ensure the conversion of data analysis to instructional planning (IDT) *Enhance the lateral accountability through bi-annually reports progress of IDT’s. SWDT’s and SIP to DDT *Monitor the fidelity of the data team process and substantive feedback at the building level Standard 3: School *Continued focus on *Continued to provide *PBIS SET concluded School Year 2015– 2016 Maintenance: Practices *Continue to implement a PBIS/SRBI programs and professional development that Silver Lane Are there practices in structured PBIS/SRBI Data Teams to document outlining procedures and demonstrated a minimum place to address barriers program that is academic and behavioral practices regarding the level of 80% in consistent to learning? systemically embedded in data to effectively Safe School Climate Plan application of PBIS classroom measure student which encompasses *Review ISS/OSS data to strategies/interventions improvement through the School Safety, PBIS, and measure goal of 10% (Tier I), support services application of research the Bullying Prevention reduction (Tier II/III), and based adult practices Program *Review CFA data and supported by an *Continued focus on Tier IDT process to administrative Discipline I instructional and effectively use student Management System behavioral strategies assessment data to focus (DMS) and student through the on teachers (adult incentive based program implementation of Silver actions) to meet the needs Lane Instructional of students as defined by *Administration will and PBIS assessment data continue to provide core values to be *Continue to use internal high quality concurrently supported academic and behavioral professional development by Incentive Programs data through the EIP/IAP to advance universal *Continue to provide process as a means to understanding of appropriate math and improve Tier I practices PBIS/SRBI to further reading interventions and to provide develop core practices, based on data points to appropriate Tier II/III strengthen interventions ensure appropriate entry interventions and support services and exit in the following *Continue to review Tier II/III support internal CFA’s, universal programs:
ensure the conversion of data analysis to instructional planning (IDT) *Enhance the lateral accountability through bi-annually reports progress of IDT’s. SWDT’s and SIP to DDT *Monitor the fidelity of the data team process and substantive feedback at the building level Standard 3: School Practices Are there practices in place to address barriers to learning? Maintenance: *Continue to implement a structured PBIS/SRBI program that is systemically embedded in classroom strategies/interventions (Tier I), support services (Tier II/III), and supported by an administrative Discipline Management System (DMS) and student incentive based program *Administration will continue to provide internal high quality professional development to advance universal understanding of PBIS/SRBI to further develop core practices, strengthen interventions and support services *Continue to review internal CFA’s, universal *Continued focus on PBIS/SRBI programs and Data Teams to document academic and behavioral data to effectively measure student improvement through the application of research based adult practices *Continued to provide professional development outlining procedures and practices regarding the Safe School Climate Plan which encompasses School Safety, PBIS, and the Bullying Prevention Program *Continued focus on Tier I instructional and behavioral strategies through the implementation of Silver Lane Instructional and PBIS core values to be concurrently supported by Incentive Programs *Continue to provide appropriate math and reading interventions based on data points to ensure appropriate entry and exit in the following Tier II/III support programs: *PBIS SET concluded that Silver Lane demonstrated a minimum level of 80% in consistent application of PBIS *Review ISS/OSS data to measure goal of 10% reduction *Review CFA data and IDT process to effectively use student assessment data to focus on teachers (adult actions) to meet the needs of students as defined by assessment data *Continue to use academic and behavioral data through the EIP/IAP process as a means to improve Tier I practices and to provide appropriate Tier II/III interventions School Year 2015– 2016
2015-2016_Silver_Lane_Safe_School_Climate_Plan.docx