Installation: Establishing systems
and teams
Susan Barrett
[email protected]
http://www.pbismaryland.org/
and
Hank Bohanon
[email protected]
http://www.hankbohanon.net
Get everyone synchronized
Powerpoints
Enduring Understanding: Know what steps need
to be take to prepare your teams to work
effectively, particularly when
distributing/delegating responsibilities
Essential Questions
• Why is it important to take your time when
implementing supports?
• What are the effective routines for healthy
teams?
• How do you develop effective structures for
your teams?
Reflection
Describe the worst meeting you have ever
experienced
Administrative Designee &
Internal Coordinator
SW Team
CHAIR
Acknowledgement
Committee
CHAIR
Communication
Committee
Co-CHAIRS
Data
Committee
Co-CHAIRS
Teaching
Committee
Effective Meetings
• Scheduling and
communication
• Creation and use of an
agenda
• Meeting begins and
ends on-time
• Keeping the meeting on
track
• Action plan/delegating
tasks
• Meeting Participation
• Dissemination of
meeting notes
See examples: Bad Meetings, Action Plans, Rubric
Reflection
• Rate the health of their teams on each item
– (use Effective Meetings in Handout)
– 5 positive things are going great
– 1 not at all and we need to work on this
• Choose one area to address
– See Meeting Facilitation Rubric for more detail
Teaming Structures
Susan Barrett
Implementer Partner, Center on PBIS
www.pbis.org
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”
Implementation of Effective Practices with and without an Implementation Support
Team
Percent of
Implementation
Time
Implementation
Team
No Implementation
Team
80%
14%
3 Years
17 years
Balas & Boren, 2000; Fixsen, Blase, Timbers, & Wolf, 2001
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
Tier 1: Leadership Team
•
•
•
•
•
•
•
•
•
•
Communicates common vision for school-wide supports
Works collaboratively to establish building capacity to support all students
Commits resources to establish procedures for support
Ensure new programs are embedded/fit
Progress monitor implementation
Modify based on data
Action plan based on data
Train new staff
Guide training
Benchmarks of Quality used to assess fidelity- BOQ directly linked to your
action plan
• Create decision rules for access for students not responding to Tier 1
• RFA process
Develop Plan for SWPBS Implementation
Urgency and Priority
In order to realize improvements in student
behavior and academic outcomes,
implementing with fidelity should be address
with urgency and priority.
Tier 1: Classroom System
PBIS School Leadership team provides support
• Connect to SW Tier 1 Implementation
• Clear delineation of office-managed versus classroommanaged problems
• Flow Chart
–Clear process for documentation
• Time Out of Class Form
• Training on effective teaching and behavior support
strategies
• Create climate, allow time for observation and
feedback
CICO Team- Subset of T1 ?
•Attend weekly or bi-weekly meetings
•Contribute to decision making for CICO students
•Help conduct “Orientation to CICO” meetings
•Gather supplemental information
•Contribute to student/staff development
workshops
•Contribute to feedback sessions
•Complete any assigned tasks from CICO meeting
CICO team checklist used to assess fidelity
Grade Level Meetings
• Content
• Grade specific issues/procedures
• Other?
Problem Solving Team
Student Assistance Team
• Develops & monitors plans for one student at
a time
• Every school has this type of meeting
• Teachers and family are typically invited
• Each student gets 10-15 time to discuss
• Benchmarks for Advanced Tiers used to assess
fidelity (BAT), ISSET used for external
evaluation
Individual Student Team
•
•
•
•
•
Student requires entire meeting
Conduct individualized assessment
Build intervention plan
Develop monitoring plan
BAT used to track fidelity, ISSET used for
external evaluation
Teaming Structure
• How have you used the Working Smarter
worksheet?
• List your current teams
• Define Roles and Responsibilites
Working Smarter- Systems / Staff Support
Workgroup/
Committee/
Team
Outcom
e/Link
How do we
measure
impact?
Overlap?
Modify?
Who do
we serve?
What is
the ticket
in?
Names of
Staff
Nonnegotiabl
e
District
Mandate?
Attendance
Committee
students
Junebug,
Leo, Tom
yes
Attendance
records
Yes-fold to
SW PBS
SW PBS Team
Students
staff
Ben, Tom,
Lou
no
Office Referrals
Attend, MIR,
Nursing log
,climate
Yescontinue
Safety
Committee
Students
staff
Toni,
Barb,Tom
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
to SIP
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY
PREVENTION
TERTIARY
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
••
••
SECONDARY
PREVENTION
SECONDARY
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••
~80% of Students
PRIMARY
PREVENTION
PRIMARY
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
•• Parent engagement
••
Team Model: Effective Instructional and
Behavioral and Support ?
Individual Student
Team
Problem-Solving
Team
Teacher Teams
(PLC/Grade Level)
SW-PBS
Leadership Team
On-going Assessment of Students’ Academic/Social-Emotional Skills
25
SW-PBS
Leadership Team
Problem-Solving
Team
Teacher Teams
(PLC/Grade Level)
Individual Student
Team
•Tier 1: Guide implementation
•Ensure new programs are
embedded/fit
•Progress monitor implementation
•Modify based on data
•Monitor fidelity
•Train newmonitor
staff Tiers II
•Progress
•Guide
•and
III training
•Match students to interventions
Grade Level Teams
•Develop intervention systems
Staff Support Team
•Conduct staff training
•Easy to implement, gather data
•Monitor fidelity of implementation
•Build skills with teachers- “Cool
Tools”
•Conduct
individualized
•Performance
Feedback assessment
and
•Build
intervention
Coaching
•Develop monitoring plan
•Train staff
SW-PBS
Leadership Team
Systems Planning
Team T2
Teacher Teams
(PLC/Grade Level)
Systems Planning
Team T3
Individual Student
Team
•Tier 1: Guide implementation
•Ensure new programs are
embedded/fit
•Progress monitor implementation
•Modify based on data
•Monitor fidelity
•Progress
monitor Tiers II
•Train new
staff to interventions
•Match
students
•Guide training
•Develop
intervention systems
•Conduct staff training
Grade
Level
Teams
•Monitor
fidelity
of implementation
Staff Support Team
Systems
Team gather data
•Easy toPlanning
implement,
effectiveness of Complex
•BuildMonitors
skills
with
teachers- “Cool
FBA/BIP & Wraparound supports
Tools”Review data in aggregate to make
decisions onFeedback
improvements
to the
•Performance
and
interventions themselves
Coaching
Students are NOT discussed
Individual Student Team
•Conduct individualized assessment
•Build intervention
•Develop monitoring plan