Assignment Prompt & Instructions
Please look at the attach document and follow the directions, along with no Plagiarism .
– ## FinalAssignment.docx
– ## SmartGoalsforEducationImprovementProposalWeek2.docx
– ## MethodsAnalysisAssignmentWeek4.docx
– ImplementingPositiveBehaviourInterventionsandSupportsPBIStoEnhanceClassroomManagementinK12SchoolsWeek3.docx
**## FinalAssignment.docx**
Purpose: Due Aug 3, Topic: Implementing Positive Behavior Interventions and Supports (PBIS) to Enhance Classroom Management in K–12 Schools
Synthesize information from performance data to design an Instructional Improvement Plan tailored to the needs of either a K-12 school district or a higher education institution.
Overview
This assignment involves analyzing performance data to identify areas requiring improvement within either a K-12 school district or a higher education institution. By examining various metrics such as academic achievement, student growth, graduation rates, and attendance records, the objective is to uncover deficiencies and inform the development of an Instructional Improvement Plan. This plan will outline strategies to enhance the overall performance of the educational entity.
Tasks
1. Gather Data
· Obtain the most recent performance data for the educational entity.
· For K-12: Locate Adequate Yearly Progress (AYP) data and demographic information, including data on NCLB sub-groups.
· For Higher Education: Collect data on academic achievement, student retention, graduation rates, and any other relevant metrics.
2. Analyze Data
· Identify areas of deficiency in two academic areas based on the performance data.
· For K-12: Analyze AYP data and demographic information to pinpoint areas where the district is not meeting goals or falling behind comparable districts.
· For Higher Education: Examine performance data to identify areas where the institution's performance lags behind benchmarks or comparable institutions.
3. Describe Findings
· Provide a brief description of the findings and conclusions regarding curriculum/instruction deficit areas.
· Support identified deficiencies with specific examples or evidence from the data.
· Relate deficiencies to relevant benchmarks, targets, or standards.
4. Compose Instructional Improvement Plan
· Develop an Instructional Improvement Plan addressing the identified deficiencies.
· For K-12: Propose strategies to improve curriculum and instruction in the deficient areas, considering the needs of diverse student populations.
· For Higher Education: Outline strategies to enhance teaching and learning practices, curriculum development, and student support services to address identified deficiencies.
5. Paper Formatting Requirements
· Double-spaced, size 12 font, Times New Roman, APA style.
· Ensure that the assignment is well-organized, coherent, and free from grammatical errors.
Module 6: Methods – Finalized Education Improvement Plan Submission Due Aug 9
Purpose
Topic: Implementing Positive Behavior Interventions and Supports (PBIS) to Enhance Classroom Management in K–12 Schools
To justify the necessity and efficacy of a school improvement project within either a K-12 school or a higher education institution.
Overview
This assignment entails preparing a comprehensive school improvement plan based on the analysis of actual demographic and test data from the educational entity. Additionally, you will design a curriculum framework aligned with standards and assessments to address identified areas of deficiency. By integrating current research-based strategies, this plan aims to strengthen curriculum delivery and enhance student performance.9
Tasks
**K-12 Track**
1. Read the Overview.
2. Provide a data analysis summary of curriculum/instruction deficit areas. Identify at least 3 problem areas.
3. Locate 3 current research-based strategies (recent) that would help [i] target the identified deficit areas, and [ii] strengthen (and improve) the delivery of curriculum/instruction to improve future student performance in those areas.
4. Finally, make recommendations to site-based leadership for improving curriculum/instruction.
5. Include Modules 2 through 5 submissions, after correcting with instructor feedback, if necessary, to the finalized plan.
6. Compose a paper responding to the above questions and using the structure below:
a. Introduction:
i. Overview of the current state of the school
ii. Importance of creating a school improvement plan
b. School Vision and Mission:
i. Defining the vision statement for the school
ii. Establishing the mission statement for the school
c. Analysis of Current Performance:
i. Identifying areas of strengths and weaknesses
ii. Analyzing student achievement data
iii. Reviewing feedback from staff, parents, and students
iv. Conducting a needs assessment
d. Goals and Objectives:
i. Setting specific and measurable goal(s) aligned with the school's vision and mission
ii. Defining objectives to achieve each goal
e. Curriculum Framework:
i. Conceptual Design
ii. Design Overview
iii. Professional Development Session
f. Strategies and Action Steps:
i. Developing strategies to address identified weaknesses and support strengths
ii. Outlining action steps required to implement each strategy
g. Recommendations:
i. Identifying areas where staff members require additional training or support
ii. Offering professional development opportunities to enhance instructional practices
iii. Incorporating ongoing professional learning into the school improvement plan. Note: Think beyond just the first few weeks after the plan has been implemented. Example – semester 1 PD, semester 2 PD, year 2 semester 1 PD, year 2 semester 2 PD.
h. Appendix:
i. Supporting documents, such as data analysis reports, surveys, and research articles
7. Proofread your paper before submission.
a. Paper formatting requirements: Double-spaced, size 12 font, Times New Roman, APA style.
b. Ensure that your assignment is well-organized, coherent, and free from grammatical errors.
8. Submit the completed first draft of your assignment. Your work will automatically be checked by Turnitin.
**## SmartGoalsforEducationImprovementProposalWeek2.docx**
2
2
### **Smart Goals for Education Improvement Proposal Week 2**
**Smart Goals for Education Improvement Proposal**
**Introduction**
Effective school improvement begins with the establishment of clear and achievable goals. SMART goals—Specific, Measurable, Achievable, Relevant, and Time-bound — are seen as the backbone of strategic educational planning. This proposal includes two SMART goals that aim to improve the school climate, equity, and support systems for students. It involves the consistent use of Positive Behavioral Interventions and Supports (PBIS) in school classrooms and a decrease in the number of disciplinary referrals, especially for marginalized groups of students. The objectives are in synergy with the overall mission of establishing a safe, inclusive, and high-performing learning environment for all students at the K-12 levels.
**SMART Goal #1: PBIS Implementation and Consistency Across Classrooms**
Implement PBIS school-wide to promote consistency in classroom management strategies across all K–12 classrooms. By May 2026, the percentage of classrooms consistently using core PBIS practices—such as setting clear expectations, establishing proactive routines, and using positive reinforcement—will increase from baseline (identified via an initial audit) to 90%..
**Rationale and Relevance**
Studies have demonstrated that in schools where PBIS is used rigorously, there are fewer behavior issues, better academic achievement, and more discipline equity (Simonsen et al., 2015). Uneven classroom management may be misleading to students and reinforce injustice. This aim achieves this by making all the teachers focus on a common behavioral framework, therefore, providing the students with wise counsel that is both consistent and supportive and culturally sensitive.
**Implementation Strategies**
First, the school will carry out a baseline audit to get to know the current PBIS practices in classrooms. According to the results, a PBIS toolkit will be compiled and disseminated. The toolkit will entail an expectation teaching lesson sample, a behavior matrix template, as well as frequency examples. Every three months, professional development will be centered around central practices in PBIS, behavioral data utilization, and culturally responsive teaching. Continuing teacher development will be facilitated by behavior specialists in the field through an in-class monthly coaching session. PBIS grade-level teams will promote collaboration, tell success stories, and problem-solve implementation challenges.
