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Schoolwide Positive Behavior Plan (SPBP)
To be implemented in preplanning 2017 Elements have changed in the SPBP. Before completing , go to http://www.browardprevention.org/mtssrti/rtib/ → Schoolwide Positive Behavior Plan for: ✓ A NEW Brainshark for Principals. ACTION : Log in with your p # and watch the Brainshark before Jan 30th . ✓ A NEW miniBrainshark Series for teams. These Brainsharks are divided into the Critical Elements of PBIS. Although they are not mandatory to watch, they will show you “how to” write a comprehensive SPBP (and receive a high score!) It is recommended that all school teams watch the Overview Brainshark at the URL above. ✓ A Feedback Rubric to ensure your team will correctly complete the SPBP and develop a meaningful plan. To provide consistency across the District, only plans entered in the district template will be accepted. ACTION : Download, complete, and upload the SPBP in your SIP Plan, BP # 2, before May 1, 2017 :
School Name: Boyd Anderson High School
School Number: 1741
SPBP Contact Person: Valerie Patterson
Direct Phone Number: 7543220200
CRITICAL ELEMENT # 1: Functioning Team and Administrative Support 1A. List your current (SY 2016/17) team members: (must have 68 team members) Each name on this list verifies attendance in ongoing team meetings and participation in developing this SPBP . Each member is responsible for representing stakeholders (i.e. Educational Support Personnel, grade level teachers, specials teachers, support staff, etc.) and sharing SPBP content and updates with respective groups.
Full Name Position Stakeholder Representation
Leslie Farr Assistant Principal Administration
Valerie Patterson SPBP Point of Contact Teachers
Mr. Mondesir Parent/Community Representation SAC
Miosoti Madera BTU Representative Teachers
Jenny Thelwell ESE Specialist ESE
Shawanda Anderson Academic Coach Teacher PD
1B. Schedule and document your team meetings for 2017/18 school year: (minimum of 4) Also enter in the school’s master calendar.
Meeting Date Time Responsible Person
8/20/17 2pm Valerie Patterson
10/24/17 7am Valerie Patterson
1/15/18 7am Valerie Patterson
3/22/18 2pm Valerie Patterson
CRITICAL ELEMENT # 2: Faculty & Stakeholder Commitment: 2A. Indicate the action steps completed in the 2016/17 school year that increased faculty and stakeholder understanding and knowledge of the SPBP:
Action Steps: Date(s)
(Before April 30 th THIS YEAR)
Content (23 sentences)
Presented the 2017/18 SPBP to Staff 4/25/2017
The team shared information with faculty and staff about the plan to encourage students to exhibit positive behavior. All stakeholders were provided with information on how to access the SPBP.
Presented the 2017/18 SPBP to stakeholders (parents and community)
4/19/2017
The team shared information with parents and community members about the plan to encourage students to exhibit positive behavior. Stakeholders were provided with information from the SPBP and encouraged to support the school with its goals to improve behavior on campus..
Held a faculty vote on the 2017/18 SPBP 4/25/2017
% approved: ___74_____
2B. Plan the activities for 2017/18 school year to increase faculty and stakeholder understanding and implementation of the SPBP:
Action: Date(s) (NEXT YEAR) Content
Provide a professional development on the 2017/18 SPBP for all staff
Prior to students’ 1 st day: 1. 8/25/2017
The team will present the SPBP for the 17/18 school year. Details of modifications and updates will be included. All stakeholders will be provided with access to the SPBP. Feedback will be collected for future team meetings.
Present the 2017/18 SPBP to stakeholders (parents and community)
Prior to Oct 1 st , 2017 1. 9/20/2017
Present updated fidelity of implementation from Critical Element 10A and student outcome data from Critical Element 10B to all staff (Quarterly: minimum of 4 each year)
1. 8/25/2017 The team will share the updated implementation data in 10A including: the “marketing” of expectations and rules, lesson plan implementation, and discipline processes. The team will share the updated student outcome data in 10B including: top 3 event locations, type of behavior incidents, and
2. 11/24/2017
3. 1/8/2018
4. 3/23/2018
core effectiveness data as well as analysis of this data.
