Conducting Collaborative Conducting Collaborative SWPBS Tier 1 Team Meetings Presented by:

Conducting Collaborative

SWPBS Tier 1 Team Meetings

Presented by:

www.edprodevelopment.com

Providing staff development and technical assistance to schools with 25 years of experience to Tennessee schools.

http://www.edprodevelopment.com/

Name Tag/Tent

Please ensure that cell phones do not ring

Restrooms

Business

9:30-9:45

11:30-1:00

3:00

Take 5 minutes to create a t-shirt on a large post-it describing1. Who you are, your school, number of

students, number of teachers. 2. Your school’s progress toward

implementing SWPBS 3. Your SWPBS team’s progress in

conducting routine, effective SWPBS team meetings

You will have 2 minutes to introduce yourself and your school using your t-shirt

After this workshop, participants: Will know the practices associated with

effective collaborative teaming and how these practices translate into collaborative SWPBS team meeting behaviors.

Have tools to support SWPBS teams in conducting effective and efficient team meetings.

Things We Need to Do…Action By When

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One of the most pressing questions a school must consider as it attempts to build the collaborative culture of a PLC is not, “Do we collaborate? But

“What do we collaborate about?”. Dufour, Dufour, & Eaker, 2008, p. 28

It is not enough to do your best: You must know what to do first, then do your best.

Demming, 2000 in Dufour, Dufour, & Eaker, 2008, p. 183

SWPBS IS… SWPBS IS NOT…

3 minutes 3 minutes

… An integrated systems approach for establishing the social culture and

individualized behavioral supports needed for schools to achieve both social and

academic success for all students while preventing problem behavior

SYST

EMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Integrated Systems:Critical Elements for Durable Results

School-wide Positive Behavior Support: A New Paradigm of School

Discipline

Prevention and Teaching Vs. Control Disruption and/or Exclude Troubling Students

All Students All Settings All TimesSchool environment is predictable

1. common language2. common vision (understanding of expectations)

3. common experience (everyone knows)School environment is positive

regular recognition for positive behaviorSchool environment is safe

violent and disruptive behavior is not toleratedSchool environment is consistent

adults use similar expectations.

Tier 2: Secondary Interventions

Specialized Group Systems for Students with At-Risk Behavior

5-15%2-5 ODRs

Tier 1: Primary Preventions:

Whole School Systems forAll Students, Staff, &

Settings

SYSTEMS OFINTEGRATED SCHOOL-WIDE

SUPPORT: The Three Tiered Response to

Intervention Model

~ 80% of Students0-1 ODRs

Tier 3: Tertiary Interventions

Specialized Individualized Systems for Students with

High-Risk Behavior~5%

6+ ODRs

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Tier 1: Primary Prevention:Whole School, Classroom,

and Non-ClassroomSystems for

All Students & Staff

Tier 2: Secondary Interventions

Specialized Group Systems for Students with At-Risk Behavior

Tier 3: Tertiary Interventions

Specialized Individualized

Systems for Students with High-Risk Behavior

Maximizing Resources

Begin Here16

SWPBS: Team-led Process

Administrator(s)Specialized Support

Student

Community

Non-Teaching(Educational Assistants, Clerical, Janitorial…)

Teaching

Family

Representation

Start withTeam that “Works.”

Conduct team meetings Coordinate assessments and evaluations Coordinate timeline of actions to be completed Identify and schedule staff development

as/when needed Coordinate data entry and routine review of

data Coordinate/orchestrate sharing SWPBS data

with faculty and staff Coordinate school-wide reward system Obtain expertise in targeted areas Share data/Act as liaison to district and outside

consultants Coordinate Marketing and Visibility plan

development, implementation, & evaluation

Functions/Responsibilities of SWPBSLeadership Team Members

SWPBS Leadership Team

Do you have the following regularly attending your team meetings?

Principal who can make decisions

General Education Teacher(s)

Special Education Teacher(s)Special Area/Related Arts Teacher(s)

Educational Assistant(s)

Student(s)

Parent(s)

School Counselor

Non-classroom monitors/ Support Staff (Cafeteria,…)

Community Members

Central Office/BoE Member

Community Member


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In your teams, identify if you have a representative team. Which members do you lack?

Record how you will recruit each identified member currently missing on your team.

