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Effective Teaming and

Facilitative Leadership Support

Monthly PBS Coaching MeetingModule G - 2013District/DC Name

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PBS School-Based Leadership Team

PBS Team Goals1. Ensure effective Tier 1/Core instruction and

supports for all studentsa. Develop Tier1 Core curriculum for behavior

b. Develop and monitor Tier 1 interventions and supports

c. Evaluate implementation progress

2. Use data-based problem-solving to integrate academic and behavioral instruction and supports

3. Train school staff, students and families in PBS

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Effective Teaming

Essential Components1. Multidisciplinary representation2. Clear vision/mission 3. Defined roles and responsibilities4. Team norms5. Leadership Support

• Interpersonal Communication• Collaborative Problem-Solving

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PBS Team Structure

Diverse Membership 1. School Administrator2. General and special educators3. Multi-grade level representation4. Behavioral expertise5. Problem-solving expertise6. Family, student, community involvement

Discussion1. What is the PBS team membership configuration at each school?

2. Determine if school-based teams have the necessary and appropriate people on each team.

3. If not, develop strategies to secure the appropriate members.

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PBS Team Vision/Mission

Vision/Mission Statement• Provides direction and focus• Aligned with school and district mission statements

Example Vision/Mission Statement• The PBS team mission at Sunny MS is to ensure appropriate

instruction and supports for all students based on student need to help all students become more successful learners.

Share the purpose/mission statements from each PBS team.

Discuss strategies to address the following:

1. Does every team have a vision/mission statement? 2. Do the statements accurately reflect what PBS teams are doing? 3. Are all the team members aware of the team’s vision statement? 4. Are updates/modifications needed?

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Roles and Responsibilities

Considerations• Individual skills, strengths, areas of expertise, and preferences

PBS Team Member Roles and Responsibilities1. Administrator

• Actively supports team efforts• Allocates resources for planning and implementation• Safeguards meeting schedule

2. PBS Team Leader • Ensures pre-meeting preparation and distribution of materials• Sets, reviews and facilitates agenda and purpose of meeting• Ensures participation and facilitates consensus building

3. PBS Coaching Facilitator • Facilitates PBS implementation and structured problem solving process• Completes PBSES implementation data (PIC, BoQ) and model school

application

4. Recorder• Takes notes and electronically distributes to group members

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Roles and Responsibilities

5. Time Keeper• Provides time reminders on agenda

items

6. Communications Coordinator • Facilitates within and across group

communication• Shares resources with the group

7. Data Specialist• Enters and accesses behavior data

8. Behavior Specialist• Provides expertise on behavior

principles; Assists with data analysis

9. Family Liaison • Provides family input,

perspective, support, communication network

10. Student Liaison• Provides student input,

perspective, communicates with peersDiscussion

1. Which of these positions are filled across PBS school-based teams?2. Which positions need to be filled?3. Compare/contrast the similarities and differences of responsibilities across

coaching facilitators at each school. 4. What are some barriers to fulfilling the coaching responsibilities?

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Team Norms Purpose

1. Promote trust 2. Increase quality of communication3. Provide means for constructive conflict resolution4. Build consensus and group cohesion

Examples1. All ideas/opinions are valued2. Tasks are shared across all team members 3. Adhere to deadlines, as agreed upon4. Discussion results in action plan steps5. Decisions are made via group consensus

Discussion1. Share PBS team norms across schools. 2. Which norms have contributed to successful teaming?3. Brainstorm strategies to address barriers to the development

and maintenance of effective teaming norms.

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Leadership Support for Effective Teaming

Characteristics of Effective Leadership Support1. Interpersonal Communication Skills

a. Active Listening, Empathizing

b. Questioning, Clarifying

c. Paraphrasing, Summarizing, Synthesizing

2. Problem-Solving Skillsa. Task-oriented

b. Implementation fidelity

c. Adherence to structured problem solving process

Human Emphasis

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Task Emphasis

Both are necessary, Neither is sufficient alone!