CRITICAL ELEMENT # 3: Schoolwide Expectations 3A. Collect behavior data from BASIS 3.0: 3B. Group similar problem behaviors to develop:
Top 10 Behavior Incidents (put N/A in any blank spaces)
35 Negative Characteristics
1.01: Disobedience/ Insubordination
Disobedient
2.SB: Unruly/Disruptive Behavior
Disruptive
3.ZU: Out of Assigned Area
Skipping
4.ZX: Profanity to Staff Members
Profane Language
5.UP: Disruptive/ Unruly Play
Cell Usage
6.F2: Fighting Medium
7.ZL: Class Cut (Skipping)
8.02: Insulting/ Profane/ Obscene Lang
9.ZY: Cell Phone Violation
10.XA: Disruption on Campus( Minor )
3C. List the opposites of the 3 5 negative characteristics to develop:
3 – 5 Positive Replacement Characteristics = your Schoolwide Expectations
Obey all adults on campus and follow all school rules.
Pay attention in class and ask questions when appropriate or called upon.
Attend all classes and be on time
Use words that are not insulting or derogatory when speaking .
Only use cell phone when given permission by teacher 3D. Using the expectation lesson plan templates, complete 3 – 5 lesson plans, 1 for each of the above listed schoolwide expectations. (e.g., if you have 4 expectations, you will use 4 lesson plan templates). Delete any empty templates you do not use.
Teaching Schoolwide Expectations Hallway Lesson Plan
Schoolwide Expectation #1: Hallway ________________________________________________________
Definition of expectation: Being thoughtful of how your actions affect others and the consequences that can result. Rationale for having this expectation We are a culturally diverse and transient population. We would like for our students to respect each other's differences which would increase student achievement by focusing on learning.
Positive examples: “looks like” Nonexamples ● respecting classes that are in session
● Disturbing classes in session
● refraining from loud noises and horseplaying
● Yelling and horseplaying
● Displaying ethical behavior
● Displaying unethical behavior
List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. Be specific enough so the resources can be located by anyone. 1. www.pbisworld .com
2.www.goleaps.com/Fl
List the steps of this lesson plan (Include lesson format, activities, and materials). Be detailed enough so the lesson can be implemented by anyone. 1. Students will participate in discussion about the hurdles they face in the hallways before school and transitioning to class 2. There will be a discussion on respect vs disrespect during free time in the halls and the effect it has it has on school morale. 3. Format: classroom setting/discussion 4. Curriculum leaps lesson #3 (follow script), Character education materials 5. Students will break into teams and create posters that encourage positive examples behavior in the hallway. Each team will present their poster to the class. WHEN will this lesson plan be taught?
Beginning of school year starting the week
August 21, 2017, during personalization
periods
initial teaching: Week of to all students by the personalization teachers. First 15 minutes on “Respect”
After long holidays
Use your quarterly team meetings to not only review and analyze your behavior data, but to plan and develop additional lesson plans you will use throughout the year to reteach and reinforce this expectation.
3 rd quarter starting the week January 912,
2017, during personalization
periods WHO will teach this lesson plan? WHERE will the lesson plan instruction occur? Personalization Teachers Classroom setting
Teaching Schoolwide Expectations Bus Lesson Plan
Schoolwide Expectation #2: Bus_____________________________________________
Definition of expectation: Being thoughtful of others and their personal space. Always be mindful and respectful to those around you, regardless of how they may look or speak. Let someone Rationale for having this expectation There will be a clean bus and bus area at all times. Students will respect their surrounding and take pride in keeping the buses clean and encourage others to follow their example. Students will also be mindful of their language on the bus and respectful of the bus driver.
Positive examples: “looks like” Nonexamples ● maintaining a clean bus environment.
● eating/drinking and leaving trash behind
● refraining from throwing items or spitting
out of the bus window
● throwing items out of the window and spitting
● respecting the bus driver and communicating without yelling and profanity
● cursing at the bus driver and peers
● engaging in friendly interactions with peers
● pushing and punching others
List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. Be specific enough so the resources can be located by anyone. 1. Video: School Bus Rules 2. http://www.rtinetwork.org
List the steps of this lesson plan (Include lesson format, activities, and materials). Be detailed enough so the lesson can be implemented by anyone. 1. Students will participate in discussions about the hurdles they face during the bus ride to and from school. 2. The repercussions of respect vs disrespect during their time on the bus and the effect it has on the school’s reputation. 3. Skill streaming lessons to be completed in the personalization period. 4. Format: classroom group setting
5. Leaps lesson follow the script on Character education. WHEN will this lesson plan be taught?
Beginning of school year starting the week
August 21, 2017, during personalization
periods
Initial implementation will begin the week of
After long holidays
Use your quarterly team meetings to not only review and analyze your behavior data, but to plan and develop additional lesson plans you will use throughout the year to reteach and reinforce this expectation.