• Have an in-depth level of knowledge about SWPBS

• Understand how SWPBS fits into school climate

• Ensure SWPBS evolving and conducted as scheduled

• Can answer staff questions about SWPBS

• Are members NOT in an administrative position

• Act as a cheerleader

• Act as a liaison between the team and coach/consultant

• Teach other team members how to create the agenda

• Update members after a missed meeting

• Act as a cheerleader

• Encourages others to have meeting materials ready–SWIS graphs–Agenda–Timer–Role cards

• Are members NOT in an administrative position

• Serves as liaison between district coach/external consultant and school to facilitate conduction of SET

• Serves as coordinator for team to ensure School Safety Survey data are collected in a timely fashion.

• Serves as coordinator for team to ensure Self Assessment Survey data are collected in a timely fashion.

• Spot checks SWIS data entry people to ensure all three are entering data and data are entered in a timely fashion.

• Facilitates team review of SET report and generation of prioritized actions.

• Facilitates team review of School Safety Survey outcomes and generation of prioritized actions using School Safety Data Review Manual (http://www.edprodevelopment.com/coaches/coaches.htm)

• Facilitates team review of Self Asssessment outcomes and generation of prioritized actions. (http://www.edprodevelopment.com/coaches/coaches.htm )

• Serves as internal TIPS experts in reviewing SWIS data before team meetings and presenting precision statements and drafted solutions for solution chart for team to review during meetings.

• Are fluent with manipulating SWIS reports/graphs through read-only access and can manipulate SWIS during team meetings for teams to refine and prioritize solutions.

(May be combined with Data Collector)

http://www.edprodevelopment.com/coaches/coaches.htm





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In your teams, identify who is, or whom the team considers most appropriate to serve the functions of, Meeting Facilitator(s), Data Collector(s), and Data Analyst(s).

Record any action required to ensure you have members fulfilling these functions.

SWPBS Leadership TeamSWPBS leadership team MUST meet on a regular basis – initially twice each month moving to monthly. It is essential to establish the

SYSTEM for ensuring the team meetings occur on a routine basis.

Requires administrative support


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Do you have your team meetings scheduled for the school year, or at least first semester? If yes, are these on a master calendar? If no, determine when you will meet.

Record any follow-up actions required?

The team runs efficient collaborative meetings. Essentially, the leadership team evolves into a “PLC”.

SWPBS Leadership Team

Use of an Agenda

Stand if you …..

Phase I Agenda

Use of an Agenda

Collaborative (“PLC”)

Behaviors

PIG’S FacePositive Interdependence

Individual Accountability Group Processing Social Skills Frequent Face -to-Face interaction

(Thousand, 1994)

Elements of successful or effective collaborative teams include:

Teams share a belief system that each team member has a unique and NEEDED expertise.

Teams experience a mutual “we are in this together” feeling.



Teams share a common mission and vision of their team which aligns with the school’s mission and vision.

John Younker, Tapping the Network Journal, 1991; Dufour, Dufour and Eaker, 2008.

Mission

A statement that describes the nature and scope of the work to be

done. The mission describes why an organization exists.

The mission of Putnam County Schools is to

produce individuals who serve and participate productively in society

In your teams, generate your team mission – why do you exist. Make sure it aligns to the mission of Putnam County Schools.

Share

Vision

A statement that describes the “ideal state” - creating a picture in

your mind.

“What would your ideal student/class/school/team

look like?”

John Younker, Tapping the Network Journal, 1991

The vision of Putnam County School System

is that “Education is the number one priority for

our children”.

In your teams, generate your team vision statement – if you

achieve your mission, what will it look like at your school?

Share




Teams coordinate their efforts to achieve at least one commonly agreed-on goal – “collective commitments and common goals”.

In your team, identify your team’s goals (i.e., collective commitments) for this year. These goals should identify specifically what needs to be accomplished by the team by the end of this school year.

Share

Administrators: This requires “tight” leadership and vigilance to ensure all policies, practices, and procedures align to the

team’s mission, vision, and goals.




Teams coordinate their efforts to achieve at least one commonly agreed-on goal.

Teams employ distributed leadership functions.

Distributed Functions of Leadership

Leadership is a behavior - any action that helps a group achieve its goal(s) and maintain cooperative relationships among members. Leadership requires constant vigilance to balancing task completion and communication.

