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Jan 05, 2016
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A. PBIS Leadership Team
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PBIS Maryland
OSEP Technical Assistance Center Positive Behavioral Interventions & Supports
This PowerPoint has been adopted by Wisconsin PBIS
Network with the guidance from:
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Critical Element/Trainer
Presentations
PBIS Implementation Goal Workbook Examples and Tools
A. PBIS Team 1.Team has administrative support
a. Administrator(s) attended training, play an active role in the PBIS process, actively communicate their commitment, support the decisions of the PBIS team, and attend all team meetings.
2.Team regular meetings (at least monthly)a. Team meets monthly (minimum of 9 one hour
meetings each school year)3.Team has established a clear mission/purpose
a. Team has a written purpose/mission statement for the PBIS Team
Module A Snapshot
Team Responsibilities Triangle Activity Working Smarter Matrix
Module A – Self-Assessment and Action Planning
Team Roles
Meeting Norms District Readiness Checklist School Readiness Checklist Working Smarter Matrix PBIS Commitment for Success
Internal Coach Job Description
External Coach Job Description
Administrator Article
Principal Features
Meeting Minutes Form
Data-Based Problem Solving
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Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
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Have you ever been a part of this team?
• 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
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Activity A.1
Creating Meeting Norms
•With your PBIS team, create a list of 3-5 meeting norms to followduring this training.
•Share out meeting norm appropriate for large group
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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 (6-8 members)• Consider representatives that include: administration,
general education teachers, special education teachers, guidance, specials teachers, parents…
• Consider Core Team vs. Peripheral Team
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School PBIS Team Tasks• 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
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Identify Team Member Roles• Internal Coach- starts the meeting, reviews the purpose of the meeting,
facilitates the meeting by keeping the team focused on each step; facilitates PBIS process
• 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 or other 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
• External Coach- district-level or CESA based individual that supports the team through the process
Team Roles Sample
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Internal Coach - Roles & Responsibilities
• A school-based person who works on-site • 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 WI PBIS
Network• Is the Team Leader• Is the main contact person for the school-based team• Reports to the External Coach
Internal Coach Job Description
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External Coach - Roles & Responsibilities
• May be district-level or CESA person who can move across schools Is familiar with the school-wide process
• Assists team/internal coach throughout the process• Attends all trainings/meetings with their school-based teams• Receives extended and ongoing training from WI PBIS
Network• Is an active and involved team member, but not the Team
Leader• Is the main contact person for the internal coach• Reports to the District Coordinator
External Coach Job Description
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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
Principal Features
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Team Roles and Responsibilities
Team Responsibility
Person Responsible School Role
Administrator
Internal Coach
External Coach
Time Keeper
Data Specialist
Behavior Specialist
Communications
Recorder
Activity A.2
Team Roles
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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:• 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
Data Based Decision Making Form PBIS Team Minutes Form
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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
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PBIS Leadership TeamWorking Smarter
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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:– Few resources, staff, time, etc.– Duplication of effort with other initiatives and efforts– Lack of clarity regarding purpose and outcomes– Lack of priority– Etc.
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Four Challenges Facing Schools Today Doing more with less
Educating increasing numbers of students who are more different than similar from each other
Educating students with challenging behaviors
Creating “host environments” or systems that enable adoption & sustained use of effective practices
Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures
Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing
5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm
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Activity A.3Step 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) Step 3: How do you support teachers? (staff support)How are programs/initiatives,/practices linked to School Improvement? (integrated approach)
Triangle
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Tier 3/Tertiary Interventions 1-5%•_____________________•_____________________•_____________________
1-5% Tier 3/Tertiary Interventions•___________________________•___________________________•___________________________
Tier 2/Secondary Interventions 5-15%•___________________________•___________________________•___________________________•___________________________•___________________________•___________________________
5-15% Tier 2/Secondary Interventions•____________________________•____________________________•____________________________•____________________________•____________________________•____________________________
Tier 1/Universal Interventions80-90%•________________________•________________________•________________________•________________________•________________________•________________________
80-80-90% Tier 1/Universal Interventions•____________________________•____________________________•____________________________•____________________________•____________________________
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
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“PBIS Biggest Idea!”Instead of working harder (inefficient), schools have to establish systems/processes and use data and practices
that enable them to work smarter (efficient, effective).
PBIS Enables Schools To…– Establish a small number of priorities
• “do less, better”– Consolidate/integrate whenever possible
• “only do it once”– Specify what is wanted & how you’ll know when you get
there• “invest in a clear outcome and assess progress”
– Give priority to what works• “research-based, evidence-based”
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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 school-wide PBS is integrated into existing committees and initiatives
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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.
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Workgroup/
Committee/
Team
Outcome/Link to
SIP
Who do we serve?
What is the ticket
in?
Names of Staff
Non-negotiable
District Mandate?
How do we measure impact?
Overlap?
Modify?
Attendance Committee
students Junebug, Leo, Tom
yes Attendance records
Yes
fold to SW PBIS
SW PBS Team Students
staff
Ben, Tom, Lou no Office Referrals
Attend, MIR,
Nursing log ,climate
Yes
continue
Safety Committee Students
staff
Toni, Barb, Tom no Office Referrals
BIG 5, climate
Yes
fold into SW PBIS
School Spirit Committee
students Tom no No Yes
fold into SW PBIS
Discipline Committee students Tom, Lou no Office
Referrals
Yes
fold into SW PBIS
Student Support Team/Problem Solving Team
students Steve, Sue,Jon,
Tom
yes Discipline,
DIBELS,
FACTS…
No
continue
School Improvement 1,2,3 Bill, Jon, Lou, Tom
yes All of the above Yes
continue
Working Smarter- Systems / Staff Support
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Activity A.4
Step 1: Identify Current Teams (discipline, instruction, climate, school improvement, parent support etc)
Step 2: Complete the Working Smarter documentStep 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
Use worksheet to organize teams responsible for ALL programs/initiatives
Working Smarter Activity
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Workgroup/Committee/Team
Outcome/Link to SIP
Who do we serve? (students/staff/both)
What is the ticket in? (How do folks get access to support?)
Names of staff on team
Non-Negotiable District Mandate?
How do we measure impact?
Overlap? Modify?
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Complete Module A. Establish School Leadership Team
Self Assessment and Action Plan Activity 1a 1b