3 rd quarter starting the week January 912,
2017, during personalization
periods WHO will teach this lesson plan? WHERE will the lesson plan instruction occur? Personalization teachers classroom setting,.
Teaching Schoolwide Expectations
School Grounds
Schoolwide Expectation #3: School Grounds____________________________________
Definition of expectation: Being respectful of adults and school grounds. Rationale for having this expectation There will be an atmosphere of mutual respect for adults as well as your peers. Respecting school grounds and classes in session increases academic achievement and school pride.
Positive examples: “looks like” Nonexamples ● speaking to others in a kind voice
● yelling at others
● keeping school grounds clean
● throwing trash and food on the ground
● respectful of adults
● ignoring an adult when spoken to
● reporting to class in a timely manner
● tardy to class
List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. Be specific enough so the resources can be located by anyone. 1. www.pbisworld .com
2. http://www.rtinetwork.org
List the steps of this lesson plan (Include lesson format, activities, and materials). Be detailed enough so the lesson can be implemented by anyone.
1. Students will participate in discussions about what a positive school culture looks like. 2. Students will discuss their role in increasing school morale and the specific benefits they want to get out of their educational process. 3. Format: classroom group setting 4. Students will create posters with opposing views on what school pride is and isn’t and what it looks like. 5. Students will also create PSA about positive school culture and post through various electronic platforms WHEN will this lesson plan be taught?
Beginning of school year starting the week
August 21, 2017, during personalization
periods
Initial implementation will begin week of
After long holidays
Use your quarterly team meetings to not only review and analyze your behavior data, but to plan and develop additional lesson plans you will use throughout the year to reteach and reinforce this expectation.
3 rd quarter starting the week January 912,
2017, during personalization
periods WHO will teach this lesson plan? WHERE will the lesson plan instruction occur? Personalization teachers Classroom setting
CRITICAL ELEMENT #4: Locationbased Rules 4A. Determine top 3 locations for Event problems from the BASIS 3.0 Behavior Dashboard. Do not use “classroom”
Top 3 Locations School Location # Incidents
1 SG: School grounds 38
2. HL: Hallways 27
3. BU: Bus 21
4B. Create an Expectations/Rules Chart from your 35 schoolwide expectations and your top 3 locations. Develop 1 to 2 positively stated, observable, and measurable rules that correlate with every expectation to create a maximum of 5 rules for each location.
Expectations and Rules Chart
Expectations Copy and paste
expectations from 3C.
Rules Copy and paste locations from 4A.
Location #1: School Grounds
Location #2: Hallways
Location #3: Bus
Expectation #1: Obey all adults on campus and follow all school rules.
Be aware of your behavior and how it affects others.
Be aware of everyone’s personal space and keep hands and feet to yourself.
As per bus policy, there is no drinking and/or eating on the bus.
Expectation #2: Be polite when speaking to adults or peers
Follow and respond appropriately to adult directions (the 1st time).
Be aware of language and noise level (no screaming).
Be aware of noise levels, stay in your seat, and respond appropriately to bus driver instructions.
Expectation #3: Attend all classes and be on time
Proceed directly to your assigned area.
Move to class in a direct and timely manner.
Once the last school bell rings, go to bus in a timely and orderly manner.
Expectation #4: Listen and pay attention in to others in school
Follow directions given by adults
Follow the flow of traffic and obey commands when traveling through the hallways
Listen to the bus driver and obey all instructions given
Expectation #5: Cell phones must not disturb the learning environment
Do not use headphones to drown others out around you
Do not stand around in the hallways and slow down or prevent yourself or others from getting to class on time
Do not distract the bus driver by speaking loudly or listening to loud music during the bus ride to and from school
4C. Using the rule lesson plan templates, complete 3 lesson plans, 1 for each of the above listed specific locations. Include all the rules listed under the location in the lesson plan.