Commonly Used Roles

Time Keeper

Facilitator

Keeper of the Rudder

Scribe or Recorder

Jargon buster

Norm Prompter

Equalizer

Task Master

Encourager Communicator

Role 11/21/03 12/01/03 12/08/03 12/15/03 1/04/04 1/11/04 1/18/04

Facilitator Jennifer Debbie Stephanie Jessica Denise Melissa Kristi

Jargon Buster

Frank Ned Jennifer Debbie Stephanie Jessica Denise

Equalizer Jayne Denise Frank Ned Jessica Debbie Stephanie

Task Master Pat Sheri Jayne Denise Frank Ned Jessica

Rudder Kristi Jessica Pat Sheri Jayne Denise Frank

Scribe Denise Melissa Kristi Jessica Pat Sheri Jayne

Time Keeper Stephanie Jessica Denise Melissa Kristi Jessica Pat

Example of Role Schedule

The principal’s and the meeting facilitator’s role: Teach your team these distributed leadership functions. As with all good teaching, this requires modeling and descriptive feedback.


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Reflect on these roles.

Discuss amongst yourselves your teams’ current use of these roles – which ones do they use? Not use?

Discuss what you need to do to ensure your team uses these roles on a routine basis.

Record any actions from your discussion.




Teams coordinate their efforts to achieve at least one commonly agreed-on goal.

Teams employ distributed leadership functions.

Teams demonstrate parity and respect amongst each other.

Teams have methods for holding one another accountable for agreed-on commitments & responsibilities, such as task follow-through,

NEVER …Conduct or leave a meeting without a Task List!

Teams have methods for holding one another accountable for agreed-on commitments & responsibilities, such as task follow through, distributed leadership roles

www.edprodevelopment.com57

Teams have methods for holding one another accountable for agreed-on commitments & responsibilities, such as task follow through, distributed leadership roles and commitment to mission and goals.

Teams establish norms and ground rules for team meetings

Common Responsibilities: Ground Rules & NormsWhy Have Them?

Team norms or ground rules help to:1. Create common expectations and understanding among team

members.2. Encourage productive team behavior.3. Enhance self-management of the team.4. Provide a written record of behavior guidelines and expectations.

Facilitate new team members learning the expectations.5. Identify predictable problems including the following: a. Important people not included b. Undisciplined behavior at team meetings c. Long, drawn-out discussions d. Complaining e. Dominating team members

Consider….

Allow at le

ast 45 M

inutes!!!

Initial Agenda

In your teams, review your ground rules already developed.

Do you adhere to these? Are these on your agenda?

Generate additional ground rules based on the following slide.

Consider….

Share

Teams establish norms and ground rules for team meetings

Teams set goals for improving relationships and/or more effectively accomplishing tasks.

Teams discuss and understand each other’s teaching, supervisory, and discipline styles.

Teams have methods for regularly assessing, processing & discussing their functioning and interpersonal skills

Team O

bserva

tion Checklist

(1) Meetings will start promptly at 9:30 and end at 11:30 unless otherwise negotiated.

(2) SWPBS Team will meet 1x/month. (3) Meeting minutes will be located in a notebook outside Pam’s office,

accessible to team members. (4) Meeting minutes will be taken in scribe’s preferred method. (5) Scribe will email meeting minutes to those who have email addresses

and mailed to those folks who do not have email addresses. (6) Meetings will be held as long as 5/8 members are present. (7) Meetings will be cancelled if we do not have a quorum or if school is

cancelled. (8) Major decisions will be made by consensus – fist to five. (9) Team members will email or call Pam if going to be late or cannot

attend. Pam will share with Barbara P. if she is unable to attend. (10) Task master will either type and disseminate via email or hand write,

copy and disseminate at the end of each meeting/put in team members’ mailboxes.


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Decide who will import your team’s ground rules into the agenda and record this as a task to be accomplished by your first meeting.

Teams regularly focus on the development of small-group interpersonal skills that create safe environments to communicate. These include:

- active listening

- affording team members respect

- effective brainstorming

Line up according to your month and date of your birthday! Form teams of 6.

• Record brainstormed ideas publicly.• Elicit ideas only.• No criticism or questions.• Push for between 8-18 ideas.• Go for the Gusto!

Line up!

In your group, brainstorm additional ways you can meaningfully acknowledge students for rule following behavior.


