Wheres My Action Plan? Mo SW-PBS SI 2008

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Where's My Action? Presented at the Mo SW-PBS SI 2008 by Susan Brawley

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  • Wheres My Action Plan? Mo SW-PBS SI 2008

    1. 1. Where’s My Action Plan? Susan Brawley Heart of Missouri-RPDC Mary Richter Missouri SW-PBS State Coordinator
    2. 2. Where’s My Action Plan? <ul><li>In last year’s Summer Institute folder? </li></ul><ul><li>In a stack on the desk? </li></ul><ul><li>In the SWPBS team notebook? </li></ul><ul><li>Unknown? </li></ul><ul><li>In your hand  ? </li></ul>
    3. 3. Purpose <ul><li>Examine the process of action planning. </li></ul><ul><li>Investigate how systems, data and practices are incorporated into the action plan. </li></ul><ul><li>Identify guidelines for developing an action plan. </li></ul><ul><li>Reflect on 07-08 SWPBS Implementation and where to focus for 08-09. </li></ul>
    4. 4. Action Planning <ul><li>Process of action planning puts the strategic plan (School Improvement Plan) into place. </li></ul><ul><ul><li>Goal, Steps, Resources, Outcome </li></ul></ul><ul><li>Without action planning, the strategic plan remains simply “castles in the air”. </li></ul>
    5. 5. SWPBS Action Plan <ul><li>A roadmap to where you </li></ul><ul><li>(school/team) are going. </li></ul>
    6. 6. <ul><li>&quot; Would you tell me, please, which way I ought to go from here?&quot; </li></ul><ul><li>&quot;That depends a good deal on where you want to get to,&quot; said the Cat. </li></ul><ul><li>&quot;I don't much care where--&quot; said Alice. </li></ul><ul><li>&quot;Then it doesn't matter which way you go,&quot; said the Cat. </li></ul><ul><li>&quot;--so long as I get SOMEWHERE,&quot; Alice added as an explanation. </li></ul><ul><li>&quot;Oh, you're sure to do that,&quot; said the Cat, &quot;if you only walk long enough.&quot; </li></ul><ul><li>--From Alice in Wonderland by Lewis Carroll </li></ul>
    7. 7. SWPBS “BIG IDEAS” <ul><li>1. Systems (How things are done) </li></ul><ul><ul><ul><li>Team based problem solving </li></ul></ul></ul><ul><ul><ul><li>Data-based decision making </li></ul></ul></ul><ul><ul><ul><li>Long term sustainability </li></ul></ul></ul><ul><ul><li>2. Data (How decisions are made) </li></ul></ul><ul><ul><ul><li>On going data collection & use </li></ul></ul></ul><ul><ul><ul><li>ODR’s (# per day per month, location, behavior, student) </li></ul></ul></ul><ul><ul><ul><li>Suspension/expulsion, attendance, tardies </li></ul></ul></ul><ul><ul><li>3. Practices (How staff interact with students) </li></ul></ul><ul><ul><ul><li>Direct teaching of behavioral expectations </li></ul></ul></ul><ul><ul><ul><li>On-going reinforcement of expected behaviors </li></ul></ul></ul>Newcomer 2007
    8. 8. Newcomer 2007
    9. 9. Where do you start? <ul><li>Systems, Practices or Data? </li></ul>
    10. 10. Data, data, data <ul><li>“ It is a capital mistake to theorize before one has data. Insensibly one begins to twist facts to suit theories, instead of </li></ul><ul><li>theories to suit facts.” </li></ul><ul><li>Sir Arthur Conan Doyle </li></ul><ul><li>(1859-1930) </li></ul>Newcomer 2007
    11. 11. SYSTEMS PRACTICES Information Supporting Staff Performance Supporting Decision Making Supporting Student Performance School-Wide Behavior and Reading Support OUTCOMES Social Competence, Academic Achievement, and Safety
    12. 12. Guidelines for Developing SWPBS Action Plan <ul><li>Develop the plan as a team </li></ul><ul><li>Start by defining the expected outcomes and summarizing last year’s progress </li></ul><ul><li>Summarize current status, strengths and areas of improvement </li></ul><ul><li>Develop goals and activities for two main areas: a) management and b) design and implementation </li></ul>www.pbssurveys.org
    13. 13. Guidelines for Developing SWPBS Action Plan <ul><li>Use the PBS Annual Planning Guide and the Missouri SWPBS action plan template as tools to define and document long (1-2 year) and short (3, 6, & 9 month) term objectives. </li></ul><ul><ul><li>a) Specify implementation activities that are discrete and achievable. </li></ul></ul><ul><ul><li>b) Set long term objectives and timelines for activities that require more time and resources and are more challenging to achieve. </li></ul></ul><ul><ul><li>c) Set short term objectives and timelines for initial activities that have a high likelihood of being successfully achieved in a short period of time. </li></ul></ul>www.pbssurveys.org
