PBIS Team: Establishing a Foundation for Collaboration and Operation

Objectives 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 PBS team Understand how to align PBS and school’s mission and improvement plan Identify how to “work smarter, not harder”

Teaming Activity

Teaming 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

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

A School-based PBS Team School Advisory Council must be committed to school-wide PBS and actively participate on the team PBS 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

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 Report outcomes to Coach/Facilitator & District Coordinator

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

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 FL PBS Project May co-train with PBS Project 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 Reports to the District Coordinator

Administration’s Roles and Responsibilities ALL administrators are encouraged to participate in the process Administrator should play an active role in the school-wide PBS change process Administrators should actively communicate their commitment to the process Administrator should be familiar with school’s current data and reporting system If a principal is not committed to the change process, it is unwise to move forward in the process

School-based PBS 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

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

School Improvement Plan Schools must be committed to improving behavior One of the top priorities Make sure the SIP addresses issues of student behavior – maybe able to access SIP $$$ Behavior, discipline, climate, or safety SIP needs to be aligned with the school’s mission statement Review content of SIP with all faculty and staff * Inconsistency and lack of direction can impede overall school improvement!

School Improvement Plan Review the SIP yearly Familiarize and educate new staff yearly If plan is reviewed and discussed often, goals will be accomplished Let the SIP guide all activities that occur on campus