District Behavior PLC

Why: In order for all buildings to implement a common Multiple Tiered System of Supports, PBIS coordinators are proposing a
district-wide PLC to collaborate on this effort.
Reduce ODRs
Increase achievement for our most marginalized students
Reduce suspensions
Reduce disproportionality of students of color being referred to special ed
Common language, training and capacity at each elementary building
When: Bi-weekly 1.5 hour PLC meetings. Google Chat will be our backup option if we are unable to meet physically
What: Implementing a consistent MTSS system across all elementary schools in which we have a consistent flow between Tiers 1,
2, and 3 with consistent reporting forms.
We will have one team goal which is to monitor the reduction of ODRs as a result of implementing the MTSS system. Each school
will bring data and we will work collaboratively to meet a common goal.
Who: PBIS Coordinators and other behavior staff who would be able to assist in creating this model (e.g. Restorative Practice
Coaches, Behavior Interventionists)

Q-Comp PLC Action Plan 2016-17

Due November 11th/Revisions due by January 31st
Building/Program
PLC Administrator/Supervisor
PLC Name or Composition ( i.e. 1st Grade,
9th grade Science, District Phy-ed,
Elementary SLPs)
PLC Team Lead
PLC Team Members
Site goal from the School Improvement Plan

District Wide Elementary PBIS PLC

Mike Favor?
Elementary PBIS

TBD
TBD - various buildings are interested
Climate/Culture

(SIP) your PLC SMART goal supports.

For district PLCs your goal will align to the
Unified District Vision (UDV)
PLC Action Plan
1. Needs Assessment - Collect and chart data: If there is no current-year teacher-generated data to examine,

the team may decide to examine previous year state, district or classroom data to determine the instructional
area(s) of focus and set the year-long SMART goal. In the absence of a state or district-wide pre and post
assessment, teams may create and use their own.
The team sets a SMART (specific, measureable, attainable, relevant, timed) goal:
Choose the specific student group
Choose the measurement tool
Establish the relevance of the goal (how does this support the SIP or UDV)
Schedule the date of pre-assessment (If MAP, MCA, or FAST data are used from prior year to establish your goal, no
pre-assessment is needed)
Specify the desired outcome (percentage gains, or percentage of students proficient)
Goal(s) must align with building SIP goals (Reading, Math, Science, Sense of Belonging, Behavior)
NOTE: Progress toward the year-long SMART goal will be monitored by the weekly PLC meetings.

The percentage of (student group) _________________________ scoring proficient or higher in (content area)
_________ will increase from (current percent)____% to (goal percent*)____% by
(timeline)_____________________ as measured by (assessment tool)_______________________ administered
(specific date) __________________.
2. Why did you pick this area(s) of focus? What data did you use in making your decision? Provide your
rationale in three to five sentences.

School

Personnel and Title (list all staff in your building who have an active role with behavior)

FAIR

Drew Woods

Forest

Casey Young

Lakeview

Mike

Meadow Lake

Shannon Bruskiewicz, Tammy Doherty

Neill

Kelly Kudla

Noble

John Jonas

Northport

Shannon Lacy

RSI

Ken Habel

SEA

Kelley DeLaCruz

Sonnesyn

Jennifer Smith

Zachary Lane

Steph Skelly - Admin Intern responsible for all behavior systems and supports

District Level

Amie Wold, Roshonda White-Johnson

PLC end of year reflection on SMART goal:

1. Did we meet our goal?
2. What evidence or documentation do we have to prove this?
3. What did we learn about student achievement based on our SMART goal?
4. Summary of strengths
5. Improvements for next year?