How to Facilitate A PBIS TEAM Meeting Presented by: Milt McKenna Maryland State Department of...

How to Facilitate A PBIS TEAM Meeting

Presented by: Milt McKennaMaryland State Department of Education

(410) 767-0304mmckenna@msde.state.md.us

Outcomes

• Provide Clarification of Meeting’s Purpose

• Provide useful information about team processes

• Provide useful “tools” to make meetings more efficient

• Provide time for Q & A

The key is not to prioritize what's on your schedule, but to schedule your priorities.” Steven Covey

Meeting Purpose• Decide and Announce• Gather input from individuals and Decide• Gather input from TEAM and decide• Consensus building

– Brainstorm– Consolidate– Vote

• Delegate with constraints

Meeting Purpose• Decide and Announce• Gather input from individuals and Decide• Gather input from TEAM and decide• Consensus building

– Brainstorm– Consolidate– Vote

• Consensus building• Delegate with constraints

YOUR PBIS Team• Does your PBIS team have

representation of the entire school?

• Is your “TEAM” empowered to make decisions that directly impact your Goals?

• What are your Team GOALS”? – Action Planning

Have you ever been a “part” of Have you ever been a “part” of one of one of THESE THESE team MEETINGS? team MEETINGS?

• No agenda is preparedNo agenda is prepared• Meeting starts lateMeeting starts late• No time schedule has been set for the meetingNo time schedule has been set for the meeting• No one is preparedNo one is prepared• No facilitator is identifiedNo facilitator is identified• No one agrees on anythingNo one agrees on anything• No action plan is developedNo action plan is developed• Everyone, at some point, gets off taskEveryone, at some point, gets off task• Negative tone throughout the meetingNegative tone throughout the meeting

Effective Meetings

• Scheduling and communication • Creation and use of an agenda • Meetings begin and end on-time • Keeping the meeting on track • Participation • Action planning/delegating tasks • Dissemination of meeting notes

– With assigned responsibilities

YOUR PBIS Team

LET’S ASSUME THAT YOUR PBIS TEAM HAS:

• STATUS, • APPROPRIATE REPRESENTATION • GOALS, AND IS

– EMPOWERED

Team Member RolesTeam Member Roles• Team LeaderTeam Leader - starts the meeting, reviews the purpose of the - starts the meeting, reviews the purpose of the

meeting, facilitates the meeting by keeping the team focused on each meeting, facilitates the meeting by keeping the team focused on each stepstep

• RecorderRecorder - taking notes, transcribing the team’s responses on flip - taking notes, transcribing the team’s responses on flip chart paper, transparency, etcchart paper, transparency, etc

• TimekeeperTimekeeper- monitors the amount of time available keeps the team - monitors the amount of time available keeps the team aware of time limits by giving “warnings” (i.e., “10 minutes left”)aware of time limits by giving “warnings” (i.e., “10 minutes left”)

• Data SpecialistData Specialist- is trained in entering and accessing data from the - is trained in entering and accessing data from the SWIS data systemSWIS data system

• Behavior SpecialistBehavior Specialist- competent with behavioral principles and assists - competent with behavioral principles and assists in analyzing datain analyzing data

• AdministratorAdministrator- actively encourages team efforts, provides planning - actively encourages team efforts, provides planning time, feedback, and support initiativestime, feedback, and support initiatives

• CommunicationsCommunications – acts as the point person for communication – acts as the point person for communication between the team and staff regarding PBS and behavior issuesbetween the team and staff regarding PBS and behavior issues

• PBIS CoachPBIS Coach- - district-level (external) or school-based (internal) district-level (external) or school-based (internal) individual that facilitates the team through the process, becomes the individual that facilitates the team through the process, becomes the schoolschool’’s main contacts main contact

Let’s also assume that YOUR ROLE

on the team will allow you to make

changes/improvements that will increase efficiency and effectiveness of the team meeting and the team.

Be Careful How you offer Solutions

Enhancing Meeting SuccessEnhancing Meeting Success

• Administrator identifies how to free staff time Administrator identifies how to free staff time for participation on the PBS Team for participation on the PBS Team – Routines, arrangements, agreementsRoutines, arrangements, agreements

• Clearly schedule meeting dates and timesClearly schedule meeting dates and times– Schedule out as far as possibleSchedule out as far as possible

• Administrators remind staff of the significant Administrators remind staff of the significant impact and ultimate successimpact and ultimate success– Use DATA to “inform”Use DATA to “inform”– CELEBRATE, CELEBRATE, CELEBRATECELEBRATE, CELEBRATE, CELEBRATE

Preparing for meeting

• Specify purpose/outcome• Invite key members• Make contact with key members• Prepare agenda • Prepare materials• Anticipate & pre-correct for roadblocks/

speedbumps

Meeting Agreements & Routines

• Solving problems & resolving conflicts• Achieving agreements & making decisions• Specifying measurable outcomes• Setting/modifying agenda & minutes• Establishing roles/responsibilities

– leader/facilitator, recorder, reporter, etc.• Providing opportunities for participation/

contributions

Agreements/Rules

• Have you ever established “rules” (expectations) for your meetings?– BE Respectful– BE Responsible – BE Ready

• What does it look like in our meetings?

Sound Familiar ??

Expectations RulesBe Respectful Be on time

Silence cell phones Listen to others attentively Only one person speaks at a time Take turns ??

Be Responsible Bring Data Bring Sweater or Sweatshirt ??

Be Ready Review Agenda Complete previous assignments ??

PBIS – Respect

Conducting meeting

• State/restate purpose & expected outcomes

• Provide advance organizer• Assign roles/responsibilities• State/restate “rules” & agreements for

conducting meeting

Time Item Who Assignment When

9:30 – 9:45o SWPBIS Teaching Update

o Cafeteriao Hallways

Marcia

9:45 – 10:15o Vendor Certificates

o Taco Bello McDonald’s

Milt

10:15 – 10:45o Criteria for attendanceo Activity for non attendees

Jerry

10:45 – 11:00

o Faculty meeting itemo Share data – SWIS graphs

o ODR o OSS

Susan

11:00 – 11:30 What Else?? All

PBIS TeamSeptember 6, 200?Note Taker - Jerry

Outcomes: Prepare for September Celebration; Assign tasks for event

Time Item Who Task Assignment When

9:30 -9:35 o Check In All

9:35 – 9:45 o Data Presentation Kathy

9:45 – 10