1. PBIS New Team Member Training: Establishing a Foundation for Collaboration and Operation Presenters: PBIS District Team Day One
Establishing a Foundation for Collaboration and Operation – PBIS requires some systems change efforts. Efforts take time and your team’s ability to effectively collaborate, identify team member roles, distribute responsibility evenly and work efficiently towards goals are important in setting your foundation for success. Teams must realize that they are a leadership team and have the ability to make positive changes in the school.
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Observation Notes:
PBS is a problem solving process. There are set components, but they may be implemented differently depending on your school.
Looking at a system change approach takes time. It can take 3-5 years - - not to implement and see changes in student behavior, but to see outcome change. We’re talking about the philosophical change.
Our first step is establishing the foundation. This is the most important element in building PBS.
Our first question is how to take this back to your school and bring others on board.

2. This PowerPoint has been adopted by MPS PBIS with the guidance from:
New Team Member Training
This PowerPoint has been adopted by MPS PBIS with the guidance from:
OSEP Technical Assistance Center
Positive Behavioral Interventions & Supports
PBIS Maryland

3. Fist to Five How has your week been going? 5- Great 4- Good 3- Okay
2- Not good
1- Bad
0- Horrible

4. Introduce Yourself!
Your name School Your position What do you enjoy to do to relax after work?

5. Learning Intention Participants will be able to:
Understand the importance of collaborative teaming
Understand the characteristics of effective team collaboration
Identify critical team roles and responsibilities
Identify how to support team members to participate on the school-wide PBIS team
Identify how to “work smarter, not harder”
In this session we’ll look at the foundation of PBS and complete an activity that demonstrates these foundational concepts.
We’ll talk about how other teams have established buy-in, alignment of the SIP and the school mission statement, the elements of working smarter not harder and talk about the roles and responsibilities of committee members.
Our first activity will help us to see the importance of collaborative teaming.

6. Success Criteria You know you are successful when:
You have a clear understanding of your role as a trained PBIS team member in your school’s implementation of the PBIS framework
Understand and can implement some PBIS best practices around your school and can successfully hold a PBIS Tier 1 Team Meeting.

7. 6 Hours of Training Day 2 Review --------- Day 3 Review ---------
Discipline Procedures
Data
Expectations
Acknowledgement System
Day 3
Review
Behavioral Lesson Plans
Implementation Plan
Classrooms
Evaluation
Summary
Day 1
Intros
What is PBIS?
------
PBIS Team
Facilitator Role
Faculty Commitment
Based on 10 sections of BoQ

8. Agenda Day 1 What is PBIS and Key Concepts PBIS Team
Who should all be on the team
Roles on the team
Faculty Commitment
Involving all staff members in your PBIS framework
Gaining support for your PBIS framework

9. Expectations Be Respectful Be Responsible Be Safe Listen to others
Allow others to speak
Take phone calls out of room
Be Responsible
Contribute to discussions
Take notes as needed (use your Action Plan)
Be Safe
Take care of yourself
Walk

10. Attention Signal
When I say “LISTEN” You say “UP” Let’s try it…

11. Parking Lot
If at anytime you have additional questions or concerns, stick on board

12. POP Quiz Who is all needed to make PBIS effective at your school?
Teachers
Administrators
Parents
Safety
All of the above

13. What is PBIS?
Technical answer: (PBIS) provides an operational framework for improving student academic and behavior outcomes . More importantly, PBIS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best scientifically-based academic and behavioral practices and interventions for improving student academic and behavior outcomes for all students.