Teaching Rules Hallway Lesson Plan
Location #1: Hallway____________________________________________
Location Rules: (from 4B chart) Positive Example: Nonexample:
Hallway must be safe for students to transition to and from classes
No horseplaying or running Horseplaying, punching and kicking
Silently proceed to class Elevated noise level, use of profanity
Proceeding to class in an orderly fashion
Ignoring school bell, arriving to class late
Classes will remain undisturbed during instruction time
kicking doors, yelling in Classrooms
Allow others to pass freely through the hallways
Standing in groups and not allowing other to pass freely
List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. Be specific enough so the resources can be located by anyone. 1. www.pbisworld .com 2. http://www.rtinetwork.org
List the steps of this lesson plan (Include lesson format, activities, and materials). Be detailed enough so the lesson can be implemented by anyone. 1. Students will participate in discussion about the hurdles they face in the hallways before school and transitioning to class and create student generated rules to follow. 2.The repercussions of respect is disrespect during their time on the bus and the effect it has on the school’s reputation. After the discussion students will create rules to create a safe environment in the halls. 3. Format classroom group setting 4.Students will break into teams and create rules posters. Each team will present their poster to the class. 5.Students will also create PSA about positive school culture and post through various electronic platforms WHEN will this lesson plan be taught?
Beginning of school year starting the week
August 21, 2017, during personalization
periods
Lesson Plan will be implemented week of August 14,2017
After long holidays
Use your quarterly team meetings to not only review and analyze your behavior data, but to plan and develop additional lesson plans you will use throughout the year to reteach and reinforce this location’s rules.
3 rd quarter starting the week January 912,
2017, during personalization
periods WHO will teach this lesson plan? WHERE will the lesson plan instruction occur? Personalization teachers classroom setting
Teaching Rules Bus Lesson Plan
Location #2: Bus_____________________________________________
Location Rules: (from 4B chart) Positive Example: Nonexample:
Bus must be kept clean and comfortable for students to travel safely to and from school
keep the bus area and bus clean Leaving the bus area and bus dirty
Sit in assigned seats Sitting in someone else’s seat
Stay seated at all times Standing while bus is moving
Use appropriate language when interacting with peers and driver
Using profanity towards peers and driver
Do not throw objects through the window
Eat candy or chips and throw the wrapper out the window
List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. Be specific enough so the resources can be located by anyone. 1.Video: School Bus Rules 2. www.pbisworld .com
List the steps of this lesson plan (Include lesson format, activities, and materials). Be detailed enough so the lesson can be implemented by anyone. 1.Students will participate in discussions about the hurdles they face during the bus ride to and from school. 2.The repercussions of respect vs disrespect during their time on the bus and the effect it has on the school’s reputation. What rules can be implemented to assure proper bus use. 3. Material: poster board, markers, colored pencils, rulers, scissors 4. Students will create posters of rules to follow while on the bus and the bus area. 5.Rules and consequences will be placed in the bus loop as reminders for students WHEN will this lesson plan be taught?
Beginning of school year starting the week
August 21, 2017, during personalization
Lesson plan will be implemented the week of August 14,2017
periods After long holidays
Use your quarterly team meetings to not only review and analyze your behavior data, but to plan and develop additional lesson plans you will use throughout the year to reteach and reinforce this location’s rules.
3 rd quarter starting the week January 912,
2017, during personalization
periods WHO will teach this lesson plan? WHERE will the lesson plan instruction occur? Personalization teachers classroom setting
Teaching Rules School Grounds Lesson Plan
Location #3: School Grounds_____________________________________
Location Rules: (from 4B chart) Positive Example: Nonexample:
School Grounds
Courteous and polite to others Disrespectful of others, Interrupting conversations, Bumping into others
Follow directions from adults and respond appropriately
Ignoring directives,
Proceeds to assigned area in a timely manner
Lollygagging, late to class
Put trash in the proper receptacle Throwing trash on the floor/ground
Keep conversation brief and encourage others to get to class
Standing around and get to class after the bell
List 2 resources (website addresses, curriculum with location, books with page numbers, programs with lesson plan number, etc.) you will use to teach this lesson plan. Be specific enough so the resources can be located by anyone. 1. www.pbisworld .com 2. http://www.rtinetwork.org
List the steps of this lesson plan (Include lesson format, activities, and materials). Be detailed enough so the lesson can be implemented by anyone. 1.Students will participate in discussions on their behavior and how it affects the school and academic success. 2.The repercussions of respect vs disrespect on school grounds. What rules can be implemented to assure everyone on campus is treated fairly. 3. Material: poster board, markers, colored pencils, rulers, scissors 4.Students will create posters of rules to follow while on school grounds 5.Students will also create PSA about positive school culture and post through various electronic platforms WHEN will this lesson plan be taught?