    14. 16. Guidelines for Developing SWPBS Action Plan <ul><li>Determine necessary data for measuring the expected outcomes. </li></ul><ul><li>Data sources for action planning can include results from: </li></ul><ul><li>Self-Assessment Survey </li></ul><ul><li>Office discipline referral patterns </li></ul><ul><li>School Safety Survey </li></ul><ul><li>Team Implementation Checklist </li></ul><ul><li>Schoolwide Evaluation Tool </li></ul><ul><li>Attendance and tardy records </li></ul><ul><li>Academic progress records </li></ul><ul><li>Previous documentation of efforts </li></ul><ul><li>Other critical information specific to the school </li></ul>www.pbssurveys.org
    15. 17. Guidelines for Developing SWPBS Action Plan <ul><li>Be specific about who will be responsible for each activity. </li></ul><ul><li>Specify when follow-up meetings/activities will occur to assess the status or progress. </li></ul>www.pbssurveys.org
    16. 18. SYSTEMS PRACTICES Information Supporting Staff Performance Supporting Decision Making Supporting Student Performance School-Wide Behavior and Reading Support OUTCOMES Social Competence, Academic Achievement, and Safety
    17. 19. Review of Annual Planning Guide <ul><li>Determine/Review School Improvement Goal </li></ul><ul><li>Complete Self-Assessment Survey </li></ul><ul><li>Conduct other assessments as needed </li></ul><ul><li>Define Team to manage School Improvement Goal </li></ul><ul><li>Use assessment information to revise School Improvement Goal as needed </li></ul><ul><li>Develop Annual Action Plan including maintaining/ strengthening/ developing and implementation of programs </li></ul>
    18. 20. Action Plan Items to Consider Path One: Universal Interventions (Coordinated by School-wide PBS Team) <ul><li>Define school-wide rules </li></ul><ul><li>Develop expectation matrix for non/ classroom settings </li></ul><ul><li>Define routines for non/ classroom settings </li></ul><ul><li>Develop teaching schedule (implementation plan) for non/ classroom settings </li></ul><ul><li>Define consequence (acknowledgement/ corrective) system </li></ul><ul><li>Teach expectations and routines in non/ classroom settings </li></ul>
    19. 21. Action Plan Items to Consider Path Two: Classroom Interventions (Coordinated by School-wide PBS Team) <ul><li>Define classroom behavioral expectations </li></ul><ul><li>Define classroom routines. </li></ul><ul><li>Teach classroom routines and behavioral expectations </li></ul><ul><li>Establish a 4:1 positive to negative feedback pattern. </li></ul><ul><li>Establish a physical layout that fits classroom activities. </li></ul><ul><li>Ensure maximal level of academic engagement. </li></ul><ul><li>Monitor and promote high level of academic success (e.g., >70%) </li></ul><ul><li>Establish consistent responses to problem behavior. </li></ul><ul><li>Deliver instruction in varying modes. </li></ul><ul><li>Establish efficient system for requesting support for individual students. </li></ul>
    20. 22. Action Plan Items to Consider Create Separate Systems for Students with Chronic Patterns of Problem Behavior <ul><li>Targeted Interventions </li></ul><ul><ul><li>Social Skills </li></ul></ul><ul><ul><li>Behavior Education Planning </li></ul></ul><ul><li>Intensive, individual interventions </li></ul><ul><ul><li>Function-based support </li></ul></ul>
    21. 23. Action Plan Items to Consider Path Three: Targeted Interventions (Coordinated by Individual Student Support Team ) <ul><li>Define system/ rules for student selection </li></ul><ul><li>Conduct assessment for targeted interventions that are already available </li></ul><ul><li>Embed function-based concepts to revise targeted interventions </li></ul><ul><li>Conduct brief functional behavior assessment with student and others in support circle </li></ul><ul><li>Revise, strengthen, and implement Targeted Interventions </li></ul><ul><li>Conduct monthly updates on targeted intervention implementation & student progress </li></ul>
    22. 24. Action Plan Items to Consider Path Four: Individual Intensive Interventions (Coordinated by Individual Student Support Team) <ul><li>Define request for assistance system </li></ul><ul><li>Define system of student selection. </li></ul><ul><li>For each individual student: </li></ul><ul><ul><li>a) Conduct full FBA </li></ul></ul><ul><ul><li>b) Develop system for observing, interviewing, & developing a function-based support plan. </li></ul></ul><ul><li>Specify individual Action Team members </li></ul><ul><li>For each school, provide staff development for function based support planning skills </li></ul><ul><li>Monthly individual student progress updates </li></ul>