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Interpersonal Communication

Active Listening1. Conscious effort to hear the words and thoughts of others

2. Focus on understanding the complete message or idea

3. Careful attention to the speaker

4. Tuning out distractions

5. Maintaining focus on content being shared

Barriers to Active Listening1. Rehearsing counter ideas, ‘arguments’, solutions, etc.

2. Prejudging suggestions or comments

3. Monopolizing conversation

4. Engagement in other activities (cell phone, email, etc.)

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Interpersonal Communication

Empathizing 1. Conveys understanding of another's situation from his/her

perspective

2. Increases pro-social (helping) behaviors

3. Supports active listening

Questioning1. Open-Ended: Generates additional information, enhances

discussion, elicits participation

2. Closed-Ended: Confirms information; Does not generate additional discussion or participation

Clarifying1. Ensures meaning has been captured

2. Enhances understanding of idea, suggestion, problem, etc.

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Interpersonal Communication

Paraphrasing1. Restatement of thought or idea, often to clarify

2. Adherence to original meaning maintained

3. Evaluates our understanding of what was said

4. Not a repetition of the speaker’s phrases

Summarizing1. Review of content/ideas generated

2. Succinct overview of the most important aspects, key points, and/or themes

Synthesizing1. Combining content and data

2. Bringing information, thoughts, and ideas together

3. Facilitates the development of interventions and action plan steps

Interpersonal Communication

Skill ExamplesEmpathizing 1. “I don’t know why students aren’t responding?”… You seem to feel confused.

2. “Teachers are tired of trying new things.”… Sounds like they are discouraged.3. “The parents just aren’t supportive.”… You sound frustrated.

Open- EndedQuestion

1. “In what locations are students most often meeting the Tier 1 expectations?”2. “What might be alternative strategies for rewarding students meeting the

expectations that are easier to implement?”

Closed-Ended Question (Y/N)

1. “Are most of the students in Mr. Y’s class off-task behavior during centers?” 2. “Do you think disrespect is the most problematic behavior on campus?”

Clarifying 1. “What specifically do the teachers feel is problematic regarding the behavior lesson plan schedule?”

2. “I heard you say _____________, did I understand you correctly?”

Paraphrasing 1. “I believe I hear you saying that most problem behaviors occur in the hallway between classroom periods.”

2. “So, it seems the staff feel the reward system is too difficult to maintain.”

Summarizing 1. “So far, we’ve talked about behavior problems during dismissal and on the buses, which we might want to explore further.”

2. “Based on our discussion, it appears we are in agreement that we need to collect additional data before developing any specific interventions.”

Synthesizing 1. “Based on our data review and discussion, the team has agreed to implement the following action plan steps to address the increase in ODRs during lunch.”

2. “After reviewing the behavior data and teacher survey responses, the team agrees that additional professional development is essential at this time.”

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Interpersonal Communication Skills

Discussion1. Which interpersonal communication skills do you use

most often during PBS team meetings?a.Active Listening, Empathizing

b.Questioning, Clarifying

c.Paraphrasing, Summarizing, Synthesizing

2. Which skills have you found to be the most effective in facilitating team meetings and why?

3. Which skills do you find most difficult to implement and why?

4. What additional training would be beneficial to enhance your interpersonal communication skills?

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Practice Scenarios

What would you do if….1. Some team members appeared disinterested (disengaged body

language) during the monthly PBS meeting?

2. A few team members started to dominate the discussion?

3. A couple of the team members were not contributing anything during a monthly meeting?

4. Two particular members regularly disagreed about something during almost every team meeting?

5. The team began to “admire” the problem vs. focusing on problem-solving?

6. Team members appeared to be unable to come up with strategies?

7. The team was having difficulty staying on task?

8. The meeting began to dissolve into several ‘side-bar’ conversations?

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Collaborative Problem-Solving

(Slides 16-22 OPTIONAL – See Notes Section)

Goals1. Decrease problem situation and/or barriers to goal attainment2. Increase progress toward achievement of desired outcome

Overview1. Provides structure to identify, develop, implement and evaluate

strategies to enhance the performance of ALL students.2. Evidence-based (Gutkin & Curtis, 2009; Curtis, Castillo, Cohen, 2008)

3. Strongly related to improved student outcomes4. Interventions developed are more effective than those

developed through other methods5. Applicable at all levels

a. Individual studentb. Targeted group, classroom, grade-levelc. School, district, community, state

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4-Step Problem Solving Process

Step 1: Problem Identification

Step 2: Problem Analysis

Step 3: Intervention Design and Implementation

Step 4: Evaluation Why is it occurring?