**Monitoring and Evaluation**
The implementation of PBIS will be monitored with the help of the Tiered Fidelity Inventory (TFI), which will be applied every 2 months. The teacher feedback surveys and classroom observations will allow obtaining qualitative as well as quantitative observations. The school will also monitor the behavioral referral patterns, attendance rates, and teacher response-specific feedback of PBIS in order to quantify a change in the long run.
**Challenges and Opportunities**
The possible barriers are diverse teacher buy-in, time restraints to PD and coaching, and logistics of gathering data. Nonetheless, the given objective has a great potential to bring the staff on a single basis, reinforce classroom culture, and establish a consistent set of behavior expectations more beneficial to all students.
**SMART Goal #2: Reducing Disciplinary Referrals and Behavioural Disparities**
Reduce the number of disciplinary referrals and address disparities in behavioral consequences among students of marginalized backgrounds through restorative and proactive PBIS practices. By the end of the 2025–2026 school year, overall disciplinary referrals will decrease by 30%, and racial/ethnic disparities in discipline will decline by 50%, based on disaggregated incident data.
**Rationale and Relevance**
The national data indicates that the racial/ethnic groups of color, especially Black and Latino students, are overrepresented when it comes to discipline, and they can be punished simply because they do nothing more than others (Gregory et al., 2017). This continues patterns of disengagement, academic failure, and poor school experiences. This is necessary if we are to enhance educational parity, suppress implicit bias, and uphold equality and dignity for all students.
**Implementation Strategies**
At the start of the implementation phase, an equity audit will be done to determine discipline trends and gaps. Sections of results will guide specific professional learning in culturally responsive classroom management and restorative justice. Every quarter, employees will undergo the training devoted to such aspects as implicit biases, equitable discipline, and relationship building with students. Equity liaisons and discipline equity teams will also be established to assist teachers and monitor the data trends. Also, the school will collaborate with families and the community-based organizations that will augment the behavioral interventions outside the classroom.
**Monitoring and Evaluation**
Data on discipline will also be disaggregated quarterly on the basis of race and gender, plus special education status. Changes in instructional and disciplinary practices will be captured in the teacher coaching logs and self-assessment reflections, as well as in the comments of peer learning groups. An annual comparison between the rate of suspension and expulsion received will be made by the school to measure the effect. The evaluation process will also be guided by student focus groups and feedback from parents.
**Challenges and Opportunities**
The unwillingness to change pre-existing disciplinary behavior or to raise the issue of equity may be an impediment. Nevertheless, this is an essential goal since it is a chance to change the school culture, minimize prejudice, and empower marginalized voices. Real change can be realized with the characteristics of strong leadership, communication, and accountability.
**Conclusion**
The following SMART goals cover urgent demands of the school system: consistency in behavioral expectations and betterment of unfair disciplining practices. These aspirations can have a sustainable effect on school climate and student achievement through the means of focused training, data-based monitoring, and collaborative implementation. Following the mission of the school, that is based on equity, inclusivity, and excellence, they will make the learning process safer and support the needs of all students.
**References**
Gregory, A., Skiba, R. J., & Mediratta, K. (2017). Eliminating disparities in school discipline: A framework for intervention.
_Review of Research in Education_,
_41_(1), 253–278. https://doi.org/10.3102/0091732X17690499
Ohio Department of Education. (n.d.).
_Ohio improvement process_. Retrieved from
[https://education.ohio.gov/Topics/District-and-School-Continuous-Improvement/Ohio-](https://education.ohio.gov/Topics/District-and-School-Continuous-Improvement/Ohio-) Improvement-Process-OIP
Simonsen, B., Freeman, J., Sugai, G., Dooley, K., & Putnam, R. (2015). Fidelity of implementation within a multi-tiered system of support (MTSS): Focusing on classroom support.
_Preventing School Failure: Alternative Education for Children and Youth_,
_59_(3), 129–135. https://doi.org/10.1353/hsj.2015.0009
Thoughtful Learning. (2016).
_Tips on how to write a SMART goal_ [Video]. YouTube.
[https://www.youtube.com/watch?v=1-SvuFIQjK8](https://www.youtube.com/watch?v=1-SvuFIQjK8)
**## MethodsAnalysisAssignmentWeek4.docx**
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2
## Methods Analysis Assignment Week 4
### Methods Analysis Assignment In education, improving student behavior and addressing different levels of discipline in schools is very important. There have been several real-life examples of how behavioral expectations and differences in disciplinary methods can impact student performance, especially for students of color and those with special needs, over the years. Considering these issues, this research paper aims to implement Positive Behavior in classroom management. To ensure that this project would be evidence-based and demonstrate measurable results, thorough research had to be conducted about the sources of data that would help shape the project and track its progress. This methodology will explain how the sources were selected and reviewed, the rationale for using them, and how they relate directly to the project objectives. The first objective is quite simple; it is all about consistency: wanting to see at least 90% of the classrooms in my school consistently using core PBIS practices by May 2026. This will also be monitored using regular schoolwide audits and surveys of teachers whose identities are not disclosed. The second objective is equity: I hope that by the end of the 2025-2026 school year, there will be a 30 percent decrease in the total number of disciplinary referrals and a 50 percent decrease in racial and ethnical disparities of discipline. They are not merely wishful objectives but will be researched, data-driven, and will have data at every phase. To help achieve these objectives, different secondary data sources were used: peer-reviewed journal articles, national PBIS frameworks, and reports of trends in school discipline. Each of these choices was highly specific, emphasizing their credibility and timeliness, but also on how related they are to the fundamental principles of PBIS and my school's equity-oriented mission. The sources are categorized into three: empirical studies demonstrating the outcomes of PBIS implementation, frameworks of successful implementation, and studies concentrating on school discipline disparities. For example, Gregory, Skiba, and Mediratta's (2017) article is quite insightful. Their contributions were fundamental to the racial imbalance in school discipline and how PBIS offers solutions to this problem. The article draws on national data and various case studies, which is why it is comprehensive and applicable. The fact that it tied PBIS implementation with broader equity reforms was the most important section because it relates to the second SMART goal. Hannigan and Hannigan (2020) also provided another important source as they presented the idea of the PBIS Champion Model. The model decomposes, measurable benchmarks in PBIS practices into three levels of support. This was helpful, especially when working on the first SMART goal, which concerned implementation consistency. They have an evidence-based model that contains fidelity tools and staff, students, and family engagement strategies. This model has been published in an authoritative journal of school leadership whose contents are germane to my objectives; hence, this gives me a sense of security in terms of reliability. Pas et al. (2019) provided even more insights into the analysis. They conducted a longitudinal study on how PBIS fidelity affects academic and behavioral results. Their application of mediation analysis attracted attention when they demonstrated how staff training, leadership support, and standard application impacted student success. Their evidence supported the notion that it was necessary to consider implementing PBIS at the surface level as well, incorporate it into the school culture, and maintain support long-term. Furthermore, there is the work of Simonsen et al. (2015), who propose a schoolwide model that incorporates behavior and academic support. They