A. PBIS Leadership Team

Critical Elements

PBIS Implementation Goal

A. PBIS School wide Team

1. Team has administrative support. • Administrator(s) attends training, plays active role in PBIS, communicates commitment, attends team meetings, and supports PBIS Team decisions.

2. Team regular meetings (at least monthly) • Team uses agenda that organizes team to work as an effective problem solving team.• Team has clear role – all staff are aware of that role• Team members have clearly defined responsibilities

3. Team has established a clear mission/purpose

• Team has a written purpose/mission statement for the PBIS team• Team has priority status, works effectively and efficiently with other

initiatives/programs• Quick Audit and working smarter forms completed and used for efficient

integration of team with other teams/initiatives addressing behavior support

• Clear outcomes defined and linked to School Improvement Goals

Objectives

• Understand the importance of effective collaborative team process

• Identify critical team roles and responsibilities• Identify how to support team members to participate

on the school-wide PBIS team• Understand how to align PBIS and school’s mission

and improvement plan

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION PROCESS:

“Getting Started”

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-wide PBIS Team

• School Administrators must be committed to school-wide PBIS and actively participate on the team

• PBIS team should remain small (8-10 members)• Consider Core Team vs. Sub committees• Consider representatives that include:

administration, general education teachers, special education teachers, guidance, specials teachers, parents…

Team Composition

• Administrator• Grade/Department Representation• Specialized Support

– Special education– Behavior specialists: school psych, counselor– ESL

Team composition con’t

• Support Staff– Clerical– Custodial– Transportation

• Parent• Community• Student

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 Coach/Facilitator & District

Coordinator/External coach

Identify Team Member RolesTeam Leader - starts the meeting, reviews the purpose of the meeting, facilitates the meeting by keeping the team focused on each step (may be coach or another team member)Minutes taker - takes notes, transcribes 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, knowledgeable with Big 5 graphs & other custom reports

• Behavior Specialist- competent with behavioral principles and assists in analyzing data

• Administrator- actively encourages team efforts, provides planning time, feedback, and support initiatives

• Archivist- maintain artifacts, documents; update/edit products and disseminate

• Communications – acts as the point person for communication between the team and staff regarding PBIS and behavior issues

• PBIS Coach- district-level (external) or school-based (internal), individual that facilitates the team through the process, becomes the school’s main contact

Roles of a Coach

Communicate Content Knowledge

Facilitate

Coaching Roles

•Share advanced content with team •Share information at faculty meetings•Reports to district coordinator•Positive “nag”

•Attends all team & coach trainings•Local PBIS expert•Link to resources

•Team meetings•Activities at training events•Implementation Process

Administration’s Roles and Responsibilities

• ALL administrators are encouraged to participate in the process

• Administrators play an active role in the school-wide PBIS change process

• Administrators actively communicate their commitment to the process to all staff

• Administrators are 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

Administrator’s support and active involvement

• Administrator attends ALL trainings and team meetings

• Administrator provides allocation of resources for PBIS implementation

• Administrator puts time on staff meeting agendas for PBIS updates

• Administrator actively promotes PBIS as priority, integrates with other initiatives/improvement activities

• Reflection: Do we have it?

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• Problem-solve solutions to critical issues• Use data to create an action plan

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

Define roles for effective meetings

• Core roles– Team Leader– Minutes taker– Data specialist– Active team member

• Backup for each role

Can one person serve multiple roles?

Are there other roles we could build in? (e.g. Reporter?)

Typically NOT the administrator

Before, During & After the Meeting…Team Leader Data Specialist Minute taker All Team MembersRoom reserved Data reviewed before

the meetingMeeting minutes redistributed prior to meeting as per team decision

Have individual team “notebooks” to bring to meeting

“New” items solicited for agenda

Suggest possible new issues

Computer reserved; Access to school’s discipline online database assured (SWIS)

Agenda produced Ensure that team members can review data at meeting (LCD projector, paper copies, etc.)

Meeting notes & action plan completed

Lead team through discussion of effects of in-process solutions on “old” problems

Copy of notes & action plan distributed to each member within 24 hours after meeting

What is your plan for improving student outcomes?(SIP, CEP, DCEP, etc.)

• School staff and administration must be committed to improving behavior

• One of the top 3 priorities• Make sure the improvement plan addresses issues of student behavior

– • Behavior, discipline, climate, or safety

• Improvement Plan needs to be aligned with the school’s mission statement

• All initiatives/practices should be organized using three tiered logic• Administrator reviews content of Improvement Plan with all faculty

and staff* Inconsistency and lack of direction can impede overall

school improvement!

Improvement Plans

• Review annually• Familiarize and educate new staff annually• If plan is reviewed and discussed often, goals will

be accomplished• Let the improvement plan guide all activities that

occur in your school

PBIS Leadership TeamWorking Smarter

Problem/Challenge

The introduction of a new initiative… • May be worthwhile, however,• Implementation efforts often struggle because of a

number of challenges:– Few resources, staff, time, etc.– Duplication of effort with other initiatives and efforts– Lack of clarity regarding purpose and outcomes– Lack of priority– Etc.

Addressing the Challenge: Self Assessment

• Examine overall organization & operation of existing teams and committees

• Inventory of its current committee and working group organization

• Make enhancements to improve the effectiveness, efficiency, and relevance to school’s business and operations

What will School Improvement Look Like in Our School?

