1 | School: | John Champe High School | ||||||||||||
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2 | Empowering all students to make meaningful contributions to the world. | |||||||||||||
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4 | STRAND I: TEACHING FOR LEARNING | |||||||||||||
5 | Domain | Smart Goal(s) | ||||||||||||
6 | Domain 5 - Other Academic Areas | During the 2020-2021 school year, observations and walkthroughs will show that John Champe teachers will increase implementation of differentiated formative assessment strategies by an increase of 10% quarterly. | ||||||||||||
7 | Domain 2 - Mathematics | During the 2020-2021 school year, John Champe High School will increase student achievement for all students to greater than or equal to 90% rate (increase of at least 4.39%) (This goal will be continued for the 2020-21 school year) | ||||||||||||
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10 | ACTION PLAN | |||||||||||||
11 | 1. Process Goal/Research-Based Strategy: | School leadership will provide regular explicit feedback to teachers on lesson planning and instructional delivery through the use of the Distance Learning observation tool, or the In-Person observation, for each teacher during the 2020-2021 school year; specifically, teachers will receive quarterly feedback on implementation of differentiated formative assessment strategies. | ||||||||||||
12 | Strategy is supported by the following LCPS building blocks: | Performance Assessments | Project Based Learning | Student Agency | Technology Enabled | Blended / Personalized Learning | ||||||||
13 | Assessment & Internal Accountability | Safe & Supportive Learning Environments | Data to Support Student Success | Powerful Planning | LCPS Five Cs | |||||||||
14 | Focus Area [Domain(s), Student Group(s)] | Action Steps | Staff Role(s) Responsible for Implementation | Begin Dates | End Date | Evidence of Progress/Completion (Artifacts required) | ||||||||
15 | All students | 1. Plan differentiated formative assessments based on needs of students. | CLT's | 9/8/20 | 6/10/21 | Teachers attend professional development sessions to learn varied ways to formatively assess students based on need. Teachers learn new strategies to formatively assess in Distance Learning. Teachers from all subject areas are using Pear Deck as a means of formative assessment. | ||||||||
16 | 2. Provide targeted Professional Development on formative assessment for individual departments at faculty meetings and during common department planning times. | School Administration and DIF | 9/8/20 | 6/10/21 | Surveys have been conducted to assess needs in departments, most specifically Social Sciences and English. Professional development is tailored to the needs of each department. | |||||||||
17 | 3. Use online resources to differentiate instruction and assessment of individual students: Newsela, No Red Ink, Albert.io, Pear Deck, Aleks, Delta Math, and MAP assessment | All teachers | 9/8/20 | 6/10/21 | English department and SSGS have worked with students to integrate use of Newsela to differentiate reading assessment. AP and Academic level courses are using Albert.io: Chemistry, Biology, Government, French, World History 2. | |||||||||
18 | 4. Conduct walkthrough observations and formal observations using the Distance Learning Observation form and standard teacher observation form. | School Administration and Dept. Chairs | 9/8/20 | 6/10/21 | Teacher observations in MLP | |||||||||
19 | 5. Create Master Schedule to provide for common department planning | School Administration | 9/8/20 | 6/10/21 | Completed 8/14/20 Master Schedule with common planning period for all content areas | |||||||||
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21 | 2. Process Goal/Research-Based Strategy: | Teachers will plan and deliver differentiated math instruction through the Math Workshop and PL models as observed through walkthroughs and lesson plan reviews 80% of the time during 2020-2021 school year. | ||||||||||||
22 | Strategy is supported by the following LCPS building blocks: | Performance Assessments | Project Based Learning | Student Agency | Technology Enabled | Blended / Personalized Learning | ||||||||
23 | Assessment & Internal Accountability | Safe & Supportive Learning Environments | Data to Support Student Success | Powerful Planning | LCPS Five Cs | |||||||||
24 | Focus Area [Domain(s), Student Group(s)] | Action Steps | Staff Role(s) Responsible for Implementation | Begin Dates | End Date | Evidence of Progress/Completion (Artifacts required) | ||||||||
25 | Mathematics (All Students) | 1. Identify students at risk of not passing SOL tests in Geometry or Algebra II | Mathematics Department | 9/8/20 | 11/5/20 | 8/13/2020 Testing Coordinator Shared Google Sheet with Testing needs for underclassmen | ||||||||
26 | Mathematics -Algebra I and Geometry | 2. Algebra I and Geometry students complete Aleks Diagnostic Assessment | Math Teacher/ IFM/ Math Adminstrator | 9/8/20 | 11/1/20 | Diagnostic Assessment Scores | ||||||||
27 | Mathematics (All Students) | 3. PL PD-Assessment and Reflection -Math Department Goal | PL Team/ IFM | 9/8/20 | 12/1/20 | PL Team Training (Google Drive Slideshow with Notes) 8/25/20, 9/28/20, 10/19/20 | ||||||||
28 | All Students | 4. Assign Edmentum for Math course credit recovery and remediation | School Counseling and Administration | 9/8/20 | 6/10/20 | 11/6/20 Data Review to Determine Acess for Students | ||||||||
29 | Mathematics-Algebra I and Geometry | 5. Use MAP testing to track Algebra I and Geometry student growth and readiness throughout the year | Administration , Math Department, IFM | 9/8/20 | 6/10/20 | Virtual MAP Training for Alg I and Geometry Teachers, October Testing Window, January Testing Window (Mondays), Spring Testing Window | ||||||||
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41 | ESSA Test Participation Rate Certification: | Consistently obtain written parent refusal for student participation in SOL tests when a substitute test is taken. |
1 | School: | John Champe High School | ||||||||||||
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2 | Empowering all students to make meaningful contributions to the world. | |||||||||||||
3 | ||||||||||||||
4 | STRAND II: SCHOOL ENVIRONMENT | |||||||||||||
5 | Domain | Smart Goal(s) | ||||||||||||
6 | Domain 8 - Safe and Supportive Environments | During the 2020-2021 school year, John Champe will empower students to become culturally aware and socially responsible global citizens. | ||||||||||||
7 | Domain 9 - Family and Community Engagement | Engage community stakeholders to be more actively involved with the school. | ||||||||||||
8 | ||||||||||||||
9 | ||||||||||||||
10 | ACTION PLAN | |||||||||||||
11 | 1. Process Goal/Research-Based Strategy: | During the 2020-2021 school year, John Champe will empower students to become culturally aware and socially responsible global citizens by fostering an environment where cultures and diversity are celebrated. | ||||||||||||
12 | Strategy is supported by the following LCPS building blocks: | Performance Assessments | Project Based Learning | Student Agency | Technology Enabled | Blended / Personalized Learning | ||||||||
13 | Assessment & Internal Accountability | Safe & Supportive Learning Environments | Data to Support Student Success | Powerful Planning | LCPS Five Cs | |||||||||
14 | Focus Area [Domain(s), Student Group(s)] | Action Steps | Staff Role(s) Responsible for Implementation | Begin Dates | End Date | Evidence of Progress/Completion (Artifacts required) | ||||||||
15 | Commitment to Professional Learning, All Students | 1. Diversify hiring practices to include more cultural/ethnic groups in a highly qualified staff | School Administration | 9/8/20 | 6/10/21 | |||||||||
16 | 2. Project Lit: diversifying texts for students to replace more traditional instructional texts. | Librarians, English Department Chair | 9/8/20 | 6/10/21 | English department is utilizing 100's of new, diverse texts for students to read in literature circles. English department is doing a book study of Workshopping the Canon to help diversify literature instruction. | |||||||||
17 | 3. Collaborate with Equity Lead and Equity Committee to analyze student feedback. | School Administration | 9/8/20 | 6/10/21 | Equity Lead sent out equity survey during Advisory to analyze student experiences at Champe. Equity Lead created a "Why" video for implementation of Equity initatives at Champe. | |||||||||
18 | 4. Equity Lead will create Advisory lessons that highlight the different cultures in our school. | Different student groups, Equity Lead | 9/8/20 | 6/10/21 | https://youtu.be/bf5uTeuPXEM | |||||||||