14. Write on sticky note, post
What is PBIS?
What are 1-2 things you want to know more about with PBIS?
Write on sticky note, post
4 minutes

15. Okay, what does that really mean?
Expectations for everyone in all settings
Shows students how to achieve these expectations (so they don’t have to guess)
Acknowledges students displaying positive behaviors
Work closer with students in need of greater interventions
Everyone working together proactively
Build a community in your building

16. Key Concepts PBIS is a framework, not a program
Programs can fit within the framework
School-wide systems and practices support students and staff
Building relationships is critical
PBIS focuses on being proactive, not reactive
All staff members play a key role in the climate of the building
Interventions are different than punishments

17. Tiered System of Support
Tier 1: All Students
Universal
Tier 2: One Adult/ Multiple Students
Tier 3: Multiple Adults/ One Student
A simple way to think about the tiers

18. # Schools Involved in PBIS (Nationally) (August 3, 2012)
17,779
OSEP PBIS Center Aug 2012

19. PBIS is like……… Bottle of Glue A Warm Cup of Coffee from Starbucks
A rollercoaster
Going to the gym

20. Elements: Tier 1 Universal
Establish a team to carry on the PBIS efforts in the building
Establish and maintain faculty commitment
Develop 3-5 school wide expectations
Create area specific rules (posters in area)
Create classroom specific expectation matrix (varies by grade/ subject)
Create a T-Chart of Classroom vs. Office Managed Behaviors
Establish a recognition/acknowledgement system
Create lesson plans and system for teaching behavior
Analyze Big 5 Data Monthly
Continue to use PBIS language and practices throughout building

21. PBIS ties everything together

22. Section 1:
PBIS Leadership Team

23. Being a Team Allows you to:
Look at old issues from a NEW perspective
Explore the validity of “first impressions”
Stimulate creativity
Think outside-the-box
Establishing a Foundation for Collaboration and Operation (i.e., Team) is the first step
Schools need this to sustain long-term change
Purpose of the activity was not to find the number of squares, but to see the difference between what you can do individually and as a team.
It takes longer as a group but you get more out of it
Also you see that some people tended to lead the discussion, some took notes = team members began taking on roles.
The point is that you were able to see new perspectives from teaming.
You can see how other people are viewing things.

24. Have you ever been a part of this team?
No agenda is prepared
Meeting starts late
No time schedule has been set for the meeting
No one is prepared
No facilitator is identified
No one agrees on anything
No action plan is developed
Everyone is off task
Negative tone throughout the meeting
It’s easy for meetings to develop one or more of these problems.
Actively plan to avoid these problems.

25. Have you ever been a part of this team?
NOT PBIS Team Meetings
Have you ever been a part of this team?
No agenda is prepared
Meeting starts late
No time schedule has been set for the meeting
No one is prepared
No facilitator is identified
No one agrees on anything
No action plan is developed
Everyone is off task
Negative tone throughout the meeting

26. A School-based PBIS Team
PBIS team should remain small (3-8 members)
Consider representatives that include: administration, general education teachers, special education teachers, guidance, specials teachers, parents…
Consider Core Team vs. Peripheral Team
You are considered the core team…
You meet regularly and make decisions.
The team shouldn't be too big… too much conversation.. harder to come to consensus…
Think of a core team versus a peripheral team. The core team attends to the standard team responsibilities. The peripheral team is a resource for the core team.
The peripheral team may attend meetings every other month.
May want to include students (example: when developing reward system), reg. ed. teachers, special ed. teachers, paraprofessionals etc. on the peripheral team.
Over time the team tends to change – keep the numbers small.
Team members should represent a range of grades, not necessarily from each grade level, but should represent the entire staff.
Thinking about your school team… who should be invited. Remember SAC folks are involved with financial decisions.

27. School PBIS Team Tasks Develop the school-wide PBIS action plan
Monitor behavior data
Hold regular team meetings (at least monthly)
Maintain communication with staff and coach
Evaluate progress
Report outcomes to Administrator and Coach
Team responsibilities
The main responsibility is to support collection and dissemination of information to faculty and staff
In today’s training you'll be developing an action plan…go to tab called action plan.. Go to 2nd page… look at Critical Elements… this is what you’ll develop in these 3 days…
Remember, a copy of your action plan will be collected at the end of this 3-day training
Once these critical elements are in place you will have PBS in your school. Then you will need to maintain the process, monitor and adjust, but the main responsibility of the team at this point is to develop the action plan.
Plan for regular meetings, at least 1 per month. In the beginning you may need to meet more frequently.
Make sure that everything you do as a leadership team involves getting and providing information and feedback from the school.