- active listening

- affording team members respect

- effective brainstorming

- efficient decision making strategies

• Decide and Announce(e.g., facilitator decides and announces time limit to agenda item)

• Sample, Decide and Announce(e.g., facilitator asks three team members how much time needed

for agenda item, then decides and announces time limit)

• Majority Vote(e.g., facilitator asks all team members how much time needed for

agenda item, then uses majority to set time limit)

In your team, you have your choice of three different “rewards” for attending this workshop. Using Majority Vote, what is your team’s decision?

$100One hour and paid lunch at a place of your choosingGet out of bus duty for a week.

Discuss the pros and cons of Majority Vote.

• Decide and Announce• Sample, Decide and Announce

• Majority Vote• Consensus

(e.g., facilitator asks all team members if they agree to the school reward ticket being called the “Pirate Treasure” and uses team

consensus to determine if this is a go.)

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I am all for this idea. I can be a leader.

I’m for the idea. I can provide support.

I’m not sure but I’m willing to accept the group’s opinion.

I’m not sure. I need more discussion.

I can’t support it at this time. I need more information.

No. I need an alternative I can support.

CONSENSUSCONSENSUS

Back to the same activity: You have your choice of three different “rewards” for attending this workshop. One of your team members posed the $100 option. Using the fist to 5, determine if your team has consensus on this choice. If you do not, engage in further discussion until you have achieved consensus.

Reflect on pros and cons of decision making via consensus.

Strategies for Narrowing Down Options For Decision Making

Dot/Check-mark Method

Delphi Weighting

Strategies for Narrowing Down Options For Decision-Making


EXAMPLE

A group had to decide upon one sporting event they all would go and see.

They first brainstormed a list of options.

______ Option1 football

______ Option 2 men’s basketball

______ Option 3 tennis

______ Option 4 Lady Vols basketball

______ Option 5 soccer

______ Option 6 beach volleyball

EXAMPLE

A group had to decide upon one sporting event they all would go and see.

They first brainstormed a list of options.

They next put “dots” next to their top 2 choices (dependent on number of options available.)

______ Option1 footbal l

______ Option 2 men’s basketball

______ Option 3 tennis

______ Option 4 Lady Vols basketball

______ Option 5 soccer

______ Option 6 beach volleyball

Majority rules? Do we have consensus?

Strategies for Narrowing Down Options for Decision-Making


Delphi Weighting

First: Assign each potential solution a letter of the alphabet.

For example, one team generated four solutions. They assigned each solution a letter of the alphabet as follows: A. Increase staff supervision B. Re-teach school rules in hallway C. Get students to create rules posters D. Create directional signs for traffic flow

The solution believed to be MOST important is assigned the greatest number.

The solution believed to be NEXT MOST important is assigned the value of the total number of identified behavior problems minus 1.

The behavior believed to be the third most important to address (if there are five or more) is assigned the value of the total number of identified behavior problems minus 2.

ETC.

The solution believed NEXT LEAST important to address is assigned the value of 2.

The solution believed LEAST important is assigned the value of 1.

Second, Each team member assigns a priority value to each solution, rank ordering the solutions from most to least important. The rank ordering, HOWEVER, occurs in a specific manner and is described as follows:

First

Third

Fifth

Fourth

Second

Third, EACH teacher’s value is added to obtain a total sum value for each solution identified, thereby creating a rank order prioritization list.

For example in the example provided:

Behavior Teacher 1Assigned

value

Teacher 2 assigned

value

Teacher 3 assigned

value

Teacher 4 assigned

value

Total assigned

value

A. Increase supervision

2 4 4 3 13B. Re-teach 4 2 3 2 11C. Student

Posters3 3 2 4 12

D. Signs 1 1 1 1 4

Thus, the teachers rank ordered the solutions as follows:

Most important: increase supervision (13)

Next most important: students create rules posters (12)

Next most important: re-teach (11)

Least important: directional signs (4)

Fourth, make a final decision using either majority or consensus decision making.

1. In your teams choose a recorder for this activity. Recorder, you will need to record in such a manner that your table group can see what you are recording.

2. The Problem: Your district has given you all the money you need to go to lunch together. You will need to be back here in 2 hours.

3. As a table group, brainstorm for 2 minutes, all your options. Publically record these on the team brainstorming handout.

