Identify the defining features of the plan review process, advantages of fidelity walk-through tools, use alternative data collection methods to support tiered interventions.

1. The Long and Winding Road
PBIS in St Lucie County
FASP Presentation November 2014

2. Learning Objectives
• Participants will be able to identify the
defining features of the plan review process
• Participants will be able to identify the
advantages of fidelity walk-through tools
• Participants will be able to use alternative
data collection methods to support tiered
interventions

3. Evolution of PBIS
2003 2010 2011 2014
Partnership
with
University of
South Florida
Established.
Recognized as
one of the top
PBIS
implementing
districts in the
state.
Competing
initiative
change
district
priorities.
District
recommits to
PBIS

4. Barriers to Implementation
• Economic Downturn
• Budget restriction
• Reallocation of Funding
• Loss of Staff Positions
• Turnover in school/district personnel
• Competing Initiatives
• Marzano Framework
• Kids At Hope
• CHAMPS
• Instructional Partners

5. With 42,000 Students and 11 Assistant
Superintendents – Ideas about as to
how to increase Achievement!!!!
Let’s focus on
the Marzano
Framework!
We are a Kid’s
At Hope
School District
CHAMPS will
be our frame-
work for
classroom
management
Instructional
Partners – Let
them show us
what to do!

6. Marzano Framework
• Linked to “Pay for Performance” for instructional
personnel
• SLC Framework for instruction
– Multiple Domains
• All professional development has been geared
toward Marzano for administrators and staff
– Time for PBIS professional development was not
available
– Schools were left to allocate time outside of district
professional development time
– Viewed as less important

7. Kids At Hope
• Philosophy
– All children are capable of success, No Exceptions!
• Daily student and teacher pledge
• Fits under the PBIS umbrella
– Difficulties with school successfully integrating
Kids At Hope into their PBIS initiative
– Not data driven

8. CHAMPS
• Positive and Proactive Classroom Management
Procedures – Safe & Civil Schools
• Fits under the PBIS umbrella
– Difficulties with school successfully integrating
CHAMPS into their PBIS initiative
– Staff turn over
– Lack of professional development and specified time
– Lack of uniformity of training

9. Instructional Partners at DA Schools
• All Differentiated Accountability (DA) schools
were assigned Instructional Partners to address
academic and behavioral challenges.
• Multiple initiatives were put in place without
collaboration between PBIS Coach, PBIS Technical
Consultant, and PBIS District Coordinator.
• Communication break down between “experts”
providing support to the school and teachers.

10. COACHING MODEL

11. PBIS:RtIB Support Structure
PBS Project Contact
District Coordinator
Technical Consultants
PBIS Coach
PBIS Team Leader
PBIS Team

12. District Coordinator Responsibilities
• Active participant on district leadership team
• Secure funding for PBS implementation
• Ensure visibility and political support for PBS
implementation
• Schedule training and professional development for
staff involved in PBS implementation
•
• Support and mentor staff engaged in coaching
activities
• Evaluate data and fidelity of implementation

13. Technical Consultant Responsibilities
• Active participant on district leadership team
• Act as a liaison between the District Coordinator and
PBIS coaches to disseminate information
• Provide training and professional development for staff
involved in PBS implementation
• Support and mentor staff engaged in coaching
activities
• Evaluate data and fidelity of implementation
• Conduct PBIS plan reviews and fidelity walkthroughs
• Assist with identification of potential model schools and
the application process

14. Coaches Responsibilities
• Active participant on school based team
• Act as a liaison between the Technical Consultant
and school based team to disseminate information
• Provide training and professional development for
staff involved in PBS implementation
• Support and mentor school based staff engaged in
coaching activities
• Ensure schools are utilizing the problem solving
model to drive intervention
• Monitor behavioral data to ensure fidelity
• Assist with the model schools application process

15. Team Leader Responsibilities
• Ensure monthly team meetings are scheduled
• Post meeting times on master calendar
• Prepare meeting agenda
• Email agenda to all team members 1 to 2 days prior to
meeting
• Facilitate team meetings
• Review mission of PBS team and agenda items
• Keep team on track and focused
• Provide positive support

16. PBIS:/RTI:B District Wide Plan
Review Process

17. Why do this in the first place?
• Variability in fidelity of implementation at T1
• All plans have basic critical elements in
common
• Insure that best practices are shared
• Professional development opportunity for
Reviewers, Coaches & individual team
• If you have the Intense desire to sit through &
review them….

