A. PBIS Leadership Team
Core Feature
A. Establish
School
Leadership
Team
PBIS Implementation Goal
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.
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Team has clear role – all staff are aware of that role
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Team members have clearly defined responsibilities
Objectives
• Understand the importance of collaborative teaming
• Understand the characteristics of effective team
collaboration
• 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
• Identify how to “work smarter, not harder”
Team
GENERAL IMPLEMENTATION
PROCESS:
“Getting Started”
Agreements
Data-based
Action Plan
Evaluation
Implementation
Have you ever been
a part of this team?
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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-based PBIS Team
• School Administrative Team must be committed
to school-wide PBIS and actively participate on
the team
• PBIS team should remain small (3-8 members)
• Consider representatives that include:
administration, general education teachers,
special education teachers, guidance, specials
teachers, parents…
• Consider Core Team vs. Peripheral Team
School PBIS Team Tasks
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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
Identify Team Member Roles
• Team Leader - starts the meeting, reviews the purpose of the meeting,
facilitates the meeting by keeping the team focused on each step
• 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
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
• PBIS Coach- district-level (external) or school-based (internal) individual
that facilitates the team through the process, becomes the school’s main
contact
Coaches’ Roles & Responsibilities
• May be district-level person (external) who can move across
schools or person who works on-site (internal)
• 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 PBIS Maryland
• May co-train with PBIS State Team in subsequent school years
• Is an active and involved team member, but not the Team Leader
• Is the main contact person for the school-based team
• Reports to the District Coordinator
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
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 agenda for PBIS
updates
• Administrator actively promotes PBIS as priority,
integrates with other initiatives/improvement activities
• 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:
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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
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
– Facilitator
Typically NOT the administrator
– Minute taker
– Data analyst
– Active team member
Can one person serve multiple
roles?
• Backup for each role
Are there other roles we could
build it? (e.g. Reporter?)
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Before the Meeting…Who does each
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Room reserved
Facilitator
“New” items solicited for agenda
Facilitator
Agenda produced
Facilitator
Data
Data reviewed before the meeting; Suggest possible new issues
Analyst
Lead team throughFacilitator
discussion of effects of in-process solutions on “old” problem
Meeting minutes distributed within 24 hours of meeting.
Minute Taker
• Computer reserved; access to SWIS online database assured
Minute Taker
• LCD projector reserved & set up to project data (or team has some other strategy
for ensuring Minute
team members
can review data at meeting)
Taker
• Team members have individual Team “Notebooks” to bring to meeting
All Team Members
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At Close of and After Meeting…
• Meeting Minutes and Problem-Solving Action
Plan completed
Minute Taker
• Copy of Meeting Minutes & Problem-Solving
Action Plan distributed to each member
Minute Taker
within 24 hrs.
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School Improvement Plan
• Schools must be committed to improving behavior
• One of the top priorities
• Make sure the SIP addresses issues of student behavior – maybe
able to access SIP $$$
• Behavior, discipline, climate, or safety
• SIP needs to be aligned with the school’s mission statement
• All initiatives/practices should be organized using three tiered
logic
• Review content of SIP with all faculty and staff
* Inconsistency and lack of direction can impede overall school
improvement!
School Improvement Plan
• Review the SIP yearly
• Familiarize and educate new staff annually
• If plan is reviewed and discussed often, goals will
be accomplished
• Let the SIP guide all activities that occur in your
school
PBS Leadership Team
Working Smarter
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:
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–
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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
To address these problems challenges, schools must
examine the overall organization and operation of its
existing teams and committees. This self-assessment
has been designed to enable school staff and
educational leaders to take an inventory of its current
committee and working group organization, and
make enhancements that would improve the
effectiveness, efficiency, and relevance with which
the business and operation of the school are
conducted.
Activity 1
Step 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) How do you support teachers? (staff
support)How are they linked to School Improvement?
(integrated approach)
Triangle
Activity:
Tier 3
Applying the
Three-Tiered
Logic to
Your School
Tier 2
Tier 1
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 schoolwide PBS 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.
Working Smarter- Systems / Staff Support
Workgroup/
Committee/
Team
Outcome
/Link to
SIP
Who do
we
serve?
What is
the ticket
in?
Names of
Staff
Nonnegotiabl
e
District
Mandate?
How do we
measure
impact?
Overlap?
Modify?
Attendance
Committee
students Junebug,
Leo, Tom
yes
Attendance
records
Yes-fold to
SW PBS
SW PBS Team
Students Ben, Tom,
Lou
staff
no
Office Referrals
Attend, MIR,
Nursing log
,climate
Yescontinue
Safety
Committee
Students Toni,
Barb,Tom
staff
no
Office
Referrals
BIG 5, climate
Yes-fold into
SW PBS
School Spirit
Committee
students Tom
no
No
Yes-fold into
SW PBS
Discipline
Committee
students Tom, Lou
no
Office
Referrals
Yes-fold into
SW pbs
Student
Support
Team/Problem
Solving Team
students Steve,
Sue,Jon,
Tom
yes
Discipline,
DIBELS,
FACTS…
Nocontinue
Activity 1b
Use Worksheet to Organize Your Teams Responsible
for ALL Programs/Initiatives
Step 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 PBS into our committees?
Determine your next step
Complete Action Plan Activity 1a 1b