Strategic Plan

Strategy One: Design The Personalized Learning Of The Future

Objective 1.4:        Positive and Safe Learning Environment

PBIS

Executive Sponsor:  Jodi Smith Payne, Assistant Superintendent L&T, and Mark Helm

Three-Year Benchmark Objectives, Actions, Barriers and Outcomes

2015-16:

1. Launch initial district-wide implementation of Tier 1 PBIS at the building and classroom levels by providing staff training in August and December and reconvening the district PBIS Committee.

• Actions:

• Plan training days for all certificated staff focused on classroom management (August and December).
• Build internal expertise of PBIS.
• Support PBIS implementation with a reference booklet, the Container Challenge, and PBIS bookmarks.
• Reconstitute the PBIS District Committee and meet monthly.
• Complete the Implementation Blueprint to guide development of the District Action Plan.
• Ensure PBIS Committees are in place and functioning well at each building.

• Barriers:

• The magnitude of a district-wide implementation of a complex initiative.
• Support for additional meeting time requested by buildings.
• Staff reluctance to shift classroom management practices after 18 years of MYD.
• Integrating PBIS into other initiatives such as Personalized Student Learning.

2. Provide administrator training and best practice sharing at ProGrowth meetings 2015-2016.

• Actions:

• Plan monthly PBIS professional learning for administrators at Pro-Growth throughout the year.

• Barriers:

• Support for additional meeting time requested by buildings.

3. Provide PBIS overview to substitute teachers and classified staff who work with students.

• Actions:

• Plan, organize substitute and classified staff PBIS overview training.

4. Support classroom implementation.

• Action:

• Develop roadmap and incentives for teacher participation in embedded PD and PBIS implementation - Container Challenge.
• Market Container Challenge.
• Schedule site visits with PBIS building teams and include classroom visits.
• Create a video & artifact library to support staff development with classroom strategies, e.g. post district PBIS artifacts on Moodle for internal sharing.
• Work with PBIS District Team & principals to assess topics of interest for video library.

• Barriers:

• Staff reluctance to shift classroom management practices after 18 years of MYD.
• Integrating PBIS into other initiatives such as Personalized Student Learning.

5. Implement SWIS Data System.

• Actions:

• Hire data paraprofessionals and provide training on SWIS data entry.
• Introduce administrators to the SWIS data collection tools and use of the tools to create reports for decision-making related to student behavior.
• Work with all building administrators on the consistent use of SWIS regarding inputting referrals & setting goals based on data.

6. Conduct building implementation audits using the School-wide Evaluation Tool (SET).

• Actions:

• Train Asst. Director of PBIS on the School-wide Evaluation Tool (SET) so she can begin to assess and evaluate implementation of Tier 1 at the buildings.

7. Provide initial Tier 2 training.

• Actions:

• Provide initial Check-in/Check-out training as a research-based Tier 2 practice.

8. Schedule and plan the WA-ASCD workshop in June 2016 to begin to build understanding of how PBIS addresses social-emotional learning & personalized student learning.

• Actions:

• Identify and label Wenatchee Learns connections to Social Emotional Learning.
• Determine professional development needs of instructional coaches to prepare them to offer support for Tier 1, 2, and 3 implementation at a deeper level.

9. Secure funding for the next three years of PBIS implementation.

2016-17:

10. Offer PBIS training for new staff early in the school year. 
11. Continue site visits with PBIS building teams, principals & classroom visitations. (Ongoing)
12. Continue support of Tier 1 practices, working for consistency. (Ongoing

• Actions:

• Work with transportation to update forms, e.g., student referrals, and assess any training needs.  (Ongoing)

13. Continue support for data paras.  (Ongoing)

• Actions:

• Train data paras in Check-In/Check-out (CICO) - SWIS Suite. (Ongoing)

14. Examine data for district and building trends.  (Ongoing)

• Actions:

• Get CICO License for each school. (Done)

15. Continue use of SET to assess the features in place at each building.  (Ongoing)
16. Provide support for Tier 2 and Tier 3 students using Social-Emotional Learning practices.  (In Progress)

• Actions:

• Train team on Functional Behavior Assessments (FBA).  (In Progress)
• Coordinate with community mental health professionals. (In Progress)

17. Pursue Policy and systems alignment.  (In Progress)

• Actions:

• Create PBIS policy statement.  (In Progress)

18. Maintain School Climate as one of top five district goals.  (Ongoing)

• Actions:

• Report on progress on this goal annually to the board.  (Ongoing)

19. Write a clearly laid out multi-year training plan, seeking a “train-the-trainer” model to grow internal capacity.  (Ongoing - 3 Year Plan)

• Actions:

• Instructional Coaches attend annual PBIS Spring conferences.  (Ongoing)
• Members of District PBIS Team attend annual PBIS Spring conferences.  (Ongoing)

20. Create a yearly plan for district and schools to complete summative and formative assessments to determine action plans.  (Ongoing - 3 Year Plan & CIPP for Schools)

2017-18:

21. Offer PBIS training for new staff early in the school year.
22. Continue support of Tier 1 and Tier 2 practices, working for consistency, with a focus on the classroom (on-going)
23. Provide staff with Tier 3 training (on-going)
24. Continue to support PBIS practices and Social-Emotional Learning at Tier 1, Tier 2 and Tier 3.
25. Update 3-year plan
26. Provide training for Instructional Coaches (on-going)
27. Provide training for counselors (on-going)
28. Decrease student suspension rates through: (Helm)

• Increased fidelity of use of PBIS
• Using alternate corrective action measures whenever possible to address behavior instead of suspension
• Monitor disproportionality rates and review with principals 3 times this year.

