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PBIS TEAMS: EFFECTIVE MEETINGS, ACTION PLANNING, AND EVALUATION

INTRODUCTIONS

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WHY IS PBIS IMPORTANT?

Change the climate of the school

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IMPORTANCE OF TEAM-DRIVEN

• People come and go• long-term sustainability

• Problem-solving process – need diverse expertise and input

• Avoid 1 person effort

CREATING A DREAM TEAM

• Administrator• Representative group of teachers• Person with behavioral expertise • Support staff• Family member

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WHAT’S YOUR REALITY?

Who are the members of your team now?

Do you have any ‘helpers’ outside the team?

DON’T HAVE A DREAM TEAM?

Think about the team’s functions.

• Who would be a natural fit?

• Who are the movers and shakers in your building?

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THE PBIS TEAM IS AT THE WHEEL

Defining school-wide expectations

Teaching expectations to students

Acknowledging students for appropriate behavior

Using consistent consequences

Using data to make decisions

Progress monitoring

AcknowledgementsStudents and Adults

TeachingMaking sure

lesson plans are taught

DataPull data, look at data, be able to talk about data

CommunicationWith other staff, community, and

families

Administrator + Coach

TAKE TURNS DRIVING

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THE CREW

• Facilitator (creates agenda, leads meeting)• Data Manager (brings data to team meetings)• Time-keeper (keeps team on task)• Recorder (takes and distributes minutes; archives

material; updates profile)• Communicator (shares information with staff, families,

and communities)

Switch it up!! Avoid burn-out

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HAVE A ROUTINE AND

Example Agenda:

Attendance, roles for meeting, set next meeting date

Status of items from previous meeting

Look at data and problem solve • Precise problem statement (data manager)• Action plan• Assign tasks

Upcoming Events

Distribute minutes

Communicate news to school, district, families

SAMPLE AGENDA FOR NOTE TAKING AND PLANNING

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PRE-RACE TIME TRIALS

Check the status of your action plan!

What has been done since the last meeting?

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THE FUEL

Conduct Current Data-Driven Business

• Review school-wide data • Identify & plan needed interventions • Determine behavioral lesson plans

PLANNING THE STOPS ALONG THE WAY

Conduct Calendar-Driven BusinessPlan for upcoming events, such as

• Fall kick-off• PBIS assessment tools • Implementation of reinforcement plan • Celebrations• Re-teaching/reinforcement boosters• Continuously update action plan

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EXAMPLE: YEARLY PLANNING- source: PBIS Illinois Network

TeamMeetingDates

Kick-Off

ReportSelf-

AssessmentSurvey Results

TeamChecklist

Completed

FacultyUpdates

Activities/Data

BoostersUpdated

SchoolProfile

Completed

SafetySurvey

Completed

Celebrations/Intermittent

Acknowledge

AUGUST

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

JUNE

JULY

NEED A RELIEF DRIVER?

How can parents help?

How can students help?

• Planning events

• Making tickets

• Gathering items for store or celebrations

• What else???

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HEADLIGHTS AND TURN SIGNALS

Plan communication with staff, school board, families, other intervention teams

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REGULAR, UNLEADED, OR DIESEL?

Gather data

• Quick Big 5• Who• What• Where• When• How often

What is the ‘precise’ problem??

CHOOSING YOUR FUEL

Look at top behaviors being referred to the office

• When are they happening?

• Which students are being referred most often for these? (grade level, gender)

• Where are the behaviors happening?

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SWIS EXAMPLE

www.swis.org

FILL IT UP!!

Example:

There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

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WHICH DIRECTION WILL YOU GO?

Planning requires a team effort!!

• Gather more information

• Environmental changes or scheduling changes

• Behavior lesson plans

• Incentive plan

• Collect data and see how it’s working

Who will do what, by when?

Example - Problem Solving Action Plan

Precise Problem Statement

Solution Actions Who? When? Goal, Timeline, Rule & Updates

Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention

Prevention: Teach behavioral expectations in cafeteria

Maintain current lunch schedule, but shift classes to balance numbers

Teachers will take class to cafeteria; Cafeteria staff will teach the expectations

Principal to adjust schedule and send to staff

Rotating schedule on November 15

Changes begin on Monday

Goal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average)

Timeline: Review Data & Update Monthly

A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.

Recognition: Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days

Extinction: Encourage all students to work for “Friday Five”… make reward for problem behavior less likely

School Counselor and Principal will create chart & staff extra recess

Principal to give announcement on intercom on Monday

Corrective Consequence-Active supervision and continued early consequence (minor/major ODR’s)

Hall and Cafeteria Supervisors Ongoing

Data Collection – Maintain ODR record & supervisor weekly report

SWIS data entry person & Principal shares report with supervisors

Weekly

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SCHEDULED MAINTENANCE

How is your school doing?

• Consistency• Teaching behavior• Rewarding behavior• Consequences

• Student outcomes• Are about 80% of students doing very well with behavior?• Are grades, attendance improving?

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PBIS EVALUATION TOOLS

Team Implementation Checklist (TIC)• PBIS team members - quarterly

Self-Assessment Survey (SAS)• All staff - yearly

Benchmarks of Quality (BoQ)• If score on TIC is >70%, use this

School Safety Survey (SSS)• Diverse sampling of school population

TEAM IMPLEMENTATION CHECKLIST

Let’s take a few minutes and see where you are in the implementation process.

Go to: http://cce.astate.edu/pbis/evaluation-tools/ and click on the TIC

(Handout)

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PBIS READINESS CHECKLIST

For those new to PBIS

(handout)

DO YOU NEED A TUNE-UP?

• On what area do you need to focus?

• What actions will you take?

• How can we help?

• Share ideas!

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WHO’S ALONG FOR THE RIDE?

How is buy-in among teachers and staff?

Are students invested?

STAFF SURVEYS

• Buy-in

• Confidence

• Knowledge of PBIS

• Appreciation

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STAFF SURVEY EXAMPLE

Survey on our website at:

cce.astate.edu/pbis/training-materials

(under heading December 6, 2012 Staff Involvement)

STUDENT CLIMATE SURVEYS

• Connectedness

• Safety

• Trust

• Satisfaction

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STUDENT CLIMATESURVEY EXAMPLE

- source: PBIS Illinois Network

RESOURCES

http://cce.astate.edu/pbis/

www.pbis.orgwww.pbisillinois.org

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Email: cce@astate.edu

Website: cce.astate.edu/pbis/

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http://cce.astate.edu/pbis

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