4. Use the dot/check method to narrow down your choice.

5. Next, use the delphi weighting procedure to narrow now your choice.

Share Pros and Cons

RETURN TO YOUR SCHOOL TEAMS


- active listening

- affording team members respect,

- efficient decision making strategies

- effective problem solving

The Focusing FourBrainstorm Record brainstormed ideas on chart paper. Elicit ideas only. No criticism or questions. Push for between 8-18 ideas.

Clarify Ask author for clarification if/where needed. Stop clarification when questioner indicates understanding. Condense and separate ideas per request. Team members

need to defend request/need.

The Focusing Four(Cont)

Advocate Team members may advocate for as many items and as

many times as they wish. Advocacy must be brief and phrased in the positive.

Canvass Ask team members to identify which 3 ideas they feel are

most important. They do not need to be placed in rank order.

Take a hand count to determine which items are of most importance to the group (majority vote).

1. At your tables, number off 1 -4.

2. Numbers 1,2,3,4 – sit together.

3. You have the following problem to solve:

You and your teammates are on a boat, and it is sinking. You must decide what 3 items you are going to take off the boat with you using the Focusing Four strategy. You must all come to consensus about the three choices.

4. Return to your home base and share your experiences with your assigned problem solving process. What was good about it? What was hard? What’d you like? Dislike?

STEP 1: Define the problem

Group Problem-Solving Process

STEP 2: Diagnose the problem

STEP 3: Brainstorm solutions for the problem

STEP 4: Evaluate pros and cons of each solution

STEP 5: Choose and implement a solution

STEP 6: Evaluate the success of the solution and revise as needed

On the next slide and in your handouts are SWIS graphs. Using the Group Problem Solving Process go through steps 1-5 to choose at least one action to implement based on the graphs.

Be prepared to share your steps.

Referrals By Problem Behavior Referrals By Time

Referrals By Location Referrals By Student

5 Management supports the process5 They have been trained in the process5 All members have committed to the process5 They have established goals and

expectations5 They adhere to team norms of behavior

Teams Succeed When…

Things I Need to Do…Action By When

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Reflect on practices to support effective brainstorming, decision-making, and problem solving practices.

Discuss amongst yourselves your and your team’s current use of these– which ones do they use? Not use?

Discuss what you need to do to teach and support each other to use these practices on a routine basis. Which ones will you address first? Second? …

Record your actions

Share

Teams engage in frequent face to face interactions

SWPBS leadership team MUST meet on a regular basis – initially twice each month moving to monthly. It is essential to establish the

SYSTEM for ensuring the team meetings occur on a routine basis.

Requires administrative support

Physical EnvironmentSit in a circle

Comfort

FACE-TO-FACE INTERACTION

Finding Time To PlanPurchased Time

(Hire subs, compensate for spending holidays or vacations planning.)

Rescheduled Time(Revise calendar year and/or daily timetable)

Freed-Up Time(Community volunteers to conduct ½ day programor to free up teacher forplanning/; “Specials” scheduled during same time block; Student Interns)

Borrowed Time

I O U

(Add 15 minutes for 4 days, gain 1 hour on 5th day.)

Released Time(Inservice, institute,and professionaldevelopment days; scheduled planning per mo.)

From: The Learner-Centered School, p. 51-52. (Extrapolated from Time for Reform)

Finding Time To PlanNew Time

(Teacher incentives to motivate use of own time)

Better-Used Time(Rethink faculty & departmentmeetings already on schedule –use memo, notes, or bulletins when possible)

Found Time(Serendipitous timesthat occasionally occur;student teacher, visitor,assembly, snow day) Common Time

(Scheduled block time for teacher teams)

Tiered Time(Layer with existing functions such as lunch and breakfast meetings)

From: The Learner-Centered School, p. 51-52. (Extrapolated from Time for Reform)

Finding Time To Plan In your teams take the next 3 minutes to

brainstorm (Remember no critiquing during

brainstorming) where you could find the time/more time for your team to plan together. Be creative.


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Do you have your team meetings scheduled for the school year, or at least first semester? If yes, are these on a master calendar? If no, determine when you will meet.

Record any follow-up actions required?

Stages of Team Development Forming

FunctioningFormulatingFermenting

A WORD ON MARKETING & VISIBILITY

Establish a plan with designated assignments








Evaluation


Documents

Conducting Collaborative Conducting Collaborative SWPBS Tier 1 Team Meetings Presented by: