The  2018-19 school improvement plan has been placed into this survey. You are being asked to think about each section and then provide the following feedback:
  • Do you have questions
  • Do you have concerns
  • Do you have suggested changes
  • Do you need professional development
If you have no feedback for a question (section of the plan) leave the question blank.

You are not expected to answer each question. 

Feedback can be as detailed as you want. It can also be simple i.e. I need professional development to be able to do this.

Only comment on those sections that you feel are necessary. As the plan is finalized for publication your feedback will be used to finalize the plan.

Question Title

* 1. Complete the Following Info:

Question Title

* 2. Complete the following info:

Question Title

* 3. Mission
The mission of the Jefferson Area Local School District is to provide an appropriate educational program and learning environment which will effectively meet the educational needs of its students and help its students accomplish educational goals

Does this statement adequately capture our district's mission? 

Question Title

* 4. Our Vision To be a k-12 school district that is highly regarded for its academic excellence and for its contribution in actively serving and improving the Jefferson Area Local Schools community. 
Are you satisfied with our stated vision? If you answer no tell us why and how you would change it.

Question Title

* 5. The Jefferson Area Local School District uses the Ohio Improvement Process (OIP) to develop and guide its School District and Building Improvement Plans and Implementation.

In Stage One of the OIP process the District Leadership Team Identifies the District’s Critical Needs by using the state and district data in the decision framework.
In Stage 2 the DLT Develops a Focused Plan.
In Stage 3 the district and building teams Implement and Monitor our Focused Improvement Plan.
In Stage 4 of the process buildings and district leadership teams Evaluate the Improvement Process by examining the summative impact on student achievement

In your experience is this being done?

Question Title

* 6. GOAL 1) The District-wide the percentage of students scoring at least proficient on the 2019 state test in Reading / ELA and Mathematics will increase to the state target by the spring of 2019.
Do you believe we can achieve this goal?

Question Title

* 7. Strategy 1: 100% of teachers, in order to improve student achievement in writing and to promote academic success across the curriculum, will incorporate writing into their content area. Promote a schoolwide standard for grammar, structure, syntax, semantics, usage and mechanics in writing that is consistent with the criteria required to meet the State Standards for types of writing—argument, informative/explanatory text, and narrative—in grades K-12. 

See appendix C – Ohio Standards


Teachers will have students write as a part of the assessment process in their content area. Teachers across the curriculum will reinforce that:

• Writing promotes learning and that the standards for writing taught in ELA is to be used when writing in all content areas.

• Integration of the writing process promotes student participation, a diversity of student voices, and engages students as critical thinkers while promoting their texts as important resources and thinking tools.

• The opportunity to write in every class develops good writers.

• By practicing the thinking and writing conventions of an academic discipline, students begin to communicate effectively within that discipline.

Provide feedback
Do you have questions, concerns or suggested changes for this section?
If not leave the question blank.

Question Title

* 8. Strategy 2: Introduce teachers to INFOhio’s IMatrix as a tool to incorporate the Dimensions of Inquiry –Questioning, Locating Information, Evaluating Information, Applying Information, Sharing Knowledge, and Reflecting on Learning into their instruction.

Teachers will utilize INFOhio’s IMatrix a multidimensional framework designed to articulate the relationships among:

·               K-12 scaffolding of the 21st Century Skills,

·               College and Career Readiness Standards,

·               Ohio’s Standards, and

·               Research and Inquiry.

INFOhio’s IMatrix is designed to help educators practice inquiry-based instruction that aligns to skills embedded within the content standards of the four core curriculum areas, English/Language Arts, Mathematics, Science, and Social Studies. By searching the matrix, educators can more easily see how skills are scaffolded for students and find resources that will help them teach those skills, find interdisciplinary connections, and help plan quality instruction.

Provide feedback
Do you have questions, concerns or suggested changes for this section?
If not leave the question blank.

