency

Step 2: Why is it occurring?

Step 3: What are we going to do about it?


1. Training session Establish clear systems; especially, a continuum of interventions for all staff to utilize Coaching

To-Do List

Persons Responsible

Follow-Up or Completion Date

Step 4: How will we know when weve been successful?


Admin at all PBIS meetings Baseline/ -Semester/ year-end data of sheets filled out -Possible drawing for data collected (teachers entered into drawing for submitting data)

Faculty Commitment

1. 2. 3.

Understanding of purpose and behaviors

Transition No clear behavior system Not all staff following through

2.

1. Meet with Admin to solidify system processes 2. Coach initiates check-ins with all staff 3. Class monitoring sheets discussed at least once a month at faculty meetings 4. Create a continuum of interventions. 5. Role play actual referrals at each staff meeting and discuss

Kimba, Maria Lucy, Maria, Audrey, Kimba All Sub committee Talia/ Kimba

3.

By September Re-evaluate Oct/Nov meeting Re-evaluate Oct/Nov meeting By January On-going beginning in December

Tier 1/Universal PBIS: Specific Action Plan


Step 1: What is the problem/issue/task to be addressed? Step 2: Why is it occurring? Step 3: What are we going to do about it? To-Do List
Persons Responsible Follow-Up or Completion Date

Step 4: How will we know when weve been successful?

Discipline Procedure

1. Develop continuum of interventions 2. Create ISS alternatives

Current ISS protocol is ineffective for most students it is assigned to as well as students who are suspended are often suspended multiple times.

The current behavior levels within the student handbook utilize only three possibilities: ISS, out of school suspension. And expulsion.

Establish procedures including continuum of interventions, ISS alternatives, alternatives at Tier 2 and 3 to suspension

3. Create alternatives to suspension at tier 2 and 3 4. Amend student handbook if alternatives are proven effective 5. Analyze data for effectiveness of alternative structures

Subcommittee Crystal, Kimba, Lucy and sub committee Curtis and sub committee Curtis/ Kimba

January February

March Reevaluate during the summer 2013 Monthly beginning in Feb.

The rate of suspension for the same students will decrease.

PBIS Team

Step 1: What is the problem/issue/task to be addressed?

Step 2: Why is it occurring?

Step 3: What are we going to do about it?

To-Do List

Persons Responsible

Follow-Up or Completion Date

Step 4: How will we know when weve been successful?

1. Set up SWIS system

Data Entry & Analysis

Begin using data to drive team decisions, goals, and evaluations. Need system Need analysis routines No system in place. We need to create methods of data collection Collect data from the following sources: teachers (surveys, SAS, informal discussions), students (surveys), referrals (SWIS, actual referrals). Data needs to reflect behaviors and perceptions about expectations, reinforcements, and coaching implementation efforts.

Curtis/ Crystal/ Talia/ Kimba Crystal Curtis?/ Crystal?/ Talia? Curtis/ Kimba Lucy, Kimba, Curtis Kimba/ Crystal

?? November On-going Begin prior to SWIS set-up On-going Nov. 2012 Data will guide the decision process beginning at the January meeting. Data will be shared monthly at staff meetings following the team meetings.

2. SWIS facilitator Training 3. Record Data 4. Use data at monthly team meeting to establish necessary supports 5. Develop surveys and collect alternative forms of data 6. Electronic minor referral classroom form

Tier 1/Universal PBIS: Specific Action Plan


Critical Element

Step 1: What is the problem/issue/task to be addressed?

Step 2: Why is it occurring?

Step 3: What are we going to do about it?

To-Do List

Persons Responsible

Follow-Up or Completion Date

Step 4: How will we know when weve been successful?


Specific posters will be in each area. The matrix will be reevaluated annually through a process that utilizes feedback from staff, students, and community. One area will be evaluated this school year.

Expectations & Rules

Staff feels Matrix is too big. The matrix needs to be a living document with evaluation and revisions as needed. Team members would like to see the matrix expanded into locations within the community

Because the matrix is not divided up into each area being on its own page, the matrix appears larger than the expectations for each area are. The matrix is new and there is no system/protocol in place. Feedback from students, staff and community was cursory because of the enormity of the document.