28. Role of Team Coordinator
You are creating a newspaper ad looking for an team facilitator for your PBIS implementation.
Create a job description for the newspaper.
What are their roles and responsibilities?
4 minutes

29. Team Coordinator- Roles & Responsibilities
A school-based person who works on-site
Is the main contact person for the school-based team
Is familiar with the school-wide process
Facilitates team throughout the process (ensures critical elements are in place, minutes taken, action plan created)
Attends all trainings/meetings with their school-based teams
Receives extended and ongoing training from MPS PBIS Support Staff
Is the Team Leader/ runs the meeting
Reports to the RtI/PBIS Coach

30. RtI/PBIS Coach - Roles & Responsibilities
District assigned staff member who moves across schools
Is familiar with the school-wide process
Assists team throughout the process
Attends all trainings
Attends school meetings as scheduled
Is an active and involved team member, but not the Team Leader
Is the main contact person for the team facilitator
Works with all schools in region

31. Administration’s Roles and Responsibilities
ALL administrators are encouraged to participate in the process
Administrator should play an active role in the school-wide PBIS change process
Administrators should actively communicate their commitment to the process
Administrator should be familiar with school’s current data and reporting system
Attend the PBIS Meetings at least 6 times per year

32. Team Coordinator Recorder Timekeeper Data Specialist RtI/PBIS Coach
Which of these do you have?
Team Coordinator Recorder Timekeeper Data Specialist RtI/PBIS Coach

33. Suggested Team Member Roles
Team Coordinator- starts the meeting, reviews the purpose of the meeting, facilitates the meeting by keeping the team focused on each step
Recorder - taking notes, transcribing the team’s responses on flip chart paper, transparency, etc
Timekeeper- monitors the amount of time available keeps the team aware of time limits by giving “warnings” (i.e., “10 minutes left”)
Data Specialist- is trained in entering and accessing data from the data warehouse or other data system
RtI/PBIS Coach- district-level (external) individual that facilitates the team through the process, becomes the school’s main contact

34. Team Coordinator Recorder Timekeeper Data Specialist RtI/PBIS Coach
Which of these do you need?
Team Coordinator Recorder Timekeeper Data Specialist RtI/PBIS Coach

35. Which of these do you have? Which of these do you need?
Subcommittees
Teaching
Communications
Acknowledgements
Data
Which of these do you need?

36. Which of these do you need?
Subcommittees
Teaching- design and plan behavioral lessons
Communications – acts as the point person for communication between the team and staff regarding PBIS and behavior issues
Acknowledgements- create and carry out acknowledgements
Data- run and analyze Big 5 and other data

37. School-based PBIS Team Meets Frequently
During initial planning, teams may need to meet more often
Team should meet at least once a month to:
Analyze existing data
Make changes to the existing database
Problem-solve solutions to critical issues
Begin to outline actions for the development
of a plan
Monthly meeting usually last about one hour
Initially PBS teams may need to meet more frequently, but by the end of school year meetings will probably be down to once per month.
Data drives your meeting… but the first couple of meetings will probably focus on elements of the action plan, fine tuning it.

38. Enhancing Meeting Success
Administrator identifies how to free staff time for participation on the PBIS Team
Clearly schedule meeting dates and times
Administrators remind staff of the significant impact and ultimate success
In all team meetings there should be structure:
Look in misc. section These pages provide suggestions for:
Team meeting agenda/minutes
Meeting evaluation (how are we doing)
Graphs suggested by SWIS
Helpful Hints.. If you don’t use SWIS, this section will suggest the kinds of materials you’ll need at meetings.

39. How is your school’s PBIS Team?
School PBIS Team Tasks
Hold regular team meetings (at least monthly)
Monitor behavior data
Create a monthly focus
Create/ provide behavior lessons
Maintain communication with staff and coach
Provide PD and updates to staff
Develop the school-wide PBIS action plan
Update implementation as needed
Complete the First 30 days Task list
See “PBIS Tier 1 Team Meeting Checklist”
How is your school’s PBIS Team?
Fist to Five

40. At your table Create a mock-agenda for your next meeting
Be sure to cover:
Analyzing behavior data
Choose focus areas/ behaviors
Behavior lessons
Adjustments to acknowledgement system
Address any system/ procedures issues
Any PBIS Communications needed?