focus on sustainability based on well-defined structures, training, and constant monitoring. Their implementation checklists and coaching approaches proved to be the most valuable. This helps to define how to carry out the audits and collect the teachers' feedback. Their work was also justified as representatives of the University of Connecticut and the Center on PBIS. Tyre and Feuerborn (2021) wrote an article that highlighted some challenges in implementing PBIS. They analyze typical challenges of PBIS implementation: staff burnout, poor leadership buy-in, and poor accountability. Early identification of these risks will help establish a sustainability plan that can be used to coach the team continually and share the leadership roles. All these sources can play a unique role in helping to achieve the two SMART goals. The Hannigan and Simonsen modules of baseline audit and PD modules need to be utilized to enhance implementation fidelity. The research by Pas et al. promotes professional learning and demonstrates the influence of the quality of implementation on student achievements. Concerning the demarcation of disciplinary disparities, Gregory et al. and Tyre & Feuerborn provide theory-based, practice-based, equity-based approaches to disciplinary disparities using real-life scenarios of schools. The sources also share some qualities that increase their credibility. They are all peer-reviewed, and their authors are experts in educational leadership, behavioral support, or equity. The majority use a large number of datasets or longitudinal data to conclude their findings, which makes them valid. Notably, their conclusions can be immediately applied to schools' current world problems and challenges. Some other factors that had to be considered to determine whether these sources were valid and reliable were as follows. The former was content fitting: each article focuses on either PBIS implementation, outcomes, or discipline equity—this close association with the project's objectives augurs content validity well. Furthermore, many are based on existing PBIS models or employ documents like the SWPBIS Tiered Fidelity Inventory, confirming their construct validity. Another attribute that these sources excel in is reliability. Strict statistical study methods, multi-site research, and the tested implementation frameworks strengthen their findings. To illustrate, Pas et al. have administered data over various years and school locations, contributing to the strength of generalizability. Simonsen et al. applied verified assessment tools that have become highly used by PBIS schools nationwide. Such an agreement will allow findings to be replicated and provide confidence. These data sources will be incorporated into the suggested PBIS plan. The PBIS Champion Model and the tools used by Simonsen will serve as the templates for the school audit and the staff self-assessments. The results of the research by Pas will influence the direction and content of further professional growth, so that the focus is not only on talking about the attitude but also mastering skills. The work presented by Gregory will inform policy review and help to evaluate the existing disciplinary procedures using an equity lens. The insights of Tyre & Feuerborn will come in handy during the design of a rollout strategy and coaching strategy that should foresee and counteract the feelings of implementation fatigue or resistance. There is nothing wrong with using secondary data, but it also has limits. Most of the studies are based on data collected at the national or regional level, so they might not depict the special features of my school or district. To overcome this, researchers should augment these statistics with some localized data from local audits and disciplinary records of the chosen school. Another limitation is that the studies do not provide disaggregate data according to race, gender, or the status of disabilities. Therefore, the current project will require the use and analysis of school-level disaggregated data to monitor disparities with greater accuracy. Other challenges may include the need to comply with FERPA in case of student-level data analysis, or an insufficient number of personnel in an attempt to coach and guide concurrent practice. **References** Gregory, A., Skiba, R. J., & Mediratta, K. (2017). Eliminating disparities in school discipline: A framework for intervention. _Review of Research in Education, 41_(1), 253–278. [https://doi.org/10.3102/0091732X17690499](https://doi.org/10.3102/0091732X17690499) Hannigan, J. D., & Hannigan, J. (2020). Best practice PBIS implementation: Evidence indicators in each tier of the PBIS champion model. _Journal of School Administration Research and Development, 5_(1), 36–43. [https://doi.org/10.32674/jsard.v5i1.2111](https://doi.org/10.32674/jsard.v5i1.2111) OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. (2021). _Positive behavioral interventions and supports implementation blueprint_. https://www.pbis.org/resource/pbis-implementation-blueprint Pas, E. T., Waasdorp, T. E., Bradshaw, C. P., & Ialongo, N. S. (2019). The impact of PBIS fidelity on student outcomes: Examining school-level mediators. _Prevention Science, 20_(7), 1043–1053. [https://doi.org/10.1007/s11121-019-01017-8](https://doi.org/10.1007/s11121-019-01017-8) Simonsen, B., Freeman, J., Sugai, G., Dooley, K., & Flannery, K. B. (2015). A schoolwide model for service delivery: Redefining and reorganizing academic and behavior supports. _Teaching Exceptional Children, 47_(6), 323–333. [https://doi.org/10.1177/0040059915580030](https://doi.org/10.1177/0040059915580030) Tyre, A. D., & Feuerborn, L. L. (2021). The top 10 implementation pitfalls of schoolwide PBIS: Recommendations for sustainable change. _Preventing School Failure: Alternative Education for Children and Youth, 65_(2), 148–155. [https://doi.org/10.1080/1045988X.2020.1817686](https://doi.org/10.1080/1045988X.2020.1817686) U.S. Department of Education, Office for Civil Rights. (2020). _Civil Rights Data Collection (CRDC): School discipline reports._ https://ocrdata.ed.gov
**ImplementingPositiveBehaviourInterventionsandSupportsPBIStoEnhanceClassroomManagementinK12SchoolsWeek3.docx**
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**ImplementingPositiveBehaviourInterventionsandSupportsPBIStoEnhanceClassroomManagementinK12SchoolsWeek3.docx**
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**## FinalAssignment.docx**
Purpose: Due Aug 3, Topic: Implementing Positive Behavior Interventions and Supports (PBIS) to Enhance Classroom Management in K–12 Schools
Synthesize information from performance data to design an Instructional Improvement Plan tailored to the needs of either a K-12 school district or a higher education institution.
Overview
This assignment involves analyzing performance data to identify areas requiring improvement within either a K-12 school district or a higher education institution. By examining various metrics such as academic achievement, student growth, graduation rates, and attendance records, the objective is to uncover deficiencies and inform the development of an Instructional Improvement Plan. This plan will outline strategies to enhance the overall performance of the educational entity.
Tasks
1. Gather Data
· Obtain the most recent performance data for the educational entity.
· For K-12: Locate Adequate Yearly Progress (AYP) data and demographic information, including data on NCLB sub-groups.
· For Higher Education: Collect data on academic achievement, student retention, graduation rates, and any other relevant metrics.
2. Analyze Data
· Identify areas of deficiency in two academic areas based on the performance data.
· For K-12: Analyze AYP data and demographic information to pinpoint areas where the district is not meeting goals or falling behind comparable districts.
· For Higher Education: Examine performance data to identify areas where the institution's performance lags behind benchmarks or comparable institutions.
3. Describe Findings
· Provide a brief description of the findings and conclusions regarding curriculum/instruction deficit areas.
· Support identified deficiencies with specific examples or evidence from the data.
· Relate deficiencies to relevant benchmarks, targets, or standards.
4. Compose Instructional Improvement Plan
· Develop an Instructional Improvement Plan addressing the identified deficiencies.
· For K-12: Propose strategies to improve curriculum and instruction in the deficient areas, considering the needs of diverse student populations.
· For Higher Education: Outline strategies to enhance teaching and learning practices, curriculum development, and student support services to address identified deficiencies.
5. Paper Formatting Requirements
· Double-spaced, size 12 font, Times New Roman, APA style.
· Ensure that the assignment is well-organized, coherent, and free from grammatical errors.