Question Title

* 9. Strategy 3: 100% of teachers will differentiate their instruction to address the needs of the diverse students in their classrooms and promote academic success for every student.

Description:  Test data in the Jefferson Area Local Schools indicate that our students who take classes together with the same teachers, curriculum, resources and time allotted have large discrepancies in their attainment level on state tests. Those students scoring proficient and better tend to score well across all the subscale areas for tests while students scoring limited or basic have deficiencies across subscale areas that are not consistent between students.  This along with gap closing data and value added data indicate that we must become instructionally proficient in using differentiation and accurately addressing individual student needs.

Teachers Extend Formative Instructional Practices to meet the needs of struggling and advanced learners by:
·               Regularly assessing students’ readiness for learning and achievement of knowledge and skills during instruction
·               Facilitating effective classroom discussions and tasks that elicit evidence of learning
·               Collecting both formal and informal data regarding students’ learning and provide feedback regularly to students regarding their personal progress throughout the lesson cycle
·               Utilizing data to modify and adjust teaching practices and to reflect on the needs and progress of students

100% of teachers in grades K-6 will work within the TBT’s to create strategies to identify and then intervene with students who have not mastered critical concepts or skills as a part of the instructional process.

100% of teachers at grade 7 and 8 will work within TBT’s and the BLT to create strategies to identify and then intervene with students who have not mastered critical concepts or skills as a part of the instructional process. Involvement of the intervention specialists in double dosing content, providing small group pull-out opportunities and using the Jr. High resource room will be utilized.

100% of teachers at grades 9-12 will work in grade level and content area meetings to explore strategies for identifying and addressing the needs of students who have not mastered critical concepts or skills as a part of the instructional process. In the high school this will extend to systemic solutions including course structures and how course sections might be developed to address content area deficiencies for larger groups of students who do not have the foundational skills and knowledge to move vertically through the high school curriculum.

Provide feedback
Do you have questions, concerns or suggested changes for this section?
If not leave the question blank.

Question Title

* 10. Strategy 4:

100% of teachers and administrators will implement the JALSD gifted program using a research-based cluster model.

Description: Cluster grouping is an educational process in which gifted and talented and/or high achieving students are assigned to a heterogeneous classroom within their grade to be instructed by a teacher that has had specialized training in differentiating for gifted learners with the support of a gifted teacher.

·   We will place identified gifted students in clusters in the general education classroom by content area in the student’s identified area of giftedness
·   Teachers will have the required professional development in gifted education.
·   Teacher and students will have ongoing support from Gifted Teacher
·   Students have Written Education Plans.
·   All regular classroom teachers will complete mandated gifted professional development.
·   Projects and assignments will be aligned to each gifted student’s classroom work, not independent and non-related.
·   Students identified as gifted in reading, math, science, social studies or the arts be challenged in these specific areas.
·   It is critical that differentiation be provided to our gifted students and students not identified as gifted but who excel areas of the curriculum in their regular classroom.

Provide feedback
Do you have questions, concerns or suggested changes for this section?
If not leave the question blank.

Question Title

* 11. Strategy 5:

100% of teachers and administrators continue the study and implementation of Formative Instructional Practices (FIP) and the Five Step Process to monitor student progress

·      Documentation of the study of Formative Instructional Practices (FIP) by teachers and administrators in meetings or independent study is provided to the BLT.
·      Walkthrough and observation process includes documentation of the use of Formative Instructional Practices (FIP).
·      Grade level, department and building meeting agendas and minutes document the use of the Five Step Process. Documentation submitted to the superintendent / DLT bimonthly.

Strategy 6:
100% of teachers focus on the development and implementation of classroom formative, summative and performance based assessments (including homework) in order to enhance their reliability and validity and prepare students for state assessments.

·   Principals and teachers review and evaluate classroom assessments in grade level or department meetings against the district’s rubric for evaluating assessments.
·   Grade level, department and building meeting agendas and minutes document the study of assessment design and review of classroom assessment
Grade level, department and building meeting agendas and minutes document the study of the work being done ODE / AIR to provide actionable materials including test blueprints, released test questions, test item analysis, etc. for Ohio’s assessments.

