4 Activity #1: Team Meetings What has worked or went well?What are some struggles your team is having?
5 Effective Teaming Challenges faced by the 2nd year team: Lost our purposeStaff/Team Member/Administrative turnoverReenergizingWhat data to share at the beginning of the yearTraining for new staff and students without being redundant for returning staff and students
6 Effective Team Functioning: Group vs. Team Comes together for common purposeMembers may not be sure or their roleSome may not know what to expectSome groups continual cycle organize-reorganize-organizeTeamKnows why it existsCreate environment where issues resolved & tasks accomplishedAcceptable ways make decisionsEach member contributes to function & purpose of teamMembers effectively communicateConflicts are managed & serve as source for problem-solvingAssess function & progress on regular basisStan Paprocki, 2003
7 Effective Team Functioning: A group becomes a team when… Reestablish your purpose at the first meeting for the new year:Define team purposeBe ready to accommodate membership changesHave resources available to familiarize new membersReview how members interact (ground rules, role & responsibilities, conflict & conflict resolution,)Review how decisions are madeReview team’s structure (regularly scheduled meetings, agendas that are time limited)A team focuses on both tasks and group processTeam members are equal
8 Effective Team Functioning: Team Member Turnover Establish process for members who leave & new members join teamIdentify new team members to replace members who leftBest if done before school startsBest to pick new members who have a vested interest in improving climate across campusBe ready to share Action Plan, Team Minutes, Training Materials…Establish process for change in administrationWho is responsible for talking to new administrator about PBSShare Action Plan, Meeting Schedule, Training Materials…
9 Effective Team Functioning: Effective meetings to keep you energized Regularly scheduled meetings (scheduled in advance)Purpose of meeting clearly statedAgenda for meeting is time-framedMeeting place is quiet & free from distractionsGround rules established & followed (attendance, participation, equality, decision-making)Team Goals or priorities are established with correlating timeline
10 Effective Team Functioning: Effective meetings to keep you energized Identify a process for team maintenanceNo one person is responsible for team’s successIncentives for team membersWays to maintain high moralSystem:Manage conflict in place & followedManage other team inhibitors (off-subject talk, lack of agreement)For decision-making in place & followed (participative, consensus)Evaluating the meeting and overall team function
11 Activity #2Check where your team is and what you would like to work on nextDraft a timeline*Share Dade’s Calendar Example
12 Keeping your Process New, Creative and Interesting Subscribe to PBS list to share ideas with other schools (If your district is doing a PBS newsletter share an article, borrow ideas from other schoolsContact your PBS Coordinator if you want to share something with the PBS Outlook NewsletterHave team leaders in your same county share address so that they can share ideas, add them to your list so they get your team meeting minutesGo back and look at your old Action Plans and Activities from the School-wide Training you might find some ideas you forgot about
13 Effective Team Functioning: Sharing Data With team: (should be done at initial team meeting)Share end of the year data (Discipline, Attendance, FCAT…)Share team evaluationsShare results of Benchmarks of QualityShare results of Staff and/or Student Climate SurveysWith entire faculty: (should be done at faculty kick-off)Share end of the year discipline dataShare results of Staff and/or Students Climate Surveys and proposed changes as a result
14 Using Data to Make Necessary Changes in Procedures and Systems Notice trends & peaks: (see Predictable Problems Summary Handout)Identify students who will need more supportWhen to do booster trainings for staff? Students?What expectations need to be focused on at beginning of year? Mid year? End of Year?Are there new settings that need rules?When settings need a refresher training?Are we ready to move to the next level?
15 Effective Team Functioning: Refreshers at the beginning of the year For Students:Review Expectations and Rules for each established settingReview Rewards and Consequence procedures
16 Effective Team Functioning: Refreshers at the beginning of the year For All StaffBeginning of YearExpectations, RulesDefinitions of Problem BehaviorReferral FormMinors vs. MajorReferral ProcessRewardsConsequencesChanges Made Based on Survey ResultsMid-YearTopics based on dataTopics selected based on input from staff and administration
17 Effective Team Functioning: Refreshers at the beginning of the year Make sure all staff have resources from year 1:Poster of expectations and rulesDiscipline Process FlowchartReferral Forms and Minor Infraction SheetsLesson PlansNew StaffNew Teacher MeetingsMentorPBS Manual or Video Tape
18 Deciding on Training?What Month would you look at retraining?
19 Deciding on Training?What Expectations would you want to focus on?
20 Deciding on Training?Do you need to focus on a specific area?
22 School-wide Booster Training Definition: A “booster” training involves reviewing the critical elements, establishing clear implementation goals to improve School-wide outcomes, and motivating teams who may have lost their focus. The objective is to increase the school’s effectiveness in implementing the PBS process.
23 SW Booster Training Requirements What: The content will be based on the needs of the schools for each district. The content will be decided on by PBS Project Staff based on information provided from the District Coordinator/Coach/Team and the evaluation results of the Benchmarks of Quality.
