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Working Smarter, Not Harder December 11, 2008 PBS TEAM CHECK-UP.

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Presentation on theme: "Working Smarter, Not Harder December 11, 2008 PBS TEAM CHECK-UP."— Presentation transcript:

1 Working Smarter, Not Harder December 11, 2008 PBS TEAM CHECK-UP

2 Team packets PBS articles PBS Newsletter

3 Assumptions You have a team! You meet regularly PBS has been introduced to staff and students Everyone in your school is involved in implementing PBS We have the common goal to reduce problem behavior, increase academic and behavioral achievement with our students!

4 PBS Results Common understanding Consistency in language & practices Shared responsibility for students Increased relationship building Fewer students “falling through the cracks.”

5 Outcomes for Today To identify components of an efficient and effective team To identify systems in place To recognize how to work smarter, not harder To develop a plan to maintain the momentum after winter break

6

7 Teaming Allows you to: –Look at old issues from a NEW perspective –Stimulate creativity –Think outside-the-box –Sustain long-term change

8 Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

9 Behavioral Capacity Priority & Status Data-based Decision Making Communications Administrator Team Administrator Specialized Support Student Community Non-Teaching Teaching Family Representation Start with Team that “Works.” Team-led Process

10 Identify Team Member Roles Team Leader - 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 SWIS data system Behavior Specialist- competent with behavioral principles and assists in analyzing data Administrator- actively encourages team efforts, provides planning time, feedback, and support initiatives Communications – acts as the point person for communication between the team and staff regarding PBS and behavior issues PBS Coach- district-level (external) or school-based (internal) individual that facilitates the team through the process, becomes the school ’ s main contact

11 Coaches’ Roles & Responsibilities May be district-level person (external) who can move across schools or person who works on-site (internal) Is familiar with the school-wide process Facilitates team throughout the process (insures critical elements are in place) Attends all trainings/meetings with their school-based teams Receives extended and ongoing training from District Coordinator May co-train with District Coordinator in subsequent school years Is an active and involved team member, but not the Team Leader Is the main contact person for the school-based team

12 Administration’s Roles and Responsibilities ALL administrators are encouraged to participate in the process Administrators should play an active role in the school-wide PBS change process Administrators should actively communicate their commitment to the process Administrators should be familiar with school’s current data and reporting system

13 Enhancing Meeting Success Administrator identifies how to free staff time for participation on the PBS Team Clearly schedule meeting dates and times Administrators remind staff of the significant impact and ultimate success

14 Team Check-up Is your team representative of your school community? –See Leadership Team Planning Worksheet Does everyone have a role on the team? –See Roles Activity (there are 2 available in your packet; just choose 1) “Team Membership” or “Roles Activity”

15 School PBS Team Tasks Develop the school-wide PBS action plan Monitor behavior data Hold regular team meetings (at least monthly) Maintain communication with staff and coach Evaluate progress Share outcomes with District Coordinator

16 Universal Targeted Intensive All Some Few Continuum of Support for ALL

17 Activity Identify all programs /initiatives/common practices Use the three tiered prevention framework to organize these practices

18 Tier 3 Tier 2 Tier 1 Triangle Activity: Applying the Three-Tiered Logic to Your School

19 Next, Prepare for Working Smarter (Not Harder) Identify the multiple committees within your school Identify purposes, outcomes, target groups, and staff Address, evaluate, and restructure committees and initiatives to address school improvement plan School-wide PBS is integrated into existing committees and initiatives

20 Team/ Committee/ Project Specific Staff Involved Targeted Group Who is this intended to serve/help? Purpose/ Functions/ Intended Outcome(s) Do these purposes/ functions/ outcomes relate to your SIP? Success Relative to Purpose (1  - 10 ) Attendance Committee Eric, Ellen, MarleeAll studentsIncrease% of students attending daily Yes, Goal #28 Character Education Marlee, J.S., EllenAll studentsImprove characterYes, Goal #34 Safety CommitteeHas not metDangerous students Improve safetyYes, Goal #31 School Spirit Committee Has not metAll studentsEnhance school spiritNo1 Discipline Committee Ellen, Eric, Marlee, Otis Bullies, antisocial students, repeat offenders Improve behaviorYes, Goal #35 DARE CommitteeDonHigh/at-risk drug users Prevent drug useNo1 PBS Work GroupEric, Ellen, Marlee, Otis, Emma All studentsImplement 3-tier modelYes, Goal #2 & Goal #3 6 Working Smarter, Not Harder

21 Activity Use Worksheet to Organize Your List of Programs/Initiatives Identify current procedures and policies in place Realign committees to more effectively address behavioral concerns

22 Team/ Committee/ Project Specific Staff Involved Targeted Group (Who is this intended to serve/help?) Purpose/ Functions/ Intended Outcome(s) Do these purposes/ functions/ outcomes relate to your SIP? Success Relative to Purpose (1  - 10 ) Working Smarter, Not Harder