Provide feedback
Do you have questions, concerns or suggested changes for this section?
If not leave the question blank.

Question Title

* 12. Strategy 7:

100% of our teachers develop curriculum and classroom instruction  to reflect the rigor of Ohio’s learning standards in English language arts, mathematics, science, social studies, visual art, music, financial literacy and technology in order to provide students a challenging course of study that will prepare them for success in later life.

Teachers and Principals document and share instructional practices in TBT and BLT meetings that:
·   Create a challenging classroom learning environment with high expectations and lessons that incorporate more rigorous opportunities for learning and questioning at higher levels of the Hess Cognitive Rigor Matrix
·   Move students to more challenging work while simultaneously providing support for students who do not meet targets
·   Provide students with opportunities to demonstrate learning at high levels through increased student engagement.

Provide feedback
Do you have questions, concerns or suggested changes for this section?
If not leave the question blank.

Question Title

* 13. Strategy 8:

100% of teachers and principals will continue through the 2017-2018 school year the process of using technology to transform our classrooms into collaborative inquiry-based learning environments that support the use of formative instructional practices as evidenced by classroom observation, the use of Chrome Books as an instructional and assessment tool. Integrate the use of technology including  Chromebooks, (Chromebook Tutorials) Google Classroom and online resources in 100% of classes.

·   Establish a sustainable funding system for technology integration for the JALSD District and buildings to increase access to technology for all students, staff and members of the community.

·   Introduce instructional resources and assessments that help teachers to integrate the standards for educational technology into K–12 core subject areas.

·   Create awareness of Tech Best Practice website which connects technology with Classroom Instruction the Works. http://www.techbestpractice.net/)

·   The National Educational Technology Standards (ISTE Standards) will be integrated into core curriculum courses.

·   Staff will participate in ongoing professional development that supports teaching and learning with technology.

·   Create awareness of the SAMR model for technology integration (The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning.  It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology). 


·   Continued Chrome Book and Google training provided for teachers.
·   Chrome Books distributed to all grade 7, 8, 9, 10 and AP students.
·   Teachers in grades 7-12 develop and deliver both content and assessment materials using the Chrome Book.
·   Students trained in the use of the Chrome Book. (grades 3-6: for assessment and in classroom; 7-12 for instruction, assessment and research)
·   Digital resources identified and used to enhance instruction.

We will embrace the Technology Standards as defined in the National Education Technology Plan, Ohio’s 2017 Technology Standards and by The ISTE (International Society for Technology in Education) Standards. The standards when implemented will assist students in meeting the following goals:

•Computer literacy is the ability to appropriately use computer hardware and software. It includes the usage of technology tools for information access and sharing, remote information access, retrieval and multimedia and hypermedia publishing.

•Information literacy is the acquisition, interpretation, and dissemination of information. Information literacy focuses on the usage of the Internet and other electronic information resources.

•Technological literacy incorporates problem-based learning utilizing mathematics; science, and technology principles, Technology education addresses the impact of technology on society, and includes the study of technological advances in medical, agricultural, communication, energy, manufacturing and other trades, the arts and the impact of these advances on job readiness and post-secondary preparation for students.

Provide feedback
Do you have questions, concerns or suggested changes for this section?
If not leave the question blank.

Question Title

* 14. Rock Creek and Jefferson Elementary K-6
This is a K-6 Question
Strategy 9/1: 100% of ELA / Reading and appropriate content area teachers will Implement with Integrity a comprehensive balanced literacy  program at Jefferson Elementary and Rock Creek Elementary Schools that includes the use of components from our Basal reading program (grades K-6-Reading Street), guided reading program (grades K-6) and a phonics program (Fundations -grades K-3 ). 