What’s the problem?

What are we going to do about it?

Are the interventions

working?

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Step 1: Problem Identification

What is the Problem?1. Difference between current level and expected/desired level of

student performance (goal).2. Academic and Behavior Guiding Questions Examples

a. What should students know and do as a result of instruction?

b. Are students meeting the desired outcomes?

c. Are there groups or individual students not meeting the desired outcomes?

3. Define in objective, concrete, descriptive terms 4. Determine how progress will be measured

Example Statementsa. 40% of third-grade students scored below level 3 on the Reading

FCAT. b. Four sixth-grade math teachers made 11 ESE referrals in

February.

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Step 2: Problem Analysis

Why is the Problem Occurring?1. Review necessary data sources (ODRs, ISS, OSS,

Attendance)

2. Academic and Behavior Guiding Question Examplesa. What barriers may be preventing students from achieving the

desired outcomes?

b. What situations/antecedents might be contributing to students not reaching the expected goals?

c. Is the frequency of instruction enough?

d. Is the curriculum being implemented with fidelity?

e. Are teachers reinforcing the skills taught?

f. Are materials developmentally appropriate?

3. Hypothesis Development (Best Guess) a. Linked with intervention strategies

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Step 3: Intervention Design and Implementation

What are we going to do about the problem?

1. Academic and Behavior Guiding Question Examplesa. What strategies will be implemented?b. What resources are needed to support implementation?c. How will fidelity be monitored?d. How will ‘response to intervention’ be defined and measured?

2. Brainstorm strategies; Link interventions to hypothesis a.Antecedentsb.Skills to be taught, practiced, modeled, etc.c.Reinforcement for demonstrating desired skills

3. Develop an implementation plana.Identify roles, responsibilities, timelinesb.Include evaluation tools and fidelity measures

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Step 4: EvaluationResponse to Intervention

Are the Interventions Working?1. Academic and Behavior Guiding Question Examples

a. Have the interventions been effective in meeting the goal?

b. Did students achieve the desired outcomes?

c. Were the interventions implemented with fidelity?

d. Do interventions need to be modified, maintained, faded?

2. Review the Dataa. Measure progress towards the goal

b. RIOT: Review, Interview, Observe, Test

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Collaborative Problem-Solving

Discussion1. Who on your PBS team has the most expertise using the 4-

step problem-solving process?

2. Which steps of the problem-solving process do you as the coaching facilitator feel competent implementing?

3. Which steps of the process do you find most problematic or difficult to implement?

4. What additional training would be beneficial to enhance your problem-solving skills?

Resources: http://flpbs.fmhi.usf.edu/dc_corner.cfm

1. Monthly Coaching Meeting Module F: Reviewing the Problem Solving Process

2. Monthly Coaching Meeting Module CC: Data Guide 4-Step Problem-Solving Process Worksheet

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Leadership Support for Effective Teaming

Effective Leadership Support1. Enhanced interpersonal communication skills2. Understanding and efficiently implements the problem-solving

process3. Creates atmosphere of trust, cohesion, and collaboration 4. Develops and clarifies mission and goals of the team5. Acknowledges achievements and celebrates successes

Discussion1. Based on responses and/or comments expressed during this

meeting, begin developing district action plan steps to address areas in need of additional support for coaching facilitators.

2. Share final thoughts

3. Address questions

4. Next meeting?

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Contact Information and Resources

FLPBS MTSS Project• Phone: (813) 974-6440• Fax: (813) 974-6115• E-mail: flpbs@fmhi.usf.edu• Website: http://flpbs.fmhi.usf.edu• Facebook: www.facebook.com/flpbs• FLPBS on Twitter: www.twitter.com @flpbs

OSEP TA Center on PBIS• Website: www.pbis.org

Association on PBS• Website: www.apbs.org