Beginning of school year starting the week
August 21, 2017, during personalization
The lesson plan will be initiated on the week of August 14,2017
periods After long holidays
Use your quarterly team meetings to not only review and analyze your behavior data, but to plan and develop additional lesson plans you will use throughout the year to reteach and reinforce this location’s rules.
3 rd quarter starting the week January 912,
2017, during personalization
periods WHO will teach this lesson plan? WHERE will the lesson plan instruction occur? personalization teachers classroom setting
CRITICAL ELEMENT #5 Reward and Recognition Programs
NEW element : refer to Rewards Brainshark for further guidance . http://www.browardprevention.org/mtssrti/rtib/
5. Describe in detail one positive schoolwide intervention plan you will use to reward/recognize students who follow your schoolwide expectations and/or locationspecific rules: (2 6 sentences for each section) Plan Section Plan A. What do students need to do to earn the reward? ➢ Link to expectations and rules ➢ Must be measurable
Students need to follow all rules and teacher directives with 80% accuracy.
B. What reward/recognition will they earn? ➢ Include person(s) responsible for organizing
Positive verbal and social acknowledgement will be given to students by Ms. Patterson. In addition, tangible rewards such as library passes, homework passes, etc. will be given to recipients.
C. How will you collect data to determine who has earned the reward? ➢ include person(s) responsible for organizing and analyzing
School Staff and faculty will input and keep up with data in Basis 3.0. Ms. Patterson will be responsible for collecting all data.
D. When and how will the reward be provided? ➢ Include timeline ➢ Include actual date
The reward will be provided at a designated area every 9 week period. These dates will be on Aug 2017, November 2017, February 2018, and May 2018.
CRITICAL ELEMENT #6 Effective Discipline Procedures 6A. Categorize the top 6 most common staffmanaged misbehaviors at your school into “Minor” and “Moderate” categories. Write a short, objective, and measurable definition for each.
StaffManaged Misbehaviors
Minor Misbehaviors Moderate Misbehaviors Misbehavior Definition Misbehavior Definition
1. Not paying attention in class
Daydreaming in class 12 times a week. Record in Basis 3.0
1. Walking out of class
More than 1 minor behaviors in a week and record in Basis 3.0.
2. Students not having classroom materials
Asking others for material 12 times a week. Record in Basis 3.0
2.Using profanity towards the teacher
More than 1 minor behaviors in a week and record in Basis 3.0.
3. Students not staying their seat.
Walking around class 12 times a week. Record in Basis 3.0
3. Skipping class More than 1 minor behaviors in a week and record in Basis 3.0.
4. Students talking too much in class
Speaking out of turn or while teacher is instructing class 12 times per class period. Record on Basis 3.0
4. Inappropriate cell phone usage
More than 2 minor behaviors in a week and record in Basis 3.0.
5. Frequent restroom breaks
Student constantly asking for pass to go to the restroom at least 23 times per week. Record in Basis 3.0
5. Tardiness to class
More than 23 minor behaviors in a week and record in Basis 3.0.
6. Refusing to wear belt
Student does not wear a belt 34 times per week. Record in Basis 3.0
6. Sleeping in class
More than 23 minor behaviors in a week and record in Basis 3.0.
6B. Create a consequence menu for all staff to choose from when students exhibit the above
misbehaviors:
Consequence Menu for Minor Misbehaviors (Staff’s choice of 5):
Consequence Menu for Moderate Misbehaviors (Staff’s choice of 5):
●Warning ●Parent phone call
●Oneonone conference ●Detention
●Call parent ●Parent/teacher conference
●Take away privilege ●Referral to Administration
●Referral to Guidance Counselor ● Call security
6C. List the top 5 most common misbehaviors at your school that are handled with an Office Discipline Referral (ODR). Write a short, objective, and measurable definition for each . (Exclude crisis situations that must follow District protocol.)
Office Discipline Referrals (ODRs)
Behavior Definition
1.01: Disobedience/ Insubordination Student refuses to listen at least once or twice per week when instructed by teacher to stop talking.
2.SB: Unruly/Disruptive Behavior Student gets up from seat and disturbs others once or twice during class each week.
3.ZX: Profanity to Staff Members Student uses profanity at least once per week when speaking with staff.
4.ZL: Class Cut (Skipping)
Student skips class at least once per week during 5th period.
5.02: Insulting/ Profane/ Obscene Lang Student uses profanity at least once or twice during class when speaking with peers.
6.ZY: Cell Phone Violation Student texts in class at least once or twice per week.
NEW section : refer to Discipline Brainshark for further guidance . http://www.browardprevention.org/mtssrti/rtib/ 6D. Continue and customize the next steps in this flow chart to show the discipline process at your school. (Or you may delete this flow chart and create your own from scratch.)
CRITICAL ELEMENT # 7: Data Collection and Analysis
NEW element : refer to Data Brainshark for further guidance . http://www.browardprevention.org/mtssrti/rtib/ 7A. Determine your Core Effectiveness YeartoDate :
Total Populatio
n: 1748
Calculation to determine % rate % Core Evaluation
# Referrals
# Student
s
1 Referral 190
( Total Pop − (# of 25 Students) – (# of >5 Students) ) ÷ Total Pop =
93
Universal students : (# 01 Referrals should be >80%)
>80%?
X☐ YES
☐ NO
25 Referrals 108 (# of 25 Students) ÷ Total Pop
= 6 At risk students : (# 25 Referrals should be <15%)
<15%? X☐ YES
☐ NO
>5 Referrals 16 (# of >5 Students) ÷ Total Pop = 1
High risk students : (# >5 Referrals should be <5%)
<5%?
X☐ YES
☐ NO
7B . If all 3 are “ YES ”, your Core is Effective. Is your core behavior curriculum effective?
X☐ YES ☐ NO
If YES , although your core is effective, how will you assist any atrisk and high risk students at the beginning of the next school year? Guidance and administration will identify atrisk students at the beginning of the year. Administration will hold a staff meeting to inform teachers about behavior and academic interventions they can implement for atrisk students and review the Tier I Intervention process in Basis 3.0. Incoming freshmen will attend an assembly to go over house rules.
If one or more are “ NO” , what supports and interventions will you implement at the beginning of the next school year to improve your core?
No entry needed for Critical Elements #8 and #9.
CRITICAL ELEMENT # 10: Monitoring Plans 10A. How and what data will you use to monitor the fidelity (frequency, consistency, documentation, etc.) of the implementation of the SPBP? “Did you do what you said you were going to do? How will you know?”
Reduction in the number of behavior incidents and referrals
Reduction of incidents in the 3 identified locations (school grounds, hallways, buses)
Fidelity of Implementation Plan WHO:
Responsible Person(s)
WHAT: Data Analyzed WHAT: Criteria for
“Success” of Implementation
WHEN: Dates of Analysis
(quarterly dates)
HOW: Shared with Staff and
Stakeholders?
1. SGA
Schoolwide expectations and locationspecific rules are posted across campus (“marketing”).
Students complement school personnel about posters Refer to 2B quarterly
presentation dates. This is the data the team will be sharing
during staff presentations.
School wide staff meetings and SAC
2.SPBP Team and Administration
Behavior lesson plans are being taught as written
Overall decrease in misbehaviors based on Basis 3.0
Staff Meetings
3. Behavior Specialist and Administration
Discipline consequences and flowchart are being used by all staff as written
Reduction in referrals of identified behaviors Staff Meetings
10B. How and what data will you use to determine the success of the plan by student outcome or need for modifications? Include a minimum of 2 different analyses. “If you did what you said you were going to do, did it positively impact the students? How do you know?”
Student Outcome WHO:
Responsible Person(s)
WHAT: Data Analyzed
WHAT: Criteria for “Success” of
Student Outcome
WHEN: Dates of Analysis
(quarterly dates)
HOW: Shared with Staff and Stakeholders
1. Administration
See critical element 3A. Quarterly behavior incident data .
See critical element 2B quarterly presentation dates. This is the data the team will be
Staff Meetings
2. Administration and Staff
See critical element 4A. Quarterly top 3
Staff Meetings
event locations data.
Sharing during staff presentations 3. Administration
and Curriculum Leaders
See critical element 7. Quarterly core effectiveness data .
Reduction in the number of referrals for universal, atrisk, and highrisk students.
Staff Meetings
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