41. Action Plan Reflect: Discuss Do your team meetings look at data?
Do your team meetings action plan?
Do your team meetings just plan acknowledgements?
Do you have roles and responsibilities within the meetings?
Discuss
What have you implemented within your team meetings that have made the meetings more effective?

42. Section 2
Faculty Commitment

43. Reflection Questions Action Planning
Answer these questions about your SW-PBIS team, you will have 5 minutes:
About what percent of your staff have bought into PBIS?
What did or did not work to get faculty buy-in?
What does your team need to do to get more faculty input on the critical elements?
How does your team share data with the faculty?
What strategies might help you get greater faculty buy-in?

44. Reflection Questions Referral Process
Answer these questions about your PBIS team, you will have 5 minutes:
Has your PBIS team developed a coherent discipline referral process that includes procedures for handling minor, major and crisis situations?
Has the discipline referral process been reviewed with all faculty this school year?
Are all faculty following the current discipline referral process? Explain why or why not.
If faculty are not following the process what do you think needs to be done so that all faculty are following it? Do you think the team needs to review and possible revise the process? If yes, what suggestions do you have to make it better?

45. Team Discussion Discuss:
What are some strategies to get more staff involved in your PBIS?
How will we make it easy for staff to implement?
When will overview be provided to all staff?

46. Sharing Data with Staff
Behavior data should be shared with staff monthly
Staff meeting
Bulletin board in staff lounge s
Update staff on school-wide PBIS
Acknowledgements
Focus behaviors/ areas
Provide behavior lessons to be taught

47. Increasing staff buy-in quick tips
Have a PBIS calendar of all events and lessons completed in advance
Provide simple classroom strategies for behavior management
Have all staff involved in T-Chart creation
Use data to show the need
Build more knowledge of PBIS
Staff acknowledgements (coincide with student acknowledgements)

48. Faculty Feedback
Team should get feedback / thoughts from staff members on a regular basis
A formalized survey each semester
A suggestion box
Pass out note cards at a staff meeting
Get input on
What acknowledgements work (staff and students)?
How are the lessons going?
What behaviors are you seeing that aren’t in the data?

49. Activity
How can you increase excitement of PBIS in more staff members? How can you get more staff members involved in PBIS around the school and in their classroom?
4 minutes

50. Summary PBIS is a framework and not a program
PBIS directs everything you do within a building
Team should represent entire staff
Meetings should be data-driven with decisions being made
Involve all staff members every month in PBIS updates and data
* Inconsistency and lack of direction can impede overall school improvement!

51. Resources
Please visit our RtI/ PBIS Site:
MPS PBIS YouTube Channel
MPS PBIS Pinterest Page
Monthly Newsletter (available on RtI Website)
Contact your RtI/PBIS Coach

52. Any Questions

53. Time Cards
Signed and Dated Employee ID# Print Name School Name/ Site ID

54. Title of Presentation MPS Board of School Directors
Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8
Mark Sain, District 1
Jeff Spence, District 2
Annie Woodward, District 4
Larry Miller, District 5
Tatiana Joseph, Ph.D., District 6
Claire Zautke, District 7
Terrence Falk, At-Large
Senior Team
Darienne B. Driver, Ed.D., Acting Superintendent
Erbert Johnson, CPA, Chief of Staff
Tina Flood, Chief Academic Officer
Karen Jackson, Ph.D., Chief Human Capital Officer
Ruth Maegli, Acting Chief Innovation Officer
Michelle Nate, Chief Operations Officer
Gerald Pace, Esq., Chief Financial Officer
Keith Posley, Ed.D., Chief School Administration Officer
Sue Saller, Executive Coordinator, Superintendent’s Initiatives