Changes in student learning behavior: What will students do to reach the identified result? What new things will they do to learn? What things will they do more of?
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Changes in Instruction : What will teachers do to ensure students learn and develop learning behaviors identified in the first column?
(Be sure that the instructional practices you identify will address every student learning behavior and connect to the RI beginning Teacher Standards) |
Monitoring progress with timelines and adjustments: How will teachers measure progress and make adjustments to the changes in learning and teaching behaviors that we want? How often will this occur? How will teachers inform and involve the principal, parents and SIT? |
Collaboration and Support: When will teachers find time to collaborate and discuss the information they get from monitoring to improve learning and teaching?
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Resources, School and District: What school-wide and district supports and resources will be necessary to achieve the results of the action plan? Organize support into the categories below and fill out the attached back up sheets for each area.
(use the attached resource planning templates to specify the professional development support for teachers.) |
Evaluating Results: How will the school know if the students reach the intended results? In light of what we have learned, how will we revise the plan for next year?
Reporting to Families and Community. How will we share the results of this plan with the entire school community? |
Students will:
- Know and be able to articulate clearly-defined positive behavioral expectations:
Respect yourself, others, and community
- Learn strategies to become socially effective problem-solvers using Second Step/Nonviolence Training
- Learn and be able to utilize various conflict resolution and non-violence strategies
- Demonstrate knowledge of lifelong health and fitness practices, i.e. students will participate in recess walking program/All-School Jog-A-Thon program
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Teachers will:
- Act as role models to ensure positive behavior through the use of praise (six positives for every one negative)
- Teach student behavior expectations for all school settings (matrix)
- Follow positive behavior procedures for all infractions
- Use positive (Hats Off) behavioral incentives to acknowledge appropriate behavior and motivate students
- Teach Second Step lessons/(nonviolence steps) which have been modeled by school social worker
- Teach/Re-teach benefits of positive recess choices such as the Walking Program
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Teachers will:
- Document infractions
- Positive behaviors and/or infractions will be reported to parents
- Meet with Targeted Team to discuss interventions for children of concern.
- Identify needs through staff surveys and minor/major slips
- Acknowledge students’ earned “Walking Feet”
Teacher Leaders/PBIS Team will:
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- Monthly student assemblies will be held to re-teach behavioral expectations and celebrate successes
- Monthly PBIS team meetings
- Monthly SIT meetings
- Bi-annual SET visits from Sherlock Center
- Targeted Team Meetings
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The school will supply the following support and resources:
- Team training in PBIS
- Second-Step (social skills program)
- Article 31 resources to cover training for PBIS team
- PTO provides funds to support positive, behavior incentives & SWIS data program.
- PTO sponsored events will incorporate health and wellness
- PTO to purchase walking program materials, “Walking Feet” for bracelets and necklaces
- Process for identifying interventions and developing a well trained and functioning Targeted Team
The central office will supply the following support and resources:
- Job-Embedded professional development credit for PBIS team to meet monthly and review data
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Evaluating Results:
- Analyze SWIS data to baseline data
- Analyze SET data fall/ spring
- SALT data
Reporting to Families and Community:
- Handbook
- PBIS matrix displayed throughout school setting
- PTO meetings
- Student recognition awards
- Ongoing feedback from school to home
- Newsletters
- Report Out Night
- School Committee report
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