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PBIS New Team Member Training: Establishing a Foundation for Collaboration and Operation Presenters: PBIS District Team 2014 Day One Establishing a Foundation.

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Presentation on theme: "PBIS New Team Member Training: Establishing a Foundation for Collaboration and Operation Presenters: PBIS District Team 2014 Day One Establishing a Foundation."— Presentation transcript:

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. ******************************************************** 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

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