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Critical Element
Establishing a SWPBIS Team
2
Objectives
Identify the characteristics of an effective team
Identify critical team roles and responsibilities
Identify components of an effective team meeting
Provide monthly reports of discipline data
Gain participation of family representatives
Document SWPBIS as one of the top three schoolimprovement goals of the School Improvement Plan
Imagine…
Think of a time you have been on a high performing team (sports team, church team, work team, community team, etc.)
What were the characteristics that made it a high performing team?
4
High Performing Teams
Collaboration Communication Respect Trust Commitment Claiming of Responsibility Follow Through Constructive Feedback Good Leadership
5
Working Together
Teaming Allows You To…
Look at old issues from a NEW perspective
Explore the validity of “first impressions”
Stimulate creativity
Think outside-the-box
Without this many schools cannot sustain long-term change
6
When Establishing a Team School personnel should
have:
technological skills
artistic abilities
data access
social leadership
behavioral expertise
authority to make decisions
SWPBIS Core Team:
administration
general education teachers
special education teachers
guidance representatives
enrichment teachers
bus drivers
school support workers
students
family members
School-based PBIS TeamMeets Frequently
During initial planning, teams may need to meet more often
Team should meet at least once a month to:
• Analyze and disaggregate discipline related data
• Evaluate progress
• Problem-solve areas as identified by data review
• New activities are implemented according to information and trends seen in the discipline data and from feedback from staff
• Accuracy and effectiveness of PBIS process is monitored
Team Meetings
What from the BOQ still needs improvement or needs to be put in place?
What was successful last month and what do you want to continue to do?
What does your ODR data suggest as ways to pre-correct problems for the next month?
What information can you use from the surveys to be more inclusive of other’s ideas and improve?
What are your next steps?
Mississippi School-wide Benchmarks of Quality
TEAM MEMBER RATING FORMForm taken from the ’s Positive Behavior Support Project
Directions: Place a check in the box that most accurately describes your progress on each benchmark.
Critical Elements Benchmarks of Quality
Check One
In P
lace
(+
+)
Nee
ds
Impro
vem
ent
(+)
Not
In P
lace
(-
)
PBS Team 1. Team has broad representation
1. Team has administrative support
1. Team has regular meetings (at least monthly)
1. Team has established a clear mission/purpose
Faculty Commitment 5. Faculty are aware of behavior problems across
campus (regular data sharing)
5. Faculty involved in establishing and reviewing goals
5. Faculty feedback obtained throughout year
Effective Procedures for Dealing with Discipline 5. Discipline process described in narrative format or
depicted in graphic format
5. Process includes documentation procedures
5. Discipline referral form includes information useful in
decision making
5. Behaviors defined
5. Major/minor behaviors are clearly
identified/understood
5. Suggested array of appropriate responses to minor
(non office-managed) problem behaviors
5. Suggested array of appropriate responses to major
(office-managed) problem behaviors
Data Entry & Analysis Plan Established 5. Data system to collect and analyze ODR data
5. Additional data collected (attendance, grades, faculty
attendance, surveys)
5. Data entered weekly (minimum)
5. Data analyzed monthly (minimum)
5. Data shared with team and faculty monthly
(minimum)
Expectations & Rules Developed 5. 3-5 positively stated school-wide expectations posted
around school
5. Expectations apply to both students and staff
5. Rules developed and posted for specific settings
(where problems are prevalent)
5. Rules are linked to expectations
5. Staff feedback/involvement in expectations/rule
development
Critical Elements Benchmarks of Quality
In P
lace
(+
+)
Nee
ds
Imp
rovem
ent
(+)
No
t In
Pla
ce
(-)
Reward/ Recognition Program Established5. A system of rewards has elements that are implemented consistently across
campus
5. A variety of methods are used to reward students
5. Rewards are linked to expectations
28. Rewards are varied to maintain student interest
29. System includes opportunities for naturally occurring
reinforcement
30. Ratios of reinforcement to corrections are high
31. Students are involved in identifying/developing incentives
32. The system includes incentives for staff/faculty
Lesson Plans for Teaching Expectations/ Rules 33. A behavioral curriculum includes concept and skill level
instruction
34. Lessons include examples and non-examples
35. Lessons use a variety of teaching strategies
36. Lessons are embedded into subject area curriculum
37. Faculty/staff and students are involved in development and
delivery of lesson plans
38. Strategies to reinforce the lessons with families/community are developed and
implemented
Implementation Plan 39. Develop, schedule, and deliver plans to teach staff the
discipline and data system
40. Develop, schedule, and deliver plans to teach staff the lesson
plans for students
41. Schedule/plans for teaching students
expectations/rules/rewards are developed
42. Booster sessions for students and staff are scheduled, planned,
and delivered
43. Schedule for rewards/incentives for the year is planned
44. Plans for orienting incoming staff and students are developed
and implemented
45. Plans for involving families/community are developed and
implemented
Crisis Plan 46. Faculty/staff are taught how to respond to crisis situations
47. Responding to crisis situations is rehearsed
48. Procedures for crisis situations are readily accessible
Evaluation 49. Students and staff are surveyed about PBS
50. Students and staff know expectations and rules
51. Staff use discipline system/documentation appropriately
52. Staff use reward system appropriately
53. Outcomes (behavior problems, attendance, morale) are
documented and used to evaluate PBS plans
School Name: District: Date:
Person Completing Survey: Position : (i.e. Principal, Guidance Counselor)
Benchmarks of QualityEducational and Community Supports, University of Oregon
Center for Positive Behavior Interventions
and Supports
Benchmarks of Quality
Action Planning Form
Benchmarks of Quality
Directions: Place a check in the box that most accurately describes your progress on each benchmark.