Module 6: Methods – Finalized Education Improvement Plan Submission Due Aug 9
Purpose
Topic: Implementing Positive Behavior Interventions and Supports (PBIS) to Enhance Classroom Management in K–12 Schools
To justify the necessity and efficacy of a school improvement project within either a K-12 school or a higher education institution.
Overview
This assignment entails preparing a comprehensive school improvement plan based on the analysis of actual demographic and test data from the educational entity. Additionally, you will design a curriculum framework aligned with standards and assessments to address identified areas of deficiency. By integrating current research-based strategies, this plan aims to strengthen curriculum delivery and enhance student performance.9
Tasks
**K-12 Track**
1. Read the Overview.
2. Provide a data analysis summary of curriculum/instruction deficit areas. Identify at least 3 problem areas.
3. Locate 3 current research-based strategies (recent) that would help [i] target the identified deficit areas, and [ii] strengthen (and improve) the delivery of curriculum/instruction to improve future student performance in those areas.
4. Finally, make recommendations to site-based leadership for improving curriculum/instruction.
5. Include Modules 2 through 5 submissions, after correcting with instructor feedback, if necessary, to the finalized plan.
6. Compose a paper responding to the above questions and using the structure below:
a. Introduction:
i. Overview of the current state of the school
ii. Importance of creating a school improvement plan
b. School Vision and Mission:
i. Defining the vision statement for the school
ii. Establishing the mission statement for the school
c. Analysis of Current Performance:
i. Identifying areas of strengths and weaknesses
ii. Analyzing student achievement data
iii. Reviewing feedback from staff, parents, and students
iv. Conducting a needs assessment
d. Goals and Objectives:
i. Setting specific and measurable goal(s) aligned with the school's vision and mission
ii. Defining objectives to achieve each goal
e. Curriculum Framework:
i. Conceptual Design
ii. Design Overview
iii. Professional Development Session
f. Strategies and Action Steps:
i. Developing strategies to address identified weaknesses and support strengths
ii. Outlining action steps required to implement each strategy
g. Recommendations:
i. Identifying areas where staff members require additional training or support
ii. Offering professional development opportunities to enhance instructional practices
iii. Incorporating ongoing professional learning into the school improvement plan. Note: Think beyond just the first few weeks after the plan has been implemented. Example – semester 1 PD, semester 2 PD, year 2 semester 1 PD, year 2 semester 2 PD.
h. Appendix:
i. Supporting documents, such as data analysis reports, surveys, and research articles
7. Proofread your paper before submission.
a. Paper formatting requirements: Double-spaced, size 12 font, Times New Roman, APA style.
b. Ensure that your assignment is well-organized, coherent, and free from grammatical errors.
8. Submit the completed first draft of your assignment. Your work will automatically be checked by Turnitin.
**## SmartGoalsforEducationImprovementProposalWeek2.docx**
2
2
### **Smart Goals for Education Improvement Proposal Week 2**
**Smart Goals for Education Improvement Proposal**
**Introduction**
Effective school improvement begins with the establishment of clear and achievable goals. SMART goals—Specific, Measurable, Achievable, Relevant, and Time-bound — are seen as the backbone of strategic educational planning. This proposal includes two SMART goals that aim to improve the school climate, equity, and support systems for students. It involves the consistent use of Positive Behavioral Interventions and Supports (PBIS) in school classrooms and a decrease in the number of disciplinary referrals, especially for marginalized groups of students. The objectives are in synergy with the overall mission of establishing a safe, inclusive, and high-performing learning environment for all students at the K-12 levels.
**SMART Goal #1: PBIS Implementation and Consistency Across Classrooms**
Implement PBIS school-wide to promote consistency in classroom management strategies across all K–12 classrooms. By May 2026, the percentage of classrooms consistently using core PBIS practices—such as setting clear expectations, establishing proactive routines, and using positive reinforcement—will increase from baseline (identified via an initial audit) to 90%..
**Rationale and Relevance**
Studies have demonstrated that in schools where PBIS is used rigorously, there are fewer behavior issues, better academic achievement, and more discipline equity (Simonsen et al., 2015). Uneven classroom management may be misleading to students and reinforce injustice. This aim achieves this by making all the teachers focus on a common behavioral framework, therefore, providing the students with wise counsel that is both consistent and supportive and culturally sensitive.
**Implementation Strategies**
First, the school will carry out a baseline audit to get to know the current PBIS practices in classrooms. According to the results, a PBIS toolkit will be compiled and disseminated. The toolkit will entail an expectation teaching lesson sample, a behavior matrix template, as well as frequency examples. Every three months, professional development will be centered around central practices in PBIS, behavioral data utilization, and culturally responsive teaching. Continuing teacher development will be facilitated by behavior specialists in the field through an in-class monthly coaching session. PBIS grade-level teams will promote collaboration, tell success stories, and problem-solve implementation challenges.
**Monitoring and Evaluation**
The implementation of PBIS will be monitored with the help of the Tiered Fidelity Inventory (TFI), which will be applied every 2 months. The teacher feedback surveys and classroom observations will allow obtaining qualitative as well as quantitative observations. The school will also monitor the behavioral referral patterns, attendance rates, and teacher response-specific feedback of PBIS in order to quantify a change in the long run.
**Challenges and Opportunities**
The possible barriers are diverse teacher buy-in, time restraints to PD and coaching, and logistics of gathering data. Nonetheless, the given objective has a great potential to bring the staff on a single basis, reinforce classroom culture, and establish a consistent set of behavior expectations more beneficial to all students.
**SMART Goal #2: Reducing Disciplinary Referrals and Behavioural Disparities**
Reduce the number of disciplinary referrals and address disparities in behavioral consequences among students of marginalized backgrounds through restorative and proactive PBIS practices. By the end of the 2025–2026 school year, overall disciplinary referrals will decrease by 30%, and racial/ethnic disparities in discipline will decline by 50%, based on disaggregated incident data.
**Rationale and Relevance**
The national data indicates that the racial/ethnic groups of color, especially Black and Latino students, are overrepresented when it comes to discipline, and they can be punished simply because they do nothing more than others (Gregory et al., 2017). This continues patterns of disengagement, academic failure, and poor school experiences. This is necessary if we are to enhance educational parity, suppress implicit bias, and uphold equality and dignity for all students.
**Implementation Strategies**
At the start of the implementation phase, an equity audit will be done to determine discipline trends and gaps. Sections of results will guide specific professional learning in culturally responsive classroom management and restorative justice. Every quarter, employees will undergo the training devoted to such aspects as implicit biases, equitable discipline, and relationship building with students. Equity liaisons and discipline equity teams will also be established to assist teachers and monitor the data trends. Also, the school will collaborate with families and the community-based organizations that will augment the behavioral interventions outside the classroom.
**Monitoring and Evaluation**
Data on discipline will also be disaggregated quarterly on the basis of race and gender, plus special education status. Changes in instructional and disciplinary practices will be captured in the teacher coaching logs and self-assessment reflections, as well as in the comments of peer learning groups. An annual comparison between the rate of suspension and expulsion received will be made by the school to measure the effect. The evaluation process will also be guided by student focus groups and feedback from parents.