Specific areas of focus include:
·   Assessing Students’ Reading Competencies using a Benchmark Assessment System
·   Small Group Guided Reading Instruction
·   Interactive Read Aloud Strategies
·   Close Reading Strategies focusing on Comprehension

Strategy 10/2: 100% of K-3 teachers will implement the requirements of the Third Grade Reading Guarantee with integrity.

The TGRG law requires that schools provide student-specific reading support and instruction to identified students within 60 days after identifying the student as not on track. Reading support includes intensive, individualized, and regular instruction using research-based strategies. The JALSD TGRG program aims to provide students with the resources they need to become on-track in reading.

Strategy 11/3: Employ a Guided and Balanced Literacy Reading Program Coach (Marsha Howell) to provide professional development and implementation support to teachers.

The Guided and Balanced Literacy Reading Program Coach will:

·   Provide guided reading professional development to teachers (K-6) at Rock Creek and Jefferson Elementary Schools

·   Review the Guided Reading Program implementation steps and best practice for: lesson design, teacher practice/role, student role and interaction, choosing materials, measuring progress, benchmarking and using running records.

·   Provide Support to teachers and principals in developing and implementing with integrity a comprehensive and balanced literacy* program for grades K-6

Provide feedback
Do you have questions, concerns or suggested changes for this section?
If not leave the question blank.

Question Title

* 15. Jefferson Jr. & Sr. High School
This is a 7-12 question

Strategy 12/1: Implement with Integrity an ELA curriculum Grade 7, 8, English I and English 2 aligned with Ohio’s standards and the test blueprints provided by AIR that guide state tests.

Jefferson Jr. & Sr. High school will align their ELA curricula to Ohio’s 2017 revised standards and the test blueprints provided by AIR.  In grades 7-12 Teachers will focus on reading across the curriculum consistent with the key requirements of the State Standards for Reading that “all students must be able to comprehend texts of steadily increasing complexity as they progress through school. By the time they complete the core, students must be able to read and comprehend independently and proficiently the kinds of complex texts commonly found in college and careers”.  See appendix A Common Core Standards ELA

Strategy 13/2: 100% of teachers in ELA, Social Studies, Science and Technical subjects will review Ohio’s Learning Standards for English Language Arts & Literacy in History/ Social Studies, Science, and Technical Subjects with a focus on writing across the curriculum (Appendix B) and incorporate selected texts as appropriate for their instructional program.

Because the text samples in Appendix B serve to exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with, it is important that teachers become familiar with them. Additionally, they are suggestive of the breadth of texts that students should encounter in the text types required by the Standards and these texts can and often do serve as a source for readings on State Tests. The texts in Appendix B are to be used as a guide for teachers in selecting texts of similar complexity, quality, and range for their own classrooms.  This is consistent with the district’s goals for reading and writing across the curriculum.

100% of teachers  will utilize Appendix A, Appendix B and Appendix C from Ohio’s ELA Standards during department meetings as a guide for extending reading and writing across the curriculum

Strategy 14/3: 100% of teachers and administrators will use data to make instructional decisions. 

Evidence, data and clarity on desired outcomes are essential to school improvement. At the state level, Ohio is prioritizing the use of evidence as schools determine what strategies yield maximum results in student success. This is especially important as educators support more and more students with diverse needs. Evidence and data also provide critical feedback that can enable continuous improvement (ODE Strategic Plan).

The JALSD is committed to using multiple sources of data to make decisions about instruction, identifying student needs and setting academic priorities. Data can be drawn from standardized tests, formative classroom assessment, summative assessments, student work samples and progress monitoring. Student-level data such as attendance, discipline, grades, credit accumulation, and student survey results provide early warning indicators of students who are at risk of educational failure or who might benefit from the additional challenges available to them through gifted instruction, college credit plus or extra-curricular or co-curricular opportunities within our school district. 