    23. 25. Routine Procedures for Each Path <ul><li>Develop & use decision-making model & process </li></ul><ul><li>Schedule staff development activities </li></ul><ul><li>Develop & manage budget </li></ul><ul><li>Schedule and conduct regular reporting cycle to staff & families </li></ul>
    24. 26. The “Big Idea” of School-Wide Systems <ul><li>Goal is to establish host environments that support adoption, sustained use, & expansion of evidence-based practices </li></ul><ul><li> (Zins & Ponti, 1990) </li></ul>
    25. 28. Keep the Action Plan Off the Shelf! <ul><li>“ The question is whether the strategic plan [action plan] will be pursued or end up on a shelf collecting dust, beside other well-intentioned initiatives.” </li></ul><ul><ul><ul><ul><li>“ Strategic Plan Attacks School Inadequacies”, Hartford Courant, July 13, 1994 </li></ul></ul></ul></ul>
    26. 29. Changing the Action Plan <ul><li>The action plan is a guide, a living document. </li></ul><ul><li>It is okay to change the plan. </li></ul><ul><li>Make sure the team understands: </li></ul><ul><ul><li>What is causing changes to be made </li></ul></ul><ul><ul><li>Why the changes should be made </li></ul></ul><ul><ul><li>The changes to make (goals, steps, resources). </li></ul></ul><ul><li>Team must be in agreement. </li></ul><ul><li>Update the action plan to reflect the changes. </li></ul><ul><ul><li>Put revision date </li></ul></ul><ul><li>Keep a copy of old action plan for records. </li></ul>
    27. 30. Staff Communication <ul><li>How do you communicate with the staff? </li></ul><ul><li>How do you listen to their input? </li></ul><ul><li>How does the Action Plan reflect their input? </li></ul>
    28. 31. Monitoring and Evaluating the Action Plan <ul><li>Just as important as identifying the goals and action steps. </li></ul><ul><li>Ensures that the school/team is following the established direction. </li></ul><ul><li>How often? </li></ul><ul><ul><li>At least quarterly </li></ul></ul><ul><ul><li>If rapid change occurring inside/outside school then may want to monitor/evaluate monthly. </li></ul></ul>
    29. 32. Monitoring and Evaluating Plan Implementation: Key Questions <ul><li>Are goals and steps being achieved? </li></ul><ul><ul><li>If yes, then acknowledge, celebrate and communicate progress. </li></ul></ul><ul><ul><li>If no, consider these questions: </li></ul></ul><ul><ul><ul><li>Will the goals be achieved according to the timelines specified? If not, why? </li></ul></ul></ul><ul><ul><ul><li>Should deadlines for completion be changed? </li></ul></ul></ul><ul><ul><ul><li>Do personnel have adequate resources (money, equipment, training, etc.) to achieve the goals? </li></ul></ul></ul><ul><ul><ul><li>Are the goals and steps still realistic? </li></ul></ul></ul>
    30. 33. Monitoring and Evaluating Plan Implementation: Additional Tools <ul><li>Missouri SWPBS Action Plan Example </li></ul><ul><li>Missouri SWPBS Action Plan Checklist </li></ul>
    31. 34. Results of Monitoring and Evaluation of Action Plan <ul><li>What can be learned from monitoring and evaluation to: </li></ul><ul><ul><li>improve future planning activities? </li></ul></ul><ul><ul><li>improve future monitoring and evaluation efforts? </li></ul></ul>
    32. 35. Celebration <ul><li>When a goal or step is completed, acknowledge that success. </li></ul><ul><li>Can get too eager to focus on moving to the next step without pausing. </li></ul><ul><li>Taking time to acknowledge a job well done provides closure, fulfillment and prevents the next planning cycle from being a grind. </li></ul>
    33. 36. Ask . . . <ul><li>Where do we go from here? </li></ul><ul><li>How will we get there? </li></ul>
    34. 37. Three-Minute Team Update <ul><li>Name, Enrollment, Location </li></ul><ul><li>Office Discipline Referral Patterns: </li></ul><ul><ul><li>SWIS graph (OR per day per month)… or any other student data you are using for decision making. </li></ul></ul><ul><li>Status for Teaching and Rewarding School-wide Expectations </li></ul><ul><li>Roadblocks (if any) </li></ul><ul><li>Current Team Assessment: </li></ul><ul><ul><li>Implementation of school-wide PBS : </li></ul></ul><ul><ul><li>Low High </li></ul></ul><ul><ul><li>1 2 3 4 5 </li></ul></ul><ul><ul><li>Impact of school-wide PBS on student behavior </li></ul></ul><ul><ul><li>Low High </li></ul></ul><ul><ul><li>1 2 3 4 5 </li></ul></ul><ul><li>Initiative Focus for 08-09 (which of the four paths?) </li></ul>

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