Critical Elements
In Place
Need
Impr.
Not in
place
Our Needs
Considerations…
Action Plan: Implementation Steps Who Comp.
Center for Positive Behavior Interventions
and Supports
When
How to Write a Goal
Has to be measurable, meaningful & attainable
Behavior, Conditions, Criteria
Ex. During the 2011-2012 school year, Sunny Grove Middle School will increase the percentage of students with only 0-1 ODRs to 85%.
Goals School Improvement Goals
Suggestions
Reduce the number of ODRs (which in turn increases the amount of instructional time)
Increase the number/percent of students with 0-1 ODRs
Increase the amount of staff satisfied/respected/positive
Team Roles and Responsibilities Team leader - facilitates meeting
by reviewing purpose and keeping
the team focused on the task
Recorder - transcribes the team’s
responses on flip chart paper,
transparency, or team
agenda/minutes form
Timekeeper- monitors the amount
of time available and keeps the team
aware of time limits by prompting
(i.e., “10 minutes left”)
Data Specialist- trained in entering and
accessing data from the discipline data
management system
Behavior Specialist- competent with
behavioral principles and assists in
analyzing data
Responsibilities of the SWPBIS Team
Develop a school-wide plan which addresses all of the Critical Elements of SWPBIS
Document PBIS as one of the top 3 improvement goals of the school in the School Improvement Plan
Obtain staff and family participation and input
Hold regular team meetings
Make data-based decisions and share information with stakeholders at least monthly
Monitor and evaluate all planned objectives and activities
16
Team Leader Role & Responsibilities
School-based person who has been trained in the SWPBIS process
Establishes meeting times that are conducive to the schedules of all team members
Sets the agenda, conducts the meeting & maintains action plan focus
Delegates responsibilities as needed
Administration’s Roles & Responsibilities
ALL administrators are encouraged to participate in the process
Assimilate PBIS into existing school efforts
Plays an active role in the PBIS change process and communicates this commitment
Familiar with school’s current data and reporting system
Identifies how to free staff for participation on the PBIS team Principal commitment is necessary for
the change process to move forward successfully
18
District’sRoles & Responsibilities
Serve as a liaison between PBIS team and related committees, i.e. Drop-out Prevention, TST, etc.
Secure funding to support PBIS initiatives
Schedule trainings and district level meetings
Monitor and evaluate activities/system
Attend initial school-wide trainings for new teams
Attend and possibly co-train PBIS initiative for
on-going teams
19
1. Investigate current programs in place…
Working Smarter, Not Harder!
SWPBISDropout
Prevention
Character Education Program
Data Collection
MSISTST RtI Progress
Monitoring Family
How do they all fit with PBIS?
20
Action Plan!PBIS Critical Element
Establishing a School – wide Team
• Complete Benchmarks of Quality (1-4) and Action Plan form
• Part 1a) Consider team goal or purposeb) Consider team meeting time/locationc) Complete team roster with members and roles
• Part 2List all the committees and initiative based on your list what committees can you:
(a) eliminate? (b) combine? (c) provide more support?(d) how can we infuse PBIS into our committees?