**Challenges and Opportunities**
The unwillingness to change pre-existing disciplinary behavior or to raise the issue of equity may be an impediment. Nevertheless, this is an essential goal since it is a chance to change the school culture, minimize prejudice, and empower marginalized voices. Real change can be realized with the characteristics of strong leadership, communication, and accountability.
**Conclusion**
The following SMART goals cover urgent demands of the school system: consistency in behavioral expectations and betterment of unfair disciplining practices. These aspirations can have a sustainable effect on school climate and student achievement through the means of focused training, data-based monitoring, and collaborative implementation. Following the mission of the school, that is based on equity, inclusivity, and excellence, they will make the learning process safer and support the needs of all students.
**References**
Gregory, A., Skiba, R. J., & Mediratta, K. (2017). Eliminating disparities in school discipline: A framework for intervention.
_Review of Research in Education_,
_41_(1), 253–278. https://doi.org/10.3102/0091732X17690499
Ohio Department of Education. (n.d.).
_Ohio improvement process_. Retrieved from
[https://education.ohio.gov/Topics/District-and-School-Continuous-Improvement/Ohio-](https://education.ohio.gov/Topics/District-and-School-Continuous-Improvement/Ohio-) Improvement-Process-OIP
Simonsen, B., Freeman, J., Sugai, G., Dooley, K., & Putnam, R. (2015). Fidelity of implementation within a multi-tiered system of support (MTSS): Focusing on classroom support.
_Preventing School Failure: Alternative Education for Children and Youth_,
_59_(3), 129–135. https://doi.org/10.1353/hsj.2015.0009
Thoughtful Learning. (2016).
_Tips on how to write a SMART goal_ [Video]. YouTube.
[https://www.youtube.com/watch?v=1-SvuFIQjK8](https://www.youtube.com/watch?v=1-SvuFIQjK8)
**## MethodsAnalysisAssignmentWeek4.docx**
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## Methods Analysis Assignment Week 4
### Methods Analysis Assignment In education, improving student behavior and addressing different levels of discipline in schools is very important. There have been several real-life examples of how behavioral expectations and differences in disciplinary methods can impact student performance, especially for students of color and those with special needs, over the years. Considering these issues, this research paper aims to implement Positive Behavior in classroom management. To ensure that this project would be evidence-based and demonstrate measurable results, thorough research had to be conducted about the sources of data that would help shape the project and track its progress. This methodology will explain how the sources were selected and reviewed, the rationale for using them, and how they relate directly to the project objectives. The first objective is quite simple; it is all about consistency: wanting to see at least 90% of the classrooms in my school consistently using core PBIS practices by May 2026. This will also be monitored using regular schoolwide audits and surveys of teachers whose identities are not disclosed. The second objective is equity: I hope that by the end of the 2025-2026 school year, there will be a 30 percent decrease in the total number of disciplinary referrals and a 50 percent decrease in racial and ethnical disparities of discipline. They are not merely wishful objectives but will be researched, data-driven, and will have data at every phase. To help achieve these objectives, different secondary data sources were used: peer-reviewed journal articles, national PBIS frameworks, and reports of trends in school discipline. Each of these choices was highly specific, emphasizing their credibility and timeliness, but also on how related they are to the fundamental principles of PBIS and my school's equity-oriented mission. The sources are categorized into three: empirical studies demonstrating the outcomes of PBIS implementation, frameworks of successful implementation, and studies concentrating on school discipline disparities. For example, Gregory, Skiba, and Mediratta's (2017) article is quite insightful. Their contributions were fundamental to the racial imbalance in school discipline and how PBIS offers solutions to this problem. The article draws on national data and various case studies, which is why it is comprehensive and applicable. The fact that it tied PBIS implementation with broader equity reforms was the most important section because it relates to the second SMART goal. Hannigan and Hannigan (2020) also provided another important source as they presented the idea of the PBIS Champion Model. The model decomposes, measurable benchmarks in PBIS practices into three levels of support. This was helpful, especially when working on the first SMART goal, which concerned implementation consistency. They have an evidence-based model that contains fidelity tools and staff, students, and family engagement strategies. This model has been published in an authoritative journal of school leadership whose contents are germane to my objectives; hence, this gives me a sense of security in terms of reliability. Pas et al. (2019) provided even more insights into the analysis. They conducted a longitudinal study on how PBIS fidelity affects academic and behavioral results. Their application of mediation analysis attracted attention when they demonstrated how staff training, leadership support, and standard application impacted student success. Their evidence supported the notion that it was necessary to consider implementing PBIS at the surface level as well, incorporate it into the school culture, and maintain support long-term. Furthermore, there is the work of Simonsen et al. (2015), who propose a schoolwide model that incorporates behavior and academic support. They focus on sustainability based on well-defined structures, training, and constant monitoring. Their implementation checklists and coaching approaches proved to be the most valuable. This helps to define how to carry out the audits and collect the teachers' feedback. Their work was also justified as representatives of the University of Connecticut and the Center on PBIS. Tyre and Feuerborn (2021) wrote an article that highlighted some challenges in implementing PBIS. They analyze typical challenges of PBIS implementation: staff burnout, poor leadership buy-in, and poor accountability. Early identification of these risks will help establish a sustainability plan that can be used to coach the team continually and share the leadership roles. All these sources can play a unique role in helping to achieve the two SMART goals. The Hannigan and Simonsen modules of baseline audit and PD modules need to be utilized to enhance implementation fidelity. The research by Pas et al. promotes professional learning and demonstrates the influence of the quality of implementation on student achievements. Concerning the demarcation of disciplinary disparities, Gregory et al. and Tyre & Feuerborn provide theory-based, practice-based, equity-based approaches to disciplinary disparities using real-life scenarios of schools. The sources also share some qualities that increase their credibility. They are all peer-reviewed, and their authors are experts in educational leadership, behavioral support, or equity. The majority use a large number of datasets or longitudinal data to conclude their findings, which makes them valid. Notably, their conclusions can be immediately applied to schools' current world problems and challenges. Some other factors that had to be considered to determine whether these sources were valid and reliable were as follows. The former was content fitting: each article focuses on either PBIS implementation, outcomes, or discipline equity—this close association with the project's objectives augurs content validity well. Furthermore, many are based on existing PBIS models or employ documents like the SWPBIS Tiered Fidelity Inventory, confirming their construct validity. Another attribute that these sources excel in is reliability. Strict statistical study methods, multi-site research, and the tested implementation frameworks strengthen their findings. To illustrate, Pas et al. have administered data over various years and school locations, contributing to the strength of generalizability. Simonsen et al. applied verified assessment tools that have become highly used by PBIS schools nationwide. Such an agreement will allow findings to be replicated and provide confidence. These data sources will be incorporated into the suggested PBIS plan. The PBIS Champion Model and the tools used by Simonsen will serve as the templates for the school audit and the staff self-assessments. The results of the research by Pas will influence the direction and content of further professional growth, so that the focus is not only on talking about the attitude but also mastering skills. The work presented by Gregory will inform policy review and help to evaluate the existing disciplinary procedures using an equity lens. The insights of Tyre & Feuerborn will come in handy during the design of a rollout strategy and coaching strategy that should foresee and counteract the feelings of implementation fatigue or resistance. There is nothing wrong with using secondary data, but it also has limits. Most of the studies are based on data collected at the national or regional level, so they might not depict the special features of my school or district. To overcome this, researchers should augment these statistics with some localized data from local audits and disciplinary records of the chosen school. Another limitation is that the studies do not provide disaggregate data according to race, gender, or the status of disabilities. Therefore, the current project will require the use and analysis of school-level disaggregated data to monitor disparities with greater accuracy. Other challenges may include the need to comply with FERPA in case of student-level data analysis, or an insufficient number of personnel in an attempt to coach and guide concurrent practice. **References** Gregory, A., Skiba, R. J., & Mediratta, K. (2017). Eliminating disparities in school discipline: A framework for intervention. _Review of Research in Education, 41_(1), 253–278. [https://doi.org/10.3102/0091732X17690499](https://doi.org/10.3102/0091732X17690499) Hannigan, J. D., & Hannigan, J. (2020). Best practice PBIS implementation: Evidence indicators in each tier of the PBIS champion model. _Journal of School Administration Research and Development, 5_(1), 36–43. [https://doi.org/10.32674/jsard.v5i1.2111](https://doi.org/10.32674/jsard.v5i1.2111) OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. (2021). _Positive behavioral interventions and supports implementation blueprint_. https://www.pbis.org/resource/pbis-implementation-blueprint Pas, E. T., Waasdorp, T. E., Bradshaw, C. P., & Ialongo, N. S. (2019). The impact of PBIS fidelity on student outcomes: Examining school-level mediators. _Prevention Science, 20_(7), 1043–1053. [https://doi.org/10.1007/s11121-019-01017-8](https://doi.org/10.1007/s11121-019-01017-8) Simonsen, B., Freeman, J., Sugai, G., Dooley, K., & Flannery, K. B. (2015). A schoolwide model for service delivery: Redefining and reorganizing academic and behavior supports. _Teaching Exceptional Children, 47_(6), 323–333. [https://doi.org/10.1177/0040059915580030](https://doi.org/10.1177/0040059915580030) Tyre, A. D., & Feuerborn, L. L. (2021). The top 10 implementation pitfalls of schoolwide PBIS: Recommendations for sustainable change. _Preventing School Failure: Alternative Education for Children and Youth, 65_(2), 148–155. [https://doi.org/10.1080/1045988X.2020.1817686](https://doi.org/10.1080/1045988X.2020.1817686) U.S. Department of Education, Office for Civil Rights. (2020). _Civil Rights Data Collection (CRDC): School discipline reports._ https://ocrdata.ed.gov
**ImplementingPositiveBehaviourInterventionsandSupportsPBIStoEnhanceClassroomManagementinK12SchoolsWeek3.docx**
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**## FinalAssignment.docx**
Purpose: Due Aug 3, Topic: Implementing Positive Behavior Interventions and Supports (PBIS) to Enhance Classroom Management in K–12 Schools
Synthesize information from performance data to design an Instructional Improvement Plan tailored to the needs of either a K-12 school district or a higher education institution.
Overview
This assignment involves analyzing performance data to identify areas requiring improvement within either a K-12 school district or a higher education institution. By examining various metrics such as academic achievement, student growth, graduation rates, and attendance records, the objective is to uncover deficiencies and inform the development of an Instructional Improvement Plan. This plan will outline strategies to enhance the overall performance of the educational entity.
Tasks
1. Gather Data
· Obtain the most recent performance data for the educational entity.
· For K-12: Locate Adequate Yearly Progress (AYP) data and demographic information, including data on NCLB sub-groups.
· For Higher Education: Collect data on academic achievement, student retention, graduation rates, and any other relevant metrics.
2. Analyze Data
· Identify areas of deficiency in two academic areas based on the performance data.
· For K-12: Analyze AYP data and demographic information to pinpoint areas where the district is not meeting goals or falling behind comparable districts.
· For Higher Education: Examine performance data to identify areas where the institution's performance lags behind benchmarks or comparable institutions.
3. Describe Findings
· Provide a brief description of the findings and conclusions regarding curriculum/instruction deficit areas.
· Support identified deficiencies with specific examples or evidence from the data.
· Relate deficiencies to relevant benchmarks, targets, or standards.
4. Compose Instructional Improvement Plan
· Develop an Instructional Improvement Plan addressing the identified deficiencies.
· For K-12: Propose strategies to improve curriculum and instruction in the deficient areas, considering the needs of diverse student populations.
· For Higher Education: Outline strategies to enhance teaching and learning practices, curriculum development, and student support services to address identified deficiencies.
5. Paper Formatting Requirements
· Double-spaced, size 12 font, Times New Roman, APA style.
· Ensure that the assignment is well-organized, coherent, and free from grammatical errors.
Module 6: Methods – Finalized Education Improvement Plan Submission Due Aug 9
Purpose
Topic: Implementing Positive Behavior Interventions and Supports (PBIS) to Enhance Classroom Management in K–12 Schools
To justify the necessity and efficacy of a school improvement project within either a K-12 school or a higher education institution.
Overview
This assignment entails preparing a comprehensive school improvement plan based on the analysis of actual demographic and test data from the educational entity. Additionally, you will design a curriculum framework aligned with standards and assessments to address identified areas of deficiency. By integrating current research-based strategies, this plan aims to strengthen curriculum delivery and enhance student performance.9
Tasks
**K-12 Track**
1. Read the Overview.
2. Provide a data analysis summary of curriculum/instruction deficit areas. Identify at least 3 problem areas.
3. Locate 3 current research-based strategies (recent) that would help [i] target the identified deficit areas, and [ii] strengthen (and improve) the delivery of curriculum/instruction to improve future student performance in those areas.
4. Finally, make recommendations to site-based leadership for improving curriculum/instruction.
5. Include Modules 2 through 5 submissions, after correcting with instructor feedback, if necessary, to the finalized plan.
6. Compose a paper responding to the above questions and using the structure below:
a. Introduction:
i. Overview of the current state of the school
ii. Importance of creating a school improvement plan
b. School Vision and Mission:
i. Defining the vision statement for the school
ii. Establishing the mission statement for the school
c. Analysis of Current Performance:
i. Identifying areas of strengths and weaknesses
ii. Analyzing student achievement data
iii. Reviewing feedback from staff, parents, and students
iv. Conducting a needs assessment
d. Goals and Objectives:
i. Setting specific and measurable goal(s) aligned with the school's vision and mission
ii. Defining objectives to achieve each goal
e. Curriculum Framework:
i. Conceptual Design
ii. Design Overview
iii. Professional Development Session
f. Strategies and Action Steps:
i. Developing strategies to address identified weaknesses and support strengths
ii. Outlining action steps required to implement each strategy
g. Recommendations:
i. Identifying areas where staff members require additional training or support
ii. Offering professional development opportunities to enhance instructional practices
iii. Incorporating ongoing professional learning into the school improvement plan. Note: Think beyond just the first few weeks after the plan has been implemented. Example – semester 1 PD, semester 2 PD, year 2 semester 1 PD, year 2 semester 2 PD.
h. Appendix:
i. Supporting documents, such as data analysis reports, surveys, and research articles
7. Proofread your paper before submission.
a. Paper formatting requirements: Double-spaced, size 12 font, Times New Roman, APA style.
b. Ensure that your assignment is well-organized, coherent, and free from grammatical errors.
8. Submit the completed first draft of your assignment. Your work will automatically be checked by Turnitin.
**## SmartGoalsforEducationImprovementProposalWeek2.docx**
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### **Smart Goals for Education Improvement Proposal Week 2**
**Smart Goals for Education Improvement Proposal**
**Introduction**
Effective school improvement begins with the establishment of clear and achievable goals. SMART goals—Specific, Measurable, Achievable, Relevant, and Time-bound — are seen as the backbone of strategic educational planning. This proposal includes two SMART goals that aim to improve the school climate, equity, and support systems for students. It involves the consistent use of Positive Behavioral Interventions and Supports (PBIS) in school classrooms and a decrease in the number of disciplinary referrals, especially for marginalized groups of students. The objectives are in synergy with the overall mission of establishing a safe, inclusive, and high-performing learning environment for all students at the K-12 levels.
**SMART Goal #1: PBIS Implementation and Consistency Across Classrooms**
Implement PBIS school-wide to promote consistency in classroom management strategies across all K–12 classrooms. By May 2026, the percentage of classrooms consistently using core PBIS practices—such as setting clear expectations, establishing proactive routines, and using positive reinforcement—will increase from baseline (identified via an initial audit) to 90%..
**Rationale and Relevance**
Studies have demonstrated that in schools where PBIS is used rigorously, there are fewer behavior issues, better academic achievement, and more discipline equity (Simonsen et al., 2015). Uneven classroom management may be misleading to students and reinforce injustice. This aim achieves this by making all the teachers focus on a common behavioral framework, therefore, providing the students with wise counsel that is both consistent and supportive and culturally sensitive.
**Implementation Strategies**
First, the school will carry out a baseline audit to get to know the current PBIS practices in classrooms. According to the results, a PBIS toolkit will be compiled and disseminated. The toolkit will entail an expectation teaching lesson sample, a behavior matrix template, as well as frequency examples. Every three months, professional development will be centered around central practices in PBIS, behavioral data utilization, and culturally responsive teaching. Continuing teacher development will be facilitated by behavior specialists in the field through an in-class monthly coaching session. PBIS grade-level teams will promote collaboration, tell success stories, and problem-solve implementation challenges.
**Monitoring and Evaluation**
The implementation of PBIS will be monitored with the help of the Tiered Fidelity Inventory (TFI), which will be applied every 2 months. The teacher feedback surveys and classroom observations will allow obtaining qualitative as well as quantitative observations. The school will also monitor the behavioral referral patterns, attendance rates, and teacher response-specific feedback of PBIS in order to quantify a change in the long run.
**Challenges and Opportunities**
The possible barriers are diverse teacher buy-in, time restraints to PD and coaching, and logistics of gathering data. Nonetheless, the given objective has a great potential to bring the staff on a single basis, reinforce classroom culture, and establish a consistent set of behavior expectations more beneficial to all students.
**SMART Goal #2: Reducing Disciplinary Referrals and Behavioural Disparities**
Reduce the number of disciplinary referrals and address disparities in behavioral consequences among students of marginalized backgrounds through restorative and proactive PBIS practices. By the end of the 2025–2026 school year, overall disciplinary referrals will decrease by 30%, and racial/ethnic disparities in discipline will decline by 50%, based on disaggregated incident data.
**Rationale and Relevance**
The national data indicates that the racial/ethnic groups of color, especially Black and Latino students, are overrepresented when it comes to discipline, and they can be punished simply because they do nothing more than others (Gregory et al., 2017). This continues patterns of disengagement, academic failure, and poor school experiences. This is necessary if we are to enhance educational parity, suppress implicit bias, and uphold equality and dignity for all students.
**Implementation Strategies**
At the start of the implementation phase, an equity audit will be done to determine discipline trends and gaps. Sections of results will guide specific professional learning in culturally responsive classroom management and restorative justice. Every quarter, employees will undergo the training devoted to such aspects as implicit biases, equitable discipline, and relationship building with students. Equity liaisons and discipline equity teams will also be established to assist teachers and monitor the data trends. Also, the school will collaborate with families and the community-based organizations that will augment the behavioral interventions outside the classroom.
**Monitoring and Evaluation**
Data on discipline will also be disaggregated quarterly on the basis of race and gender, plus special education status. Changes in instructional and disciplinary practices will be captured in the teacher coaching logs and self-assessment reflections, as well as in the comments of peer learning groups. An annual comparison between the rate of suspension and expulsion received will be made by the school to measure the effect. The evaluation process will also be guided by student focus groups and feedback from parents.
**Challenges and Opportunities**
The unwillingness to change pre-existing disciplinary behavior or to raise the issue of equity may be an impediment. Nevertheless, this is an essential goal since it is a chance to change the school culture, minimize prejudice, and empower marginalized voices. Real change can be realized with the characteristics of strong leadership, communication, and accountability.
**Conclusion**
The following SMART goals cover urgent demands of the school system: consistency in behavioral expectations and betterment of unfair disciplining practices. These aspirations can have a sustainable effect on school climate and student achievement through the means of focused training, data-based monitoring, and collaborative implementation. Following the mission of the school, that is based on equity, inclusivity, and excellence, they will make the learning process safer and support the needs of all students.
**References**
Gregory, A., Skiba, R. J., & Mediratta, K. (2017). Eliminating disparities in school discipline: A framework for intervention.
_Review of Research in Education_,
_41_(1), 253–278. https://doi.org/10.3102/0091732X17690499
Ohio Department of Education. (n.d.).
_Ohio improvement process_. Retrieved from
[https://education.ohio.gov/Topics/District-and-School-Continuous-Improvement/Ohio-](https://education.ohio.gov/Topics/District-and-School-Continuous-Improvement/Ohio-) Improvement-Process-OIP
Simonsen, B., Freeman, J., Sugai, G., Dooley, K., & Putnam, R. (2015). Fidelity of implementation within a multi-tiered system of support (MTSS): Focusing on classroom support.
_Preventing School Failure: Alternative Education for Children and Youth_,
_59_(3), 129–135. https://doi.org/10.1353/hsj.2015.0009
Thoughtful Learning. (2016).
_Tips on how to write a SMART goal_ [Video]. YouTube.