29. Decrease chronic absence rates of students by:        (Helm)

• Using “nudge” letters to notify parents
• Increasing fidelity of use of PBIS to improve student/teacher relationships, engagement, etc
• Various building practices i.e. Columbia’s tardy policy, WHS’ use of Deans, etc.

2018-19:

2019-20:

What measures need to be developed to monitor the outcomes of the objective benchmarks?++

• PBIS Blueprint Implementation Self-Assessment for District PBIS Team.
• School-wide Evaluation Tool (SET) for buildings.
• Team Implementation Checklist data for buildings.
• SWIS data analysis protocols.
• Check-In/Check-Out data analysis protocols.

Who needs to be involved in the planning discussion and action steps for this objective?

• Mike Lane (was Cori Pflug)
• Jodi Smith
• District PBIS Team
• WA-TPL Team Leaders (Grant ended spring of  2017)

BUILDING SAFETY AND SECURITY

Executive Sponsor:  Jodi Smith Payne, Assistant Superintendent L&T; Mark Helm, Executive Director of Student Services; Adam Bergstrom, Director of Safety and Risk Management

Three-Year Benchmark Objectives, Actions, Barriers and Outcomes

2015-16:

34. Implement a coordinated Field Trip/Travel program (Travel Tracker).        

(Fully Implemented, Monitoring)

• Actions:

• Decrease in the number of trips requested outside of the timelines set (3 weeks notice).
• Decrease in the number of trip request issues.
• Decrease in time spent by transportation in processing trips

• Barriers:

• System - Time and training of staff for implementation.
• System - Changing procedures which could affect multiple users of additional gaps as identified.

35. Design a risk assessment tool that will identify the safety and security gaps at each site.

        (Designed, beginning implementation 2016-17)

• Actions:

• Decrease the number of risk assessment issues (suits).

• Barriers:

• Financial – additional costs for AED purchases (~$20,000) Secondary purchased, radios (~$90,000) Done, Cameras (~$30,000/year) Partially completed, additional staffing costs for hiring Para-Pros for before/after school supervision (~$250,000) Done.
• System Barriers – Training opportunities/requirements for use of AEDs still a barrier and Para-Pro duties Done (which may, in addition, include some financial costs).

36. Create a coordinated, district-wide Safety and Security plan.  (In process)

• Actions:

• Risk Management Committee involvement in identifying and prioritizing district program efforts (Risk, Safety, Security).
• Formalized integrated, comprehensive, consistent, standard district emergency procedures implemented at all facilities.
• Integrated scalable site-specific plans being formalized, at all facilities, consistent with the District Safety and Security Plan.

• Barriers:

• Financial - $ for committees to meet at each site (may not be a cost, could be part of current Safety Committee meetings).
• System - training of staff and students if there are any new recommendations.

37. Improve the health (physical/mental) and welfare of our students.  

• Actions:

• Increase the number of students receiving health care support.
• Decrease the number of Corrective Action incidents particularly for those being served.

• Barriers:

• Financial - District costs for the location of Clinics?
• Financial - additional services, programs, needs as identified.
• System - training of staff depending on recommendations.

2016-17:

38. Monitor implementation and address gaps in the Field Trip/Travel system. 
39.   Develop a plan to fill the safety and security gaps identified at each building. (In Progress)
40. Create and begin implementation of the district-wide Safe Schools Preparedness and Response Plan (Safe Schools Plan - SSP - for short). (In Progress)
41. Introduce and begin implementation of online Safe Schools accident reporting system. (Looking at new program)

2017-18:

42. Full implementation of the Field Trip/Travel system. 
43. Continue implementation of filling the safety and security gaps at each building. (In Progress)
44. Continue implementation of the district-wide SSP. (In Progress - reviewing new program)
45. Review Discipline data 3 times a year with building administrators looking for trends and disproportionality. (In Progress)
46. Review Attendance data 3 times a year with building administrators.  (In Progress)

2018-19:

47. SSP Implementation Part 1 - Committee work fully implemented and functioning.
48. SSP Implementation - Phase 2 - Scheduled prevention measures in place and walk-through begin.

2019-20:

Who needs to be involved in the planning discussion and action steps for this objective?

• Cabinet.
• Principals.
• Nurses.
• Safety & Security.
• Transportation.
• Site Coordinators as needed.

Executive Summary

The focus of work for Risk Management is to identify system gaps in security and safety; simplify, integrate and consolidate policies and processes; and create a team to support and guide the work of Risk Management throughout the District.  

To those ends, Automated External Defibrillators will be purchased this year and placed in secondary schools prior to the start of the 2016-17 school year; Radio and Security Camera needs will be assessed and a plan for replacement/additions will be created; Student supervision needs through the use of Para-professionals will be assessed and recommendations given to Cabinet; finally, a District Risk Management Committee will be created to further direct the focus of Risk Management.  This will include 1) identifying, to the extent possible, the potential risk factors that could contribute to accidents, mishaps, or mistakes being made, 2) creating, simplifying, and communicating policies and procedures so staff know what to do in the case of an incident, and 3) put into place additional security materials to prevent problems and assist when incidents do occur.