19 | 5. Librarians created a staff book club called Equity and Inclusion Book Club that focused on books about race and equity. | Librarians, participating staff | 6/20/20 | 8/11/20 | Staff chose between So You Want to Talk About Race, Between the World and Me, Stamped, and Just Mercy. They met four times during the Summer in small groups and the whole group to discuss their texts and surrounding themes. | |||||||||
20 | 6. Develop school-wide approach to mindfullness | School Counselors, Sources and Sources of Strenght student group | 9/8/20 | 6/10/21 | Advisory lessons, Sources of Strength activities, and School Counseling Department Goal | |||||||||
21 | ||||||||||||||
22 | 2. Process Goal/Research-Based Strategy: | Engage community stakeholders to be more actively involved with the school by holding a Principal's Advisory Committee, Principal's Coffees, and diversifying modes of communication. | ||||||||||||
23 | Strategy is supported by the following LCPS building blocks: | Performance Assessments | Project Based Learning | Student Agency | Technology Enabled | Blended / Personalized Learning | ||||||||
24 | Assessment & Internal Accountability | Safe & Supportive Learning Environments | Data to Support Student Success | Powerful Planning | LCPS Five Cs | |||||||||
25 | Focus Area [Domain(s), Student Group(s)] | Action Steps | Staff Role(s) Responsible for Implementation | Begin Dates | End Date | Evidence of Progress/Completion (Artifacts required) | ||||||||
26 | Safe and Supportive Environments, All Students | 1. Increase community involvement and membership in PTSA. | School Administration, PTSA | 9/8/21 | 6/10/21 | Host membership drives and opportunities | ||||||||
27 | 2. Invite parents to take part in school committees. | School Administration | 9/8/21 | 6/10/21 | Simulation Committee, Workload Committee | |||||||||
28 | 3. Use Smore newsletters to inform the community of school events. | Principal | 9/8/21 | 6/10/21 | ||||||||||
29 | 4. Stream meetings or events at the school. | All Staff | 9/8/21 | 6/10/21 | Effective use of Schoology | |||||||||
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31 | 3. Process Goal/Research-Based Strategy: | |||||||||||||
32 | Strategy is supported by the following LCPS building blocks: | Performance Assessments | Project Based Learning | Student Agency | Technology Enabled | Blended / Personalized Learning | ||||||||
33 | Assessment & Internal Accountability | Safe & Supportive Learning Environments | Data to Support Student Success | Powerful Planning | LCPS Five Cs | |||||||||
34 | Focus Area [Domain(s), Student Group(s)] | Action Steps | Staff Role(s) Responsible for Implementation | Begin Dates | End Date | Evidence of Progress/Completion (Artifacts required) | ||||||||
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1 | John Champe High School | |||||||||
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2 | Status of Process Goals and Action Steps | |||||||||
3 | Strand I: Teaching for Learning | |||||||||
4 | Domain 5 - Other Academic Areas Domain 2 - Mathematics | |||||||||
5 | Strategy: | School leadership will provide regular explicit feedback to teachers on lesson planning and instructional delivery through the use of the Distance Learning observation tool, or the In-Person observation, for each teacher during the 2020-2021 school year; specifically, teachers will receive quarterly feedback on implementation of differentiated formative assessment strategies. | ||||||||
6 | Action Steps | Artifacts / Evidence Reviewed | Fall | Winter | Spring | End of Year Reflection | ||||
7 | Date | Status Update | Date | Status Update | Date | Status Update | ||||
8 | 1. Plan differentiated formative assessments based on needs of students. | Teachers attend professional development sessions to learn varied ways to formatively assess students based on need. Teachers learn new strategies to formatively assess in Distance Learning. Teachers from all subject areas are using Pear Deck as a means of formative assessment. | Reading Specialist implements differentiation strategies with general education teachers such as intentional grouping, using LLI, and grouping students to use Newsela. | Teachers continue to utilize varying technologies such as Pear Deck, Albert.io, iReady, Edmentum, and Newsela to formatively assess students based on individual need. | ||||||
9 | 2. Provide targeted Professional Development on formative assessment for individual departments at faculty meetings and during common department planning times. | Surveys have been conducted to assess needs in departments, most specifically Social Sciences and English. Professional development is tailored to the needs of each department. | APs are collaborating with the DIF to create department-specific PD sessions on assessment. | Timeline/schedule: Faculty Meeting: Dec. 14, 2020- Learning Strand 4: Technology to support concurrent instruction (stand-alone resources) IFT Asynchronous: Dec. 14, 2020-Dec. 21, 2020- Learning Strand 1: What is concurrent teaching (available as a pre-work material prior to strands 2, 3) CLT Meetings: January 4, 2021-January 8, 2021- Learning Strand 2: Planning for concurrent instruction (1 hour workshop) DIF Faculty Meeting: January 11, 2021- Learning Strand 3: Implementing concurrent instruction (1 hour workshop) DIF | ||||||
10 | 3. Use online resources to differentiate instruction and assessment of individual students: Newsela, No Red Ink, Albert.io, Pear Deck, Aleks, Delta Math, and MAP assessment | English department and SSGS have worked with students to integrate use of Newsela to differentiate reading assessment. AP and Academic level courses are using Albert.io: Chemistry, Biology, Government, French, World History 2. | Currently, 641 students and 49 teachers are utilizing Albert IO. A school license was purchased for Peardeck and all teachers are utilitzing Peardeck. 18 Delta Math licenses were purchased. | Currently, 1021 students and 50 teachers are utilizing Albert IO. Staff is continuing the use of Peardeck. We are also using Edmentum for credit recovery. | ||||||
11 | 4. Conduct walkthrough observations and formal observations using the Distance Learning Observation form and standard teacher observation form. | Teacher observations in MLP | Walkthroughs have been completed using the Distance Learning walkthrough tool. | Observations have been completed using the Distance Learning observation form. Conducted Math PL Learning Walk with school-level, division-level, and Ed Elements team members. | ||||||
12 | 5. Create Master Schedule to provide for common department planning | Completed 8/14/20 Master Schedule with common planning period for all content areas | WL 1st, English 2nd, Science 3rd, Math 4th, SSGS 6th, PE 7th, and CTE 8th | 2021-2022 Master Schedule creation started 3/15. Common plannings provided for all departments. | ||||||
13 | Strategy: | Teachers will plan and deliver differentiated math instruction through the Math Workshop and PL models as observed through walkthroughs and lesson plan reviews 80% of the time during 2020-2021 school year. | ||||||||
14 | Action Steps | Artifacts / Evidence Reviewed | Fall | Winter | Spring | End of Year Reflection | ||||
15 | Date | Status Update | Date | Status Update | Date | Status Update | ||||
16 | 1. Identify students at risk of not passing SOL tests in Geometry or Algebra II | 8/13/2020 Testing Coordinator Shared Google Sheet with Testing needs for underclassmen | The Fall MAP assessment was administered to 265 students on 9/21/2020-10/23/2020. | The Winter MAP Assessment was administered to 265 students from 1/21/21-2/19/21. | ||||||
17 | 2. Algebra I and Geometry students complete Aleks Diagnostic Assessment | Diagnostic Assessment Scores | Teachers are sending students appointment passes to attend Math Lab 2nd half of resources period for remediation. | IF-Math is providing co-teacher training | ||||||
18 | 5. Use MAP testing to track Algebra I and Geometry student growth and readiness throughout the year | Virtual MAP Training for Alg I and Geometry Teachers, October Testing Window, January Testing Window (Mondays), Spring Testing Window | Fall Testing Data: 265 students tested Tier 1: 174, 66% of students tested in the Tier 1 range. Tier 2: 73, 28% of students tested in the Tier 2 range. Tier 3: 18, 6% of students tested in the Tier 3 range. Tier 1 > 39th percentile Tier 2 16th-39th percentile Tier 3 <16th percentile | Winter Testing Data: 265 students tested
Tier 1: 198, 75% of students tested in the Tier 1 range. Tier 2: 46, 17% of students tested in the Tier 2 range. Tier 3: 21, 8% of students tested in the Tier 3 range. Tier 1 increased by 9%. Tier 2 decreased by 11%. Tier 3 increased by 2%. To date, we're at 90% of our stated goal for Tier 1 students and we've exceeded our goal for Tier 2 students. We have work to do for our Tier 3 students. Most of our Tier 3 students consist of our self-contained students. We will provide more targeted instructional strategies to support those students and teachers. | ||||||