• Braid existing initiatives and committees under School Improvement.

• Improving Student Outcomes should be the focus of professional development over the next three years.

Activity A1 – use worksheet to do Quick Audit

Step 1: Identify all programs/initiatives/common practices by tier • Tier I

– How do you support all children? – What is the Core Curriculum- “everyone gets”

• Tier II, III – How do you support students who need more support? – How do you build on the foundation so that all Tier II, III activities are a

natural extension of core curriculum?

Step 2: Identify outcome for each practice. • How do you measure effectiveness?(Staff performance) • How do you monitor progress? (student impact) • How do you support teachers? (staff support)• How are they linked to School Improvement? (integrated approach)

Tier 3

Tier 2

Tier 1

Triangle Triangle Activity:Activity:

Applying the Applying the Three-Tiered Three-Tiered

Logic to Logic to Your SchoolYour School

Prepare for Working Smarter (Not Harder)

• Allows schools to identify the multiple committees within their school

• Helps in identifying purposes, outcomes, target groups, and staff

• Assists schools in addressing, evaluating, and restructuring committees and initiatives to address the school improvement plan

• Important for schools to identify that school-wide PBIS is integrated into existing committees and initiatives

First Steps to Working Smarter

• School Mission Statement– Examine the mission statement for school-wide goals

such as safety, citizenship, and success

• Other School-wide Programs– Use the Working Smarter activity form to determine

common goals across multiple school program initiatives, particularly programs addressing:

• Discipline, behavior, safety, climate, social skills, violence prevention, social, communications, etc.

Purpose Statement

• First step in developing a proactive school wide behavior plan

• Sets the stage & tone for the whole plan• Positive, constructive, student centered and

success oriented• Language is understandable to school

community, students and parents

Statement of Behavior Purpose

Each school has or should develop abrief statement of purpose relative tothe development and support of thesocial and behavioral climate of the

school.

Essential Questions in planning forBehavioral Statement of Purpose

Who are we?What is our current behavioral approach? What is our current academic approach? Why are we doing business this way? Why do you use your classroom/school-widebehavior approach? Why do you assess learning the way that you do? Who benefits from the current system?Who might not be benefiting from the currentsystem

Examples of Purpose Statements

• We the staff and students of Oswego County BOCES, working together with families, communities and businesses, strive to promote a predictable and consistent learning environment that supports safety, respect and responsibility for all. Oswego County BOCES, Mexico NY

• We develop confident, continual learners, who are caring community members. Solvay MS, Solvay UFSD

Examples of purpose statements1. At Pinehurst HS, students and staff will:

• Place highest value on academic, social, and personal success;

• Strive for proactive and safe learning & teaching environments;

• Foster partnerships with students, families, and communities, and

• Emphasize what works.

2. We, the staff and students at Cougar ES, commit ourselves to working together to provide a positive, safe, and predictable school environment that encourages learning, cooperation, and respect.

Activity A2:Writing a purpose statement

• Brainstorm ideas you’d like to see included• Discuss and agree on ideas• Summarize ideas into a narrative of 1-2

sentences or write in a bulleted point style

Workgroup/

Committee/

Team

Outcome/Link to

SIP

Who do we

serve?

What is the ticket

in?

Names of Staff on

team

Non-negotiable,

District Mandate?

How do we measure impact?

Overlap?

Modify?

Attendance Committee

students Junebug, Leo, Tom

yes Attendance records

Yes-fold to SW PBIS

PBIS Team Students

staff

Ben, Tom, Lou

no Office Referrals

Attend, MIR,

Nursing log, climate

Yes- continue

Safety Committee

Students

staff

Toni, Barb,Tom

no Office

Referrals

BIG 5, climate

Yes-fold into SW PBIS

School Spirit Committee

students Tom no No Yes-fold into SW PBIS

Discipline Committee

students Tom, Lou no Office

Referrals

Yes-fold into SW PBIS

Student Support Team/Problem Solving Team

students Steve, Sue,Jon,

Tom

yes Discipline,

DIBELS,

FACTS…

No- continue

School Improvement

1,2,3 Bill, Jon, Lou, Tom

yes All of the above

Yes- continue

Working Smarter- Systems / Staff Support

Workgroup/

Committee/

Team

Outcome/Link to

SIP

Who do we serve?(students/staff/both)

What is the ticket in?How do folks get access to

support?

Names of Staff on team

Non-negotiable,

District Mandate?

How do we

measure impact?

Overlap?

Modify?

Activity A3 Use Worksheet to Organize Your Teams Responsible

for ALL Programs/InitiativesStep 1: Identify Current Teams (discipline, instruction, climate, school

improvement, parent support etc.)

Step 2: Complete the Working Smarter document

Step 3: Based on your results, what committees can you: (a) eliminate? (b) combine? (c) provide more support?(d) how can we infuse PBIS into our committees?

Step 4: *Determine your next steps

Activity A4Action Planning

• Assessment A: Establish School Leadership Team– Complete form A using team consensus– For each of the 8 bulleted items, determine status

(A-Achieved; I-In Progress; N-Not Started)– Discuss areas of strengths and needs– List at least 2 action steps to strengthen areas of

need– Use form provided (A4)