St. Joseph Action Plan
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District Action Plan Template - Force Copy link
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Introduction and Purpose:
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The purpose of the District Action Plan template is to guide District Leadership Teams in the development and execution of action steps that promote the capacity for sustainable, culturally and contextually relevant, and high-fidelity implementation of multi-tiered social, emotional, and behavioral systems of support and practices. This Action Plan is intended to be used in conjunction with the District Systems Fidelity Inventory (DSFI).
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Intended Users:
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The District Action Plan is intended for use by district's beginning or actively implementing tiered systems of behavior support. Specifically, with members of a district's Planning Team, with the active presence and/or guidance of an external state or regional facilitator.
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Procedures for Completion:
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After completing the DSFI and other assessments, the team should utilize the data to create a 3-5 year Action Plan. Utilzing a backwards model process, the team should then create the One Year Action Plan. Teams should copy the following items, specific to the Projected Start Year, from the 3-5 Year Action Plan to the One Year Action Plan: Area of Implmentation, Action Plan Goal, Evaulation/Outcome & Data Source.
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3-5 Year Action Plan Schedule of Completion:
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It is recommended the District Leadership Team complete the 3-5 Year Action Plan after initial completion of the District Systems Fidelity Inventory (DSFI) and review on an annual basis. Additional assessment/survey results should be utilized when planning. Examples include: student outcome data, Self-Assessment Survey (district results), Tiered Fidelity Inventory (district results), School Climate Survey (dsitrict results).
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3-5 Year Action Plan Component Directions & Descriptors:
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District Vision Statement: State the District Vision Statement to ensure your action plan goals are developed with your district's vision in mind.
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District Leadership Team Purpose/Outcome Statement: Clarify the reason for the team and the overall objective while making connections to the District Vision Statement. This will likely include implementation or outcome data. Consider how the work of the team will impact internal and external stakeholders. Examples include:
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Area of Implementation: Identify a category in which the team will focus on; Leadership Teaming; Resource Alignment, Funding, & Allocation; Stakeholder Engagement; Professional Learning; Coaching & Technical Assistance; Evaluation, Performance Feedback, & Data Based Decision Making; Policy and Systems Support; Workforce Capacity; Local Implementation Demonstration. Each category identified should have an Objective and Action Plan Goal. Identification of this category should be based on the DSFI results and/or other assessment data.
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Objective: Alignment to DSFI Feature or other assessment survey questions/statement; directly state the feature/question/statement from the assessment. Examples include:
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Action Plan Goal: A written description of what the district needs to put into place in order to complete the listed objective. This could be all, or part of an In Place, "2", score on the DSFI or other assessment/survey results. Examples include:
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Board of Education Goal/Improvement Plan Alignment: Reference the district goal letter/number in this area to show alignment and support.
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Projected Start Year: State the year the team plans on taking action steps towards the goal.
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Projected Completion Year: State the year the team plans on the goal being completed.
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Applicable Tier(s): Check if the goal is focused on Tier 1, 2, and/or 3.
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- Tier 1: involving all students, all staff, and all settings.
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- Tier 2: targeted small group intervention provided to students who are at-risk, but not currently exhibiting high rates of chronic behavior errors, as evidenced by data.
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- Tier 3: intensive, individualized intervention provided to students who exhibit high rates of chronic behavior errors, as evidenced by data.
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Evaluation/Outcome & Data Source: List the evidence that will prove that the goal has been met. Examples include:
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One Year Action Plan Schedule of Completion:
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It is recommended that the District Leadership Team annually completes the One Year Plan and assesses progress on a quarterly basis or immediatly following assessment/survey results. The One Year Template should be copied and pasted for each yearly action plan. Additionally, the One Year Action Plan should be completed the semester prior to the upcoming school year.
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One Year Action Plan Component Directions & Descriptors:
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Area of Implementation: The area should be copied from the 3-5 Year Action Plan.
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Action Plan Goal: This goal should be copied from the 3-5 Year Action Plan.
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Action Steps: After identifying the Action Plan Goal and having a clear picture of what success will look like, the district team wil list of all the things that need to be done to achieve the goal. Each step should be listed on its own individual line. Examples include:
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Status: This is where the District Leadership Team can mark whether the steps toward the goal have been put into place. The team will mark “Completed”, “In Progress”, or “Not Started” to identify progress towards completion of the Action Step.
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Person(s) Responsible: State the name or role of the person overseeing the completion of the Action Step.
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Resources Needed: List the resources needed in order to complete the Action Step.
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Projected Start Date: State the projected date in which the Action Step will begin.
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Projected Completion Date: State the projected date in which the Action Step will be completed.
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Evaluation/Outcome & Data Source: List the evidence that will prove that the Action Step has been completed. Examples include:
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Critical Elements: Check if the Action Step involves Data, Systems, and/or Practices.
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- Data: Information, or data (how we make decisions), is used to identify the status of current practice, support the need for change, and evaluate the impact of interventions or practices (e.g., records of behavioral incidents, attendance, tardies, achievement, staff and student perceptions, etc.).
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- Systems: The District formally puts systems (what we do to support adults, e.g. personnel, funding, policies, training) into place to ensure that the accurate implementation of the practices can and does occur.
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- Practices: The District identifies practices (what we do for students) that are supported with educationally relevant evidence.
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