A. PBIS Leadership Team

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A. PBIS Leadership Team



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PBIS Maryland

OSEP Technical Assistance Center Positive Behavioral Interventions & Supports

This PowerPoint has been adopted by Wisconsin PBIS

Network with the guidance from:



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Critical Element/Trainer

Presentations

PBIS Implementation Goal Workbook Examples and Tools

A. PBIS Team 1.Team has administrative support

a. Administrator(s) attended training, play an active role in the PBIS process, actively communicate their commitment, support the decisions of the PBIS team, and attend all team meetings.

2.Team regular meetings (at least monthly)a. Team meets monthly (minimum of 9 one hour

meetings each school year)3.Team has established a clear mission/purpose

a. Team has a written purpose/mission statement for the PBIS Team

Module A Snapshot

Team Responsibilities Triangle Activity Working Smarter Matrix

Module A – Self-Assessment and Action Planning

Team Roles

Meeting Norms District Readiness Checklist School Readiness Checklist Working Smarter Matrix PBIS Commitment for Success

Internal Coach Job Description

External Coach Job Description

Administrator Article

Principal Features

Meeting Minutes Form

Data-Based Problem Solving

http://www.mslbd.org/Admin_Conference/Lewis%2010-5-06.pdf



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Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”



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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



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Activity A.1

Creating Meeting Norms

•With your PBIS team, create a list of 3-5 meeting norms to followduring this training.

•Share out meeting norm appropriate for large group



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A School-based PBIS Team • School Administrative Team must be committed to

school-wide PBIS and actively participate on the team• PBIS team should remain small (6-8 members)• Consider representatives that include: administration,

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

• Consider Core Team vs. Peripheral Team



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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



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Identify Team Member Roles• Internal Coach- starts the meeting, reviews the purpose of the meeting,

facilitates the meeting by keeping the team focused on each step; facilitates PBIS process

• 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 or other 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 PBIS and behavior issues

• External Coach- district-level or CESA based individual that supports the team through the process

Team Roles Sample



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Internal Coach - Roles & Responsibilities

• A school-based person who works on-site • 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 WI PBIS

Network• Is the Team Leader• Is the main contact person for the school-based team• Reports to the External Coach

Internal Coach Job Description



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External Coach - Roles & Responsibilities

• May be district-level or CESA person who can move across schools Is familiar with the school-wide process

• Assists team/internal coach throughout the process• Attends all trainings/meetings with their school-based teams• Receives extended and ongoing training from WI PBIS

Network• Is an active and involved team member, but not the Team

Leader• Is the main contact person for the internal coach• Reports to the District Coordinator

External Coach Job Description



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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• If a principal is not committed to the change process, it is

unwise to move forward in the process

Principal Features



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Team Roles and Responsibilities

Team Responsibility

Person Responsible School Role

Administrator

Internal Coach

External Coach

Time Keeper

Data Specialist

Behavior Specialist

Communications

Recorder

Activity A.2

Team Roles



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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

Data Based Decision Making Form PBIS Team Minutes Form



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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



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PBIS Leadership TeamWorking Smarter



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Problem/Challenge

Whenever a new initiative is introduced to a school, district/region, or state, the general approach is to “form a team/committee” to develop a plan for implementation. Although this initiative might be a worthwhile, 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.



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Four Challenges Facing Schools Today Doing more with less

Educating increasing numbers of students who are more different than similar from each other

Educating students with challenging behaviors

Creating “host environments” or systems that enable adoption & sustained use of effective practices

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm



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Activity A.3Step 1: Identify all programs/initiatives/common practices by

tier Tier I- How do you support all children? 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 monitor progress? (student impact) Step 3: How do you support teachers? (staff support)How are programs/initiatives,/practices linked to School Improvement? (integrated approach)

Triangle



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Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________

1-5% Tier 3/Tertiary Interventions•___________________________•___________________________•___________________________

Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________

5-15% Tier 2/Secondary Interventions•____________________________•____________________________•____________________________•____________________________•____________________________•____________________________

Tier 1/Universal Interventions80-90%•________________________•________________________•________________________•________________________•________________________•________________________

80-80-90% Tier 1/Universal Interventions•____________________________•____________________________•____________________________•____________________________•____________________________

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm



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“PBIS Biggest Idea!”Instead of working harder (inefficient), schools have to establish systems/processes and use data and practices

that enable them to work smarter (efficient, effective).

PBIS Enables Schools To…– Establish a small number of priorities

• “do less, better”– Consolidate/integrate whenever possible

• “only do it once”– Specify what is wanted & how you’ll know when you get

there• “invest in a clear outcome and assess progress”

– Give priority to what works• “research-based, evidence-based”



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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 school improvement plan

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



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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.



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Workgroup/

Committee/

Team

Outcome/Link to

SIP

Who do we serve?

What is the ticket

in?

Names of Staff

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

SW PBS 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



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Activity A.4

Step 1: Identify Current Teams (discipline, instruction, climate, school improvement, parent support etc)

Step 2: Complete the Working Smarter documentStep 3: Based on your results, what committees can you:

(a) eliminate? (b) combine? (c) provide more support?(d) how can we infuse PBS into our committees?

Determine your next step

Use worksheet to organize teams responsible for ALL programs/initiatives

Working Smarter Activity



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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?



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Complete Module A. Establish School Leadership Team

Self Assessment and Action Plan Activity 1a 1b

Documents

A. PBIS Leadership Team