19 | Strategy: | |||||||||
20 | Action Steps | Artifacts / Evidence Reviewed | Fall | Winter | Spring | End of Year Reflection | ||||
21 | Date | Status Update | Date | Status Update | Date | Status Update | ||||
22 | Completed PD Plan | |||||||||
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29 | Status of Process Goals and Action Steps | |||||||||
30 | Strand II: School Environment | |||||||||
31 | #REF! | |||||||||
32 | Strategy: | During the 2020-2021 school year, John Champe will empower students to become culturally aware and socially responsible global citizens by fostering an environment where cultures and diversity are celebrated. | ||||||||
33 | Action Steps | Artifacts / Evidence Reviewed | Fall | Winter | Spring | End of Year Reflection | ||||
34 | Date | Status | Date | Status | Date | Status | ||||
35 | 1. Diversify hiring practices to include more cultural/ethnic groups in a highly qualified staff | Hiring tracking list. | Hired 14/30 diverse candidates for the 20-21 school year. | Continue to create a diverse and inclusive work environment. | ||||||
36 | 2. Project Lit: diversifying texts for students to replace more traditional instructional texts. | English department is utilizing 100's of new, diverse texts for students to read in literature circles. English department is doing a book study of Workshopping the Canon to help diversify literature instruction. | Teachers and librarians are providing students with opportunities to order diverse books for delivery. Librarians are presenting book talks for diverse texts by diverse authors. | Teachers started using the diverse texts in their classrooms as Independent Reading books, book clubs, and whole-class texts. | English teachers each chose a new diverse text to read with intent to share the book with the department in an effort to prepare to teach more of them next year. | |||||
37 | 3. Collaborate with Equity Lead and Equity Committee to analyze student feedback. | Created an Equity and Inclusion committee to focus on effective ways to showcase diversity and inclusion. | Equity lessons were delivered through Advisory, including delivering a survey to students to gauge their experience with equity in Champe and LCPS. Equity Lead created an Equity Resource folder for staff. Students created Champe Connects lessons. | Continue to create and implement advisory lessons based on feedback from our student equity surveys. | ||||||
38 | 4. Equity Lead will create Advisory lessons that highlight the different cultures in our school. | Created a weekly adivsory bell schedule. Created a group rotation for development and presentation of adivsory lessons. | 4 student groups were created to develop Advisory lessons. Each group will create four lessons a year...one per quarter. | Equity Lead has created 4 Equity Advisory Lessons. Equity Lead communicates with staff about holidays and customs that our students are celebrating throughout the year. | ||||||
39 | 6. Develop school-wide approach to mindfullness | Advisory lessons, Sources of Strength activities, and School Counseling Department Goal | Students began recharge the 3rd week of School M-TH. | School Counseling includes mindfulness tips in their regular newsletter. Implemented a 20 minute flex time during each block. | ||||||
40 | Strategy: | Engage community stakeholders to be more actively involved with the school by holding a Principal's Advisory Committee, Principal's Coffees, and diversifying modes of communication. | ||||||||
41 | Action Steps | Artifacts / Evidence Reviewed | Fall | Winter | Spring | Reflection | ||||
42 | Date | Status | Date | Status | Date | Status | ||||
43 | 1. Increase community involvement and membership in PTSA. | Established school committees and expectations. (Equity and Inclusion, School Discipline, Principal Advisory, Instructional Technology, and Community Service) | Sent mass communication to community to encourage membership in PTSA. | Created a Senior Parent Sub-Committee on PTSA | ||||||
44 | 2. Invite parents to take part in school committees. | Increased focus and support in PTSA for greater membership and participation. | Invited and worked with parents on the school simulation committee and student workload committee. | Cancelled the school simulation and we devleoped student workload guidelines for John Champe that incorporated the LCPS guidelines and parent feedback. | ||||||