[https://www.youtube.com/watch?v=1-SvuFIQjK8](https://www.youtube.com/watch?v=1-SvuFIQjK8)
**## MethodsAnalysisAssignmentWeek4.docx**
2
2
## Methods Analysis Assignment Week 4
### Methods Analysis Assignment In education, improving student behavior and addressing different levels of discipline in schools is very important. There have been several real-life examples of how behavioral expectations and differences in disciplinary methods can impact student performance, especially for students of color and those with special needs, over the years. Considering these issues, this research paper aims to implement Positive Behavior in classroom management. To ensure that this project would be evidence-based and demonstrate measurable results, thorough research had to be conducted about the sources of data that would help shape the project and track its progress. This methodology will explain how the sources were selected and reviewed, the rationale for using them, and how they relate directly to the project objectives. The first objective is quite simple; it is all about consistency: wanting to see at least 90% of the classrooms in my school consistently using core PBIS practices by May 2026. This will also be monitored using regular schoolwide audits and surveys of teachers whose identities are not disclosed. The second objective is equity: I hope that by the end of the 2025-2026 school year, there will be a 30 percent decrease in the total number of disciplinary referrals and a 50 percent decrease in racial and ethnical disparities of discipline. They are not merely wishful objectives but will be researched, data-driven, and will have data at every phase. To help achieve these objectives, different secondary data sources were used: peer-reviewed journal articles, national PBIS frameworks, and reports of trends in school discipline. Each of these choices was highly specific, emphasizing their credibility and timeliness, but also on how related they are to the fundamental principles of PBIS and my school's equity-oriented mission. The sources are categorized into three: empirical studies demonstrating the outcomes of PBIS implementation, frameworks of successful implementation, and studies concentrating on school discipline disparities. For example, Gregory, Skiba, and Mediratta's (2017) article is quite insightful. Their contributions were fundamental to the racial imbalance in school discipline and how PBIS offers solutions to this problem. The article draws on national data and various case studies, which is why it is comprehensive and applicable. The fact that it tied PBIS implementation with broader equity reforms was the most important section because it relates to the second SMART goal. Hannigan and Hannigan (2020) also provided another important source as they presented the idea of the PBIS Champion Model. The model decomposes, measurable benchmarks in PBIS practices into three levels of support. This was helpful, especially when working on the first SMART goal, which concerned implementation consistency. They have an evidence-based model that contains fidelity tools and staff, students, and family engagement strategies. This model has been published in an authoritative journal of school leadership whose contents are germane to my objectives; hence, this gives me a sense of security in terms of reliability. Pas et al. (2019) provided even more insights into the analysis. They conducted a longitudinal study on how PBIS fidelity affects academic and behavioral results. Their application of mediation analysis attracted attention when they demonstrated how staff training, leadership support, and standard application impacted student success. Their evidence supported the notion that it was necessary to consider implementing PBIS at the surface level as well, incorporate it into the school culture, and maintain support long-term. Furthermore, there is the work of Simonsen et al. (2015), who propose a schoolwide model that incorporates behavior and academic support. They focus on sustainability based on well-defined structures, training, and constant monitoring. Their implementation checklists and coaching approaches proved to be the most valuable. This helps to define how to carry out the audits and collect the teachers' feedback. Their work was also justified as representatives of the University of Connecticut and the Center on PBIS. Tyre and Feuerborn (2021) wrote an article that highlighted some challenges in implementing PBIS. They analyze typical challenges of PBIS implementation: staff burnout, poor leadership buy-in, and poor accountability. Early identification of these risks will help establish a sustainability plan that can be used to coach the team continually and share the leadership roles. All these sources can play a unique role in helping to achieve the two SMART goals. The Hannigan and Simonsen modules of baseline audit and PD modules need to be utilized to enhance implementation fidelity. The research by Pas et al. promotes professional learning and demonstrates the influence of the quality of implementation on student achievements. Concerning the demarcation of disciplinary disparities, Gregory et al. and Tyre & Feuerborn provide theory-based, practice-based, equity-based approaches to disciplinary disparities using real-life scenarios of schools. The sources also share some qualities that increase their credibility. They are all peer-reviewed, and their authors are experts in educational leadership, behavioral support, or equity. The majority use a large number of datasets or longitudinal data to conclude their findings, which makes them valid. Notably, their conclusions can be immediately applied to schools' current world problems and challenges. Some other factors that had to be considered to determine whether these sources were valid and reliable were as follows. The former was content fitting: each article focuses on either PBIS implementation, outcomes, or discipline equity—this close association with the project's objectives augurs content validity well. Furthermore, many are based on existing PBIS models or employ documents like the SWPBIS Tiered Fidelity Inventory, confirming their construct validity. Another attribute that these sources excel in is reliability. Strict statistical study methods, multi-site research, and the tested implementation frameworks strengthen their findings. To illustrate, Pas et al. have administered data over various years and school locations, contributing to the strength of generalizability. Simonsen et al. applied verified assessment tools that have become highly used by PBIS schools nationwide. Such an agreement will allow findings to be replicated and provide confidence. These data sources will be incorporated into the suggested PBIS plan. The PBIS Champion Model and the tools used by Simonsen will serve as the templates for the school audit and the staff self-assessments. The results of the research by Pas will influence the direction and content of further professional growth, so that the focus is not only on talking about the attitude but also mastering skills. The work presented by Gregory will inform policy review and help to evaluate the existing disciplinary procedures using an equity lens. The insights of Tyre & Feuerborn will come in handy during the design of a rollout strategy and coaching strategy that should foresee and counteract the feelings of implementation fatigue or resistance. There is nothing wrong with using secondary data, but it also has limits. Most of the studies are based on data collected at the national or regional level, so they might not depict the special features of my school or district. To overcome this, researchers should augment these statistics with some localized data from local audits and disciplinary records of the chosen school. Another limitation is that the studies do not provide disaggregate data according to race, gender, or the status of disabilities. Therefore, the current project will require the use and analysis of school-level disaggregated data to monitor disparities with greater accuracy. Other challenges may include the need to comply with FERPA in case of student-level data analysis, or an insufficient number of personnel in an attempt to coach and guide concurrent practice. **References** Gregory, A., Skiba, R. J., & Mediratta, K. (2017). Eliminating disparities in school discipline: A framework for intervention. _Review of Research in Education, 41_(1), 253–278. [https://doi.org/10.3102/0091732X17690499](https://doi.org/10.3102/0091732X17690499) Hannigan, J. D., & Hannigan, J. (2020). Best practice PBIS implementation: Evidence indicators in each tier of the PBIS champion model. _Journal of School Administration Research and Development, 5_(1), 36–43. [https://doi.org/10.32674/jsard.v5i1.2111](https://doi.org/10.32674/jsard.v5i1.2111) OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. (2021). _Positive behavioral interventions and supports implementation blueprint_. https://www.pbis.org/resource/pbis-implementation-blueprint Pas, E. T., Waasdorp, T. E., Bradshaw, C. P., & Ialongo, N. S. (2019). The impact of PBIS fidelity on student outcomes: Examining school-level mediators. _Prevention Science, 20_(7), 1043–1053. [https://doi.org/10.1007/s11121-019-01017-8](https://doi.org/10.1007/s11121-019-01017-8) Simonsen, B., Freeman, J., Sugai, G., Dooley, K., & Flannery, K. B. (2015). A schoolwide model for service delivery: Redefining and reorganizing academic and behavior supports. _Teaching Exceptional Children, 47_(6), 323–333. [https://doi.org/10.1177/0040059915580030](https://doi.org/10.1177/0040059915580030) Tyre, A. D., & Feuerborn, L. L. (2021). The top 10 implementation pitfalls of schoolwide PBIS: Recommendations for sustainable change. _Preventing School Failure: Alternative Education for Children and Youth, 65_(2), 148–155. [https://doi.org/10.1080/1045988X.2020.1817686](https://doi.org/10.1080/1045988X.2020.1817686) U.S. Department of Education, Office for Civil Rights. (2020). _Civil Rights Data Collection (CRDC): School discipline reports._ https://ocrdata.ed.gov
**ImplementingPositiveBehaviourInterventionsandSupportsPBIStoEnhanceClassroomManagementinK12SchoolsWeek3.docx**
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