24 SW Booster Training Requirements Who: (Suggested Guidelines, Exceptions may be made based on individual needs)The booster training is for schools after their first year of implementing School-wide PBS that have:Completed the School-wide training.Implemented some of the critical elementsCompleted & turned in the Benchmarks of Quality with a score in the range of
25 SW Booster Training Requirements It is not for:Non-implementing Schools:Not implementing one critical element and/or no longer has a functioning teamShould consider if they want to recommit and develop a new team to attend the School-wide TrainingSchools who have not completed and turned in a Benchmarks of Quality or have a score less than 35.High Implementing Schools:Schools who are implementing the critical elements with fidelitySchools with a Benchmarks score of 80 or higher with agreement by the District Coordinator.
26 SW Booster Training Requirements When:Training takes place at least a year after the initial School-wide Training.May coincide with the intensive 3 day summer training for new schools.Length: ½ day to full day depending on the needs of each districtDistrict level training and is not intended as a separate training for individual schools.
27 SW Booster Training Requirements Must have turned in a completed Benchmarks of QualityMust have turned in SW Booster Training Checklist (see handout)
28 Activity #3: Keeping Motivated What are some things that you and/or your team have done to keep motivated?
30 Activity #4What has your team done to get parents and the community involved?
31 Reaching Beyond the School: Involving Parents What other schools have found to be successful:Have a video for parents to watch when they come in for report card pick-up, open house, teacher conference…Set up a parent store with household items like dish soap, towels, cleaning supplies…Send home a quarterly parent newsletter which includes information on PBS and a PBS tip sheetInclude parents on your PBS Team
32 Reaching Beyond the School: Involving Businesses Local Businesses:Write letter on school letterhead (see sample handout)Tax exempt formSample Items: Parent brochures, Poster of Expectations, Your school highlighted in newspaper/newsletters (local or district), school shirt“Thank You” Letters: from Principal, students, pictures of their donations being used, marquee, school website, school newsletterIf you mail it out, follow up in personInvite businesses who donate to attend staff and student rewardsInvite the media to cover reward eventsWhen visiting in person you may not get a business to commit but they will tell you what you need to doSponsor your t-shirts and put their name or logo on backChain stores but also local “Mom and Pop” storesFall: Contact for 1st time & Spring: follow up for next year
33 Reaching Beyond the School: Involving Community Do a presentation at to your local Rotary, Kiwanis, etc. meetingsGet mentors from local churches, synagogues, law enforcement, armed forces (navy, etc)Get a fraternity or sorority from a local college to use your school for their philanthropySee if professional organizations you belong to offer mini-grantsFASPCCBD
34 Assisting with Funding & Fundraising Efforts School Improvement PlanSafe & Drug Free SchoolsContact your grant department in your countySubcommittee or have a parent volunteerUtilize the business that have a money back program: Box-tops, Staples, Target, Verizon, Barnes and Nobles, AlbertsonsHave teachers register for adopt-a-classroomHave a wish list for families to pick fromHave PBS team do a fundraiserTraditional methodsDance; ½ get in free as incentive, ½ pay to get in, sell foodHave 2 parents volunteer to set up a Booster Club for PBSSee handouts for additional ideas
35 Assisting with Funding & Fundraising Efforts: Freebies Have a volunteer or staff member read with a studentFree seating in the cafeteria, Picnic LunchThemed dress day: Favorite NFL team, Tampa Bay Bucs Day, Dress Like your Favorite Character from A BookContests: Rap, American Idol, Dance, KaraokeItems from feeder pattern schools: Middle from High, Elem from MiddleGame day: Board or outside sportsPresentations from local zoo, aquarium, museum, sports teamShadow a teacher or administrator for a dayWebsites:
36 What about the top 20% Monitoring your Frequent Flyers
37 Activity #5What are some interventions that your team has put in place to work with the top students in the to20%?
38 Utilize the Data Use data to identify your top 20% Discipline Data (referrals by student)Attendance DataFCAT DataSuspension Reports
39 What to do with top 20%?Utilize guidance counselor, social worker, school psychologist to have small group social skills, anger manager, conflict resolutionDo we have a behavior analyst in the county to work with some of our frequent flyers? What is the process to access their services?Start new session of CST (child study team) with data concluded top referred studentsWhat is going on at home? Does a referral need to be made to the social worker?
40 What to do with top 20%?Look at what they are getting referrals for and see if we are accidentally reinforcing the inappropriate behaviorHave them on a daily progress note/sheet/behavior contract and have them earn rewardsHave each team member take one of the top 20% to mentor, must check in with the child 3 times a weekHave these students develop role plays around school-wide expectations and act them out for the morning announcements.
41 What to do with top 20%?Use community resources for mentors: local law enforcement, churches, synagogues, sororities/fraternities, Big Brother/Big SisterWould the child benefit from a schedule change?Elementary School: Could the student benefit from a modified schedule where spend ½ day with one teacher and second ½ day with another teacherHas the student participated in one of the school-wide rewards? If no, what can we do to make sure the child gets to participate in the next one so that they get a taste of what they are missing.