18. Components of Plan Review
• Review team includes:
– Team’s coach
– Technical Consultants
• Review ensures Critical Elements are present within
plans
– Includes the original critical elements from USF and
updated critical elements reflecting specific items from the
Benchmarks of Quality (BOQ)
– Includes extensive review of disciplinary flowcharts,
lesson-plans, rules and expectations, and systems of
reinforcement
• All plans are required to be submitted electronically.
– Allows for fluidity of documents so plans can be revised
based on the recommendations of the review team
– Provides a central location for plan storage

19. Plan Review Format Adapted from USF
Technical Consultants Approach….
• Each Plan is reviewed according to the order of each Critical
Element
• Review function in word allows for reviewers to insert
specific suggestions for revision/improvement DIRECTLY
into document-creates specific feedback format, allows
tracking of changes
• Two types of feedback provided:
– Mandatory: a fundamental correction or revision that must be
completed in order for the plan to be implemented with fidelity
– Optional: a correction or revision that would reflect best
practice
• Also prompts for further discussion/decision making by
team were provided

20. Reviewing the Plan
• Team provides feedback written directly on plan through track
changes
– Format and content of feedback is reached through team
consensus
• Once plan is fully reviewed and annotated, a copy is retained.
• A copy with request for revisions is forwarded to coach,
Technical Consultant, team leader and school based
administrator.
• School-based teams are expected to complete revisions and
re-submit for review.
• Team reconvenes and either accepts the plan or resubmits it
to the school for further revision.
• Approved plans are sent to the District Coordination,
Technical Consultant, coach, team leader & administrator

21. Pros of Plan Review
• Clear format allows for quick review and
familiarity with plans across district
• Direct feedback allows for collaboration and
exchange of ideas among reviewers, coaches and
teams
• Allows plans to have basic features to increase
the fidelity of implementation.
• Provides plan uniformity across the district for
school personnel due to changes in schools
assignments.

22. Cons of Plan Review
• Time consuming for reviewers
• Difficulties insuring consistency of reviewers
on plan re-submission
• Lack of a plan review written process and/or
policy
• Politics within the school setting
• Timeliness of plan review
• Schools accepting feedback and making
suggested corrections within a timely manner

23. FIDELITY WALKTHROUGH

24. Fidelity Walkthrough
• Fidelity walkthroughs are completed once per
year or more frequently as requested
• Fidelity Walkthroughs provide feedback:
– On level of the student and staff understanding of
PBIS expectation and rules
– Regarding rates of reinforcement
– Instructional strategies
– Levels of engagement
– Classroom management
• Not evaluative, it is utilized to assist schools to
identify areas of improvement

25. BEHAVIOR INCIDENT REPORT

26. What is the BIR?
• The Behavior Incident Report (BIR) is a tool for
recording data regarding classroom-managed
behaviors.

27. Why is the BIR Helpful?
• Data collection utilizing the BIR assists in
developing interventions to alleviate
inappropriate behaviors and replaces them
with functionally equivalent behaviors that
align with your school-wide expectations.
• The BIR can assist in identifying students who
are in need of support beyond the core
curriculum.

28. Why is the BIR Helpful? (cont.)
• It can help teachers and teams identify
patterns of misbehavior and intervene in a
timely manner.

29. BIR and PBIS
• BIR data is reviewed by the PBIS team to
identify teachers and/or students in need of
support beyond tier 1.
• Can be used to develop interventions based
on function of behavior and group children
appropriately.
• Identify low level behaviors in need of
remediation before they become patterns of
misbehavior.

30. Do you have
any questions?
??