Team Implementation Checklist Version 3.0

1. Team Implementation Checklist Version 3.0

2. What is the TIC? The Team Implementation Checklist is designed as a “progress monitoring” tool for school teams implementing Universal PBIS elements.  The TIC should be completed by the full team (preferable with the district coach).  Information from the TIC should be used to guide development of an action plan.  The TIC typically is completed each month (or every other month) until a team rates 80% of the TIC items as “Achieved” for three consecutive administrations.  At this point annual use of the TIC or the Benchmarks of Quality is recommended to facilitate sustained use of PBIS.

3. Purposes • Define core features of PBIS Team Implementation Checklist Version 3.0 (TIC) • Define steps • Define role of Team Members and Facilitator • Outcomes • Schedule for Training • Identification of Trainers, Coaches, Evaluators • Schedule for Leadership Team Actions

4. TIC 3.0 – What’s new? • Self Assessment (items 6 & 8): • Recommended assessment tools now include Team Checklist and Benchmark of Quality. • Reworded to encourage use of data during Action Planning.

5. …continued TIC 3.0 – What’s new? • Classroom Behavior Support System (items 15-17) • Three new questions designed to include the classroom setting in the school wide planning.

6. …continued TIC 3.0 – What’s new? • Establish Information System (items 18-19) • Reporting specified to include whole faculty. • Additional question added regarding data needed for decision-making.

7. …continued TIC 3.0 – What’s new? • Build Capacity for Function-Based Support (items 21 & 22) • These questions provide greater detail on the needs of the school to support tier 3 students.

8. Checklist #1: Start-Up ActivityComplete & submit Monthly.Status:Achieved, In Progress, Not St Establish Commitment 1. Administrator’s support & active involvement. Status:         2. Faculty/Staff support (One of top 3 goals, 80% of faculty document support, 3 year timeline). Status:     Establish & Maintain Team 3. Team established (representative). Status:         4. Team has regular meeting schedule, effective operating procedures. Status:         5. Audit is completed for efficient integration of team with other teams/initiatives addressing behavior support. Status:   Self-Assessment 6. Team/faculty completes the Team Checklist or Benchmarks of Quality self-assessment. Status:         7. Team summarizes existing school discipline data. Status:         8. Team uses self-assessment information to build implementation action plan. Status:    

9. Checklist Continues… Establish School-wide Expectations: Prevention Systems 9. 3-5 school-wide behavior expectations are defined. Status:         10. School-wide teaching matrix developed. Status:         11. Teaching plans for school-wide expectations are developed. Status:         12. School-wide behavioral expectations taught directly & formally. Status:         13. System in place to acknowledge/reward school-wide expectations. Status:         14. Clearly defined & consistent consequences and procedures for undesirable behaviors are developed. Status:         Classroom Behavior Support Systems 15. Team has completed a school-wide classroom systems summary. Status: 16. Action plan in place to address any classroom systems identified as a high priority for change. Status:         17. Data system in place to monitor office discipline referral rates that come from classrooms. Status:

10. Checklist Continues… Establish Information System 18. Discipline data are gathered, summarized, & reported at least quarterly to whole faculty. Status:         19. Discipline data are available to the Team at least monthly in a form and depth needed for problem solving. Status:         Build Capacity for Function-based Support 20. Personnel with behavioral expertise are identified & involved. Status:         21. At least one staff member of the school is able to conduct simple functional behavioral assessments. Status:         22. Intensive, individual student support team structure in place to use function-based supports. Status:       Additional Observations/Comments/Questions:

11. School-wide Action Planning Form

12. Secondary & Tertiary Action Planning Form

13. PBIS Action Planning • School-wide Action Planning form • Questions from TIC, BoQ, SET and/or SAS can be included • Using the Multi-Tiered Action Plan (MAP) • Plan to guide implementation steps and technical assistance need at all three tiers of implementation. • At start-up, and at least 3x per year thereafter • Team members complete one unified action plan with data from TIC, BoQ, PoI, SAS, etc. Revisit plan as needed.

14. Directions:School Name: 1. Use one action plan to coordinate all of the building’s PBIS implementation steps. This is a sample format; others can be used for the same purpose. 2. Sources of actions steps come from trainings, as well as tools such as BoQ, PoI, SAS, SSS, School Profile, etc.

16. Phases of Implementation Process External Coach completes with building-level team members knowledgeable in the current level tier of PBIS. External Coach, PBIS Supervisor, Coordinator and Executive Director signs off, then sends to the Department of Instruction.

17. PBIS Assessment Tools Benchmarks of Quality (BoQ) Recommended for: All schools after first year of Tier 1/universal implementation Purpose: Provides coaches and school-based teams with a way to assess and identify areas of strength and weakness for establishing future action plans. Phases of Implementation (PoI) Recommended for: All schools Purpose: Provides and itemized rubric to guide action planning at all three tiers of implementation.

18. Summary Invest in prevention Build a social culture of competence Focus on different systems for different challenges Build local capacity through team processes, and adaptation of the practices to fit the local context Use data for decision-making Begin with active administrative leadership Examples