45 | 3. Use Smore newsletters to inform the community of school events. | Training on new Blackboard Mass Comm system. | Participated in a training webinar on new Mass Comm system in October. | Sent regular newsletters to families with updates regarding Covid-19 procedures, events, | ||||||
46 | 4. Stream meetings or events at the school. | Purchased two full sets of streaming equipment for the school. One is housed in FA and the other with the IFT. | Provided asynchronous BTSN for parents and guardians, streamed information sessions with counselors and school officials | Provided parents with information sessions about returning to Hybrid learning (Town Hall). Also utilized the NFHS network to livestream athletic events. | ||||||
47 | #REF! | #REF! | ||||||||
48 | Strategy: | |||||||||
49 | Action Steps | Artifacts / Evidence Reviewed | Fall | Winter | Spring | Reflection | ||||
50 | Date | Status | Date | Status | Date | Status | ||||
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1 | TFI Handbook | |||||||||||||
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2 | Empowering all students to make meaningful contributions to the world. | |||||||||||||
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4 | PBIS Action Plan | |||||||||||||
5 | Tier 1 | |||||||||||||
6 | 1.11 Student/Family/Community Involvement | Smart Goal: By the close of the 20-21 school year, John Champe will develop and publicize a standard system of effectively communicating opportunities for student, family, and community involvement to all stakeholders. | ||||||||||||
7 | Action Steps | Staff Role(s) Responsible for Implementation | Begin Dates | End Date | Monitoring Comments | |||||||||
8 | Implement a day of service (1 per Semester) | Admin | Day of service committee meets and is seeking community partners | |||||||||||
9 | Create and maintain an activities calendar and webpage | Admin | Front facing pulbic calendar of events; intercouncil student meetings every two weeks | |||||||||||
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12 | 1.12 Discipline Data | Smart Goal: By the close of the 20-21 school year, John Champe will work to reduce our attendance-related incidents in a virtual environment. | ||||||||||||
13 | Action Steps | Staff Role(s) Responsible for Implementation | Begin Dates | End Date | Monitoring Comments | |||||||||
14 | Staff will partipate in Equity in the Center Training Module II | Admin | Training will take place in May | |||||||||||
15 | Hiring of staffing to concentrate on attendance | Admin | Created a Systems of Support Administrator position | |||||||||||
16 | Incorporation of E-Hall Pass | Admin | Utilizing E-Hall to help ensure Covid 19 protocols | |||||||||||
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19 | PBIS Tiered Fidelity Inventory Indicator | Smart Goal | ||||||||||||
20 | Action Steps | Staff Role(s) Responsible for Implementation | Begin Dates | End Date | Monitoring Comments | |||||||||
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25 | PBIS Tiered Fidelity Inventory Indicator | Smart Goal | ||||||||||||
26 | Action Steps | Staff Role(s) Responsible for Implementation | Begin Dates | End Date | Monitoring Comments | |||||||||
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30 | Tier 2 | |||||||||||||
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32 | PBIS Tiered Fidelity Inventory Indicator | Smart Goal | ||||||||||||
33 | Action Steps | Staff Role(s) Responsible for Implementation | Begin Dates | End Date | Monitoring Comments | |||||||||
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38 | PBIS Tiered Fidelity Inventory Indicator | Smart Goal | ||||||||||||
39 | Action Steps | Staff Role(s) Responsible for Implementation | Begin Dates | End Date | Monitoring Comments | |||||||||
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44 | PBIS Tiered Fidelity Inventory Indicator | Smart Goal | ||||||||||||
45 | Action Steps | Staff Role(s) Responsible for Implementation | Begin Dates | End Date | Monitoring Comments | |||||||||
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50 | PBIS Tiered Fidelity Inventory Indicator | Smart Goal | ||||||||||||
51 | Action Steps | Staff Role(s) Responsible for Implementation | Begin Dates | End Date | Monitoring Comments | |||||||||
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