23 Team/ Committee/ Project Specific Staff Involved Targeted Group (Who is this intended to serve/help?) Purpose/ Functions/ Intended Outcome(s) Do these purposes/ functions/ outcomes relate to your SIP? Success Relative to Purpose (1  - 10 ) Attendance Committee Eric, Ellen, MarleeAll studentsIncrease% of students attending daily Yes, Goal #28 Character Education Marlee, J.S., EllenAll studentsImprove characterYes, Goal #34 Safety CommitteeHas not metDangerous students Improve safetyYes, Goal #31 School Spirit Committee Has not metAll studentsEnhance school spiritNo1 Discipline Committee Ellen, Eric, Marlee, Otis Bullies, antisocial students, repeat offenders Improve behaviorYes, Goal #35 DARE CommitteeDonHigh/at-risk drug users Prevent drug useNo1 PBS Work GroupEric, Ellen, Marlee, Otis, Emma All studentsImplement 3-tier modelYes, Goal #2 & Goal #3 6 Working Smarter, Not Harder Combine with PBS team

24 Working Smarter Based on your results what committees can you –Eliminate –Combine –Provide more support Determine your next steps

25 Supporting Systemic Change Those involved in the school must share : –a common dissatisfaction with the processes and outcomes of the current system –a vision of what they would like to see replace it Problems occur when the system lacks the knowledge of how to initiate change or when there is disagreement about how change should take place

26 Challenges Reasons for making changes are not perceived as compelling enough Staff feel a lack of ownership in the process Insufficient modeling from leadership Staff lack a clear vision of how the changes will impact them personally Insufficient system of support

27 Solutions Develop a common understanding Expect, respect and respond to resistance (encourage questions and discussion) Clarify how changes align with other initiatives Emphasize clear and imminent consequences for not changing Emphasize benefits Conservation of time/effort Alignment of processes/goals Greater professional accountability

28 Team Implementation Checklist How are we doing? Action plan (for completion of start-up activities)

29 Boosters Do we need a refresher training when we come back after the LONG break?

30 Booster Trainings There will be times when we all need a more intensive refresher across campus. –When might those times may be? –What will the format booster training look like? How will you introduce/teach new students and staff?

31 Do you believe in me?

32 Using Data to Make Decisions Your school’s expectations are: –Show Respect –Be an Active Learner –Be Prepared –Show Self-Control Each month your school focuses on teaching one expectation during homeroom and in the resource room

33 This is your school’s baseline data. In which months do you think your school should consider a booster training?

34 What expectation should your school focus on teaching next month?

35 Keeping in mind that you need to teach students the behaviors where they typically occur, in what locations on campus do students need a “refresher”?

36 1.How does faculty at your school reinforce the students the school- wide expectations and rules? Do we need to reward/acknowlege? Do we need to reteach

37 2.What format should you use for “boosting” participation among staff and students with PBS? What suggestions do you have for your team to improve how the expectations are taught to the students? What suggestions do you have for your team to acknowledge staff and students?

38 Meadowland ES Video

39 Lucketts ES Video

40 Action Plan for January 2009! What will your team decide to do in January?

41 The Focusing Four Brainstorm  Record brainstormed ideas on chart paper.  Elicit ideas only.  No criticism or questions  Push for between 8-18 ideas.Clarify  Ask if any items need to be clarified.  The author provides the clarification  Facilitator observes the questioner during clarification and stops the clarification when questioner indicates nonverbally or otherwise that he/she understands.  Ask if anyone regards items distinctly enough and would like to hold separately, raise your hand. Don’t need to defend.

42 The Focusing Four (Continued) Advocate  Each participant may advocate for as many items as they wish and as many times as they wish.  Statements of advocacy must be phrased in the positive.  Statements of advocacy must be brief. Canvass Canvass  Ask individuals in the group to identify which few ideas they feel are most important.  To determine what a few is, each individual picks his/her top three ideas. They do not need to be placed in rank order.  Take a hand count to determine which items are of most importance to the group.

43 Focusing Four With your list generated during your “Brainstorming Activity”, use the Focusing Four to pick your top two ideas for your January plan.

44 Remember… PBS involves all of us – we decide what our focus will be – we decide how we will monitor – we decide what our goals are – we decide what we’ll do to get there – we evaluate our progress – we decide whether to keep going or change

45 Thank you for your participation HAVE A WONDERFUL HOLIDAY!

46 Resources Sollman, C., Emmons, B., & Paolini, J. (1994). Through the cracks, Worcester: Davis Publications, Inc. Butterworth, J., LRE for LIFE: Partnership for Edexcellence, Sugai, G., OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports Watch D.O.G.S. can be located at: PBS Team from Meadowland Elementary School PBS Team from Lucketts Elementary School PBS Team from Eagle Ridge Middle School


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