Access to district and building level achievement data that evaluates how well students perform against a standard and progress data (value added) that measured by how much “gain” or “growth” students make over time is integral to our school improvement process.  Teachers and administrators use this data to inform decisions on appropriate next instructional steps; and evaluating the effectiveness of the actions previously taken. Individual student data is utilize

Provide feedback
Do you have questions, concerns or suggested changes?

Question Title

* 16. Mathematics K-12

Strategy: 100% of the grade level mathematics, algebra and geometry teachers will create and track performance on formative and summative assessments that are aligned to the grade level mathematics, algebra or geometry test blueprints published by AIR.

During the 2017- 18 school year 100% of grade 3-6 and 7, 8, 9 - 12 teachers either teaching grade level mathematics courses, algebra, geometry or preparing students for these courses in earlier grades will focus instruction and formative assessment on the following areas that have been identified as critical for passage of state assessments for state tests at each grade. See: Mathematics – K-8 Critical Areas of Focus document

Algebra and Geometry teachers will document their instruction and assessments for the following identified standards: Algebra Number, Quantities, Equations and Expressions: A.SSE.1ab A.CED.1 A.REI.1 A.SSE.2 A.CED.2 A.REI.3 A.CED.3 A.REI.4ab A.APR.1 A.CED.4 Functions: A.REI.11 F.IF.5 A.REI.12 F.IF.6 F.IF.1 F.IF.2 F.IF.3 A.REI.10 F.IF.4 Statistics: S.ID.7 S.ID.8 S.ID.9 Geometry: Congruence and Proof:G.CO.6 G.CO.11 G.GPE.4mG.CO.7G.GPE.5 G.CO.8 G.GPE.6 G.CO.9 G.GPE.7 G.CO.9 G.GPE.7 G.CO.10 Similarity & Trigonometry: G.SRT.1 G.SRT.4 G.SRT.6 G.MG.1 G.SRT.2 G.SRT.5 G.SRT.7 G.MG.2 G.SRT.3 G.SRT.8 G.MG.3 – See:  Appendix A of the Ohio’s Learning Standards for Mathematics

Action Step: Provide all math teachers with test blueprints, K-8 Critical Focus Guide and Appendix A from Math Standards Guide at their grade level and the grade levels above them.

All teachers of mathematics will be provided the test blueprints for their grade level and the grade levels above them vertically. Focus will be placed on identifying where in the curriculum students are being taught the critical concepts as identified by AIR and then identify where these skills are taught and assessed.

Benchmark Indicator: Standards are identified within teacher / grade level curriculum maps and model curriculum checklists.

Strategy: 100 % of Jefferson's math teachers will continue to implement Ohio's standards for mathematics with a focus on Ohio’s 2017 standards revision including a focus on the rigor they dictate and by using formative instructional practices during the 2018-19 school year.

Description: Teachers of mathematics will continue the implementation of Ohio's standards for mathematics throughout the 2017-18 school year by applying Formative Instructional Practices. The JALSD has worked to support the implementation of the student growth measures and the creation of student learning objectives specially to promote a system of Formative Instructional Practices that guide teachers and students in achieving their learning goals.

Formative instructional practices (FIP) are the formal and informal ways that teachers and students gather and respond to evidence of learning. The four core components: 1) Creating and using clear learning targets 2) Collecting and documenting evidence of student learning 3) Analyzing evidence and providing effective feedback 4) Preparing students to take ownership of their learning are the basis for exploring and demonstrating the rigor of the standards and provide the means to measure student performance against the standards.

Strategy: 100 % of Jefferson's math teachers continue the process of transitioning to Ohio’s 2017 Mathematics Learning Standards by reviewing and implementing Ohio’s transition plan and using the tools provided by the Ohio Department.
Description: See State three year Transition Plan

Provide feedback
Do you have questions, concerns or suggested changes for this section?
If not leave the question blank.

Question Title

* 17. GOAL 2) 100% of building leadership / School-wide PBIS Teams will develop and begin implementation of a school-wide incentive and discipline program (PBIS) in order to improve the overall school climate by teaching and rewarding appropriate behavior, providing consistent consequences for inappropriate behaviors, and creating a peaceful and uniform environment to increase academic achievement during the 2018-2019 school year.

District -Wide Definitions / Description:

Positive Behavior Intervention and Supports ("PBIS") means a school-wide systematic approach to embed evidence-based practice and data-driven decision making to improve school climate and culture to achieve improved academic and social outcomes and increase learning for all students.

PBIS will encompass a range of systemic and individualized positive strategies to reinforce desired behaviors, diminish reoccurrences of challenging behaviors, and teach appropriate behaviors to students.

Positive Behavior Support Plan means the design, implementation, and evaluation of individual or group instructional and environmental modifications, including programs of behavioral instruction, to produce significant improvements in behavior through skill acquisition and the reduction of problematic behavior.

PBIS shall serve as the foundation for the creation of a learning environment that promotes the use of evidence-based behavioral interventions, thus enhancing academic and social behavioral outcomes for all students. An emphasis shall be placed on promoting positive interventions and solutions to potential conflicts. PBIS emphasizes prevention of student behavior problems using non-aversive techniques, which should greatly reduce, if not eliminate, the need to use restraint and/or seclusion.

PBIS shall include:

A.      School staff trained to identify conditions such as where, under what circumstances, with whom, and why specific inappropriate behavior may occur

B.   Preventative assessments that include:    
1.review of existing data;             
2.interviews with parents, family members, and students; and   
3.examination of previous and existing behavioral intervention plans.

C.   Development and implementation of preventative behavioral interventions, and the teaching of appropriate behavior, including:  
1.modification of environmental factors that escalate inappropriate behavior;    
2.supporting the attainment of appropriate behavior; and            
3.use of verbal de-escalation to defuse potentially violent dangerous behavior.

Provide feedback
Do you have questions, concerns or suggested changes for this section?
If not leave the question blank.

Question Title

* 18. Strategy 1: Each BLT / School-wide PBIS Team will identify the: 1) Baseline Data, 2) Desired Outcomes, 3) Practices, and 4) Systems needed to successfully implement and measure the effectiveness of their PBIS program.

Description: We will utilize test scores, course grades, attendance and behavior data to identify at-risk students.

At-Risk Indicators:
·   Suspension                                                                      
·   Students with Mild Learning Disabilities                                                                                                                      
·   Mobility                                                                                                              
·   Limited English Proficiency                                        
·   Retention                                                                         
·   Grades and Grade History                                          
·   Truancy
·   Depression
·   Substance Abuse                                                           

Our Continuous Improvement Plan has been developed to provide our students instruction and introduce resources within the existing curriculum and through specialized grade appropriate lessons, activities and initiatives that help them lead a healthy life and move through their K-12 career and successfully graduate from high school with a clear post-secondary pathway.

Action Step: Building Leadership / School-wide PBIS Teams uses the OIP 5-step process (OIP Crosswalk)to design and implement school-wide PBIS. Administrators and teachers will collaborate to:

·      prevent bullying
·      improve classroom management practices [OTES]
·      ensure student safety [prevent and reduce Seclusion & Restraint]
·      promote a positive school climate [OPES] that improves outcomes for all students.

Provide feedback
Do you have questions, concerns or suggested changes for this section?
If not leave the question blank.

Question Title

* 19. Strategy 2:  Promote a common definition for school climate as the quality and character of the school community. Each BLT will be guided by research that indicates that the following are true in a school with a positive school climate:  

· Achievement inequities are reduced;  
· A safe and drug‐free learning environment is provided;  
· Social and emotional needs of the whole child are met;  
· Student learning is promoted;
· Positive relationships among students, staff, and community are fostered.   

Action Step: Each BLT / School-wide PBIS Team will develop age / grade level appropriate strategies to accomplish the following objectives for students:
·   Students will come and leave school safely.
·   Students will experience a positive social culture in their eating environment.
·   Students will create and participate in a productive learning environment.
·   Students will be able to walk through the hallways safely without disturbing other students
·   Students will engage in a positive and safe atmosphere.
·   Students will be use the bathroom appropriately
·   Students participation in athletic, co-curricular and extra-curricular activities will take place in a safe and healthy environment.

Provide feedback
Do you have questions, concerns or suggested changes for this section?
If not leave the question blank.

Question Title

* 20. Strategy 3: To promote the implementation of proactive and research-based district and school-wide positive behavioral interventions and supports, classroom PBIS practices and a safe and secure learning environment the DLT / BLT / SW-PBIS teams will invest in systems to support teachers and administrators, including explicit professional development, supportive and data-driven coaching, and staff recognition.

Description: The District Leadership Team commits to an ongoing process of developing and supporting the PBIS framework and plan for the following:

§  Maintaining an ongoing improvement process focusing on student behavior and school climate which is consistent with the Ohio Improvement Process 4 Stage, 5 Step format and is guided by the Seven Principles of the OIP.

§  Identify behavior and school climate as one of the top two goals in the CCIP.
§  Maintain a data collection and application systems in support of the improvement process.
§  Provide meaningful professional development or technical assistance support.
§  Commit administrative time, planning systems and resources to support PBIS
§  Maintain communication and parent/community engagement efforts in support of PBIS.
§  Commit to providing PBIS in conformity with the identified Essential Elements for Ohio School-wide Positive Behavioral Interventions and Supports (SWPBIS).
§  Plan and develop a multi-tiered system of support with Tier II and Tier III interventions which are linked to the school’s Tier I principles and structure.

Action Step: School administrators commit to the following:
§  Obtaining and maintaining needed training for themselves and their staff.
§  A commitment to regular attendance and involvement with team meetings in support of PBIS at all levels (teacher-based teams, building leadership teams, district leadership teams, or other).
§  Preparation to take a leadership role in modeling and sustaining the values, beliefs and actions to support PBIS.
§  A commitment to maintaining an ongoing Improvement Process as reflected in the OIP 4 Stage, 5 Step Process, or similar process.

Action Step: Teacher based teams (TBTs, IEP Teams, IATs, or other) commit to an ongoing process of developing and supporting the PBIS framework in their classrooms and in the larger school environment. Teacher based teams commit to the following:

§  Participating in regularly scheduled meetings to plan and develop PBIS supports.
§  Collect, share and utilize data in support of PBIS planning.
§  Apply data and problem solving in a manner consistent with the OIP/PBIS 5 Step Process and maintain meeting minutes and organized behavioral progress monitoring.
§  Support all phases of the PBIS process in all school and school related settings.
§  Obtain training and technical assistance as needed and support others in obtaining this knowledge.

Action Step: teachers will consider the following guiding questions to:
(a) ensure foundational practices are in place;
(b) promote the consistent implementation of planned, preventative, and positive classroom PBIS practices; and
(c) make decisions for responding to students' problem behavior. Are the Foundations of effective PBIS in place?
·         Are proactive and positive classroom PBIS practices implemented consistently?
·         Do data indicate that students are still engaging in problem behavior?

Provide feedback
Do you have questions, concerns or suggested changes for this section?
If not leave the question blank.

Question Title

* 21. Strategy 4: To help in the implementation of the building PBIS initiative a student / family behavior and case manager will be hired and placed in each building to assist teachers and administrators in supporting at-risk or vulnerable students and their families.

Action Step: The case managers will be hired through the Ashtabula Community Counseling Center. They are a non-profit behavioral health provider focused on engaging the community in recovery.

Action Step:  The Community Counseling Center’s staff will serve as a consultant group in developing a behavioral support and providing professional development to teachers and administrators.

Provide feedback
Do you have questions, concerns or suggested changes for this section?
If not leave the question blank.