Divide the matrix into each area and post in that specific area Create an evaluation procedure to ensure the matrix continues to remain relevant. Branching out into the community may need to be tabled until next year due to issues of time. Feedback needs to be targeted by area so it will be meaningful and not overwhelming to the evaluators.

1. Create targeted matrix posters for every area. 2. Create a procedure for the annual evaluation of the matrix (possibly by area: one area each year for targeted feedback) 3. One area will be re-evaluated by students, staff, and the community.

Kimba PBIS Team

November By April

Kimba

By May

Step 1: What is the problem/issue/task to be addressed?

Step 2: Why is it occurring?

Step 3: What are we going to do about it?


1. Educate staff re: when? Why? How of SMART bucks 2. Implement acknowledgement plan 3. Add component re: pledge/ flag (SMART students will say the pledge for a week) Incorporate student, staff, and community voice in creation and evaluation process.

To-Do List

Persons Responsible

Follow-Up or Completion Date

Step 4: How will we know when weve been successful?


Use evaluation protocol or checklist to reevaluate efforts each month by the third quarter.

Acknowledge System

Finding more ways to acknowledge positive behavior Educating staff about meaning/ intention of SMART bucks -There is no established protocol to evaluate effectiveness of reinforcements: when no longer necessary, when areas need to be targeted, etc. -Lack of incorporating student, staff, and community voice in creation and evaluation process.

Communication/ time issue in regards to actual implementation. Staff and students are not clear about why or how acknowledgements occur. All systems created by PBIS team and brought before staff for approval, yet approval is cursory and not developed due to buy-in or time issues. No student input sought for this phase.

1. Orientation/ faculty meeting reeducate meaning/ intention of SMART bucks (role play, discussion, examples)- watch for trends 2. Monthly postcards sent home to staff selected students that demonstrate SMART behaviors. (At least 2 for each age group) 3. SMART bucks stocking (container creation: Audrey; creating second: Kimba)

Kimba all

On-going

4. (Treasure chest stocking) Developing alternatives for reinforcement 5. Bi-weekly drawings (save for special Dec. drawing)

Intermediate/ Audrey HS/JH Kimba Primary/ (LUCY?) (Maria/ Rae) Crystal and student aides, Lucy checking teachers lounge (Maria/ Krystle) Team (Kimba) (Krystle) Talia

On-going

On-going

On-going Begin Thurs after labor day On-going

6. Golden Spray Bottle (Creation: Maria) 7. Poster Contest: Designate areas/ select judges

Quarterly: Kimba

By end of 1st qrt. On-going By orientationjudge after Labor day ??? By labor day By February

Kimba, Maria 8. T-shirt Design Flyer 9. Create a system for evaluating the effectiveness of each area in the acknowledgement system

(Completed)

Krystle Sub committee

(No entries)

Step 1: What is the problem/issue/task to be addressed?

Step 2: Why is it occurring?

Step 3: What are we going to do about it?

To-Do List

Persons Responsible

Follow-Up or Completion Date

Step 4: How will we know when weve been successful?

1. Themed monthly activities: 2. Create universal, school-wide lesson plans to teach all expectations. 3. Model teach at least one universal lesson for each class. 4. Establish protocols for how to teach universal lessons at the beginning of each year for each area. 5. Create a continuum of interventions to support students and adults in learning expectations. 6. Create a passport for each new student to familiarize him/herself with the school wide expectations for each area prior to beginning class.

Kimba Sub committee To be determined Sub Committee Sub Committee

On-going March May April A schedule of when and how each expectation will be taught to every student will be created and utilized at least once.

Lesson Plans & Teaching

Sample lessons are not being taught with fidelity Need continuum of interventions and clear education system for both adults and students. Teachers and support staff are not adapting sample lessons to create their own. There is not education of expectations happening school wide. Teachers feel their plates are full, and they lack the time to teach lessons explicitly in their classrooms (lack of buyin/braiding of purpose) Support staff are uncertain of their roles within the system.

Create universal lesson that will be taught systematically to each student at pre-determined times each year in every specific area

January

Kimba

April

Tier 1/Universal PBIS: Specific Action Plan


Step 1: What is the problem/issue/task to be addressed? Step 2: Why is it occurring? Step 3: What are we going to do about it? To-Do List
Persons Responsible Follow-Up or Completion Date

Step 4: How will we know when weve been successful?

1. September personal safety assemblies with Sheriffs dept.

Kimba Rae Kimba Kimba Sub committee

Implementation Plan

Need to find ways to engage students in conversations about the SMART elements

Just starting; trying to figure out how to make the lessons more relevant to the older students

Create themed activities for each established month such as: September Safe Month w/ assemblies on personal safety; October is Motivated month with a school-clean-up, etc.

2. October: school clean up speak with Custodians 3. Letter re: clean-up day 4. Establish protocols for how to teach universal lessons at the beginning of each year for each area. 5. Create passport for new students to check in with each area prior to entering his/her new classroom.

9/4/12 for assembly 9/24/12 Before Oct. meeting Before Oct. meeting April The SAS data will show fidelity improvement.

Kimba

April

Critical Element

Step 1: What is the problem/issue/task to be addressed?

Step 2: Why is it occurring?

Step 3: What are we going to do about it?

To-Do List

Persons Responsible

Follow-Up or Completion Date

Step 4: How will we know when weve been successful?


Teacher surveys will show greater confidence with PBIS implementation. -Office referrals data will show greater consistency with division of minor and major problems.

Classroom Systems

There needs to be greater consistency of how problem behaviors are addressed. Teachers have concerns about time and their knowledge to do PBIS in their classrooms

No clear continuum has been created.

Need to establish continuum of interventions

1. Create a school wide continuum of interventions 2. Spend 5-7 minutes beginning of each staff meeting running through scenarios from actual office referrals. (to differentiate classroom from office managed behaviors) 3. Provide universal lesson to all teachers 4. Model teach at least one universal lesson for each class

Sub committee

By January

Talia/ Kimba

Beginning December

Sub Committee Lucy/ Talia

April May

Tier 1/Universal PBIS: Specific Action Plan


Step 1: What is the problem/issue/task to be addressed? Step 2: Why is it occurring? Step 3: What are we going to do about it? To-Do List Persons Responsible Follow-Up or Completion Date Sept. Begin Nov. Jan. On-going beginning in December Data will be used as the basis for all decisions by the end of the year. Step 4: How will we know when weve been successful?

1. Survey about PBIS

Lucy Talia/ Kimba Kimba/ Crystal PBIS team

Evaluation

Need formative data in addition to the SAS. Need student and community evaluation data.

There is no consistent system for evaluating data in place.

Establish SWIS and other aspects of an evaluation system including staff, student, and community surveys.

2. Quarterly or Monthly Surveys/ discussions at staff meetings 3. SAS/BoQ in July with Nancy 4. Evaluate data to determine school wide needs.

Step 1: What is the problem/issue/task to be addressed?

Step 2: Why is it occurring?

Step 3: What are we going to do about it?

To-Do List

Persons Responsible

Follow-Up or Completion Date Sept. ongoing Oct./ Nov. On-going beginning at December meeting On-going

Step 4: How will we know when weve been successful?

1. Survey about PBIS 2. Each team member checks in with selected staff members 3. Ride bus routes to evaluate Create an evaluation system and protocols for targeted support for adults and students. 4. Evaluate data to determine support needs, teaching of expectation, and/or modeling for adults and/or students. 5. Provide targeted support for established need area through teaching, modeling, or other forms of coaching for student and/or adult assessed needs.

Lucy All Lucy PBIS Team

No system yet in place.

Coaching

Teachers have concerns about time and their knowledge to do PBIS in their classrooms. Need to develop consistent message about steps in bullying situations.

Just started

Data will reflect a change in each area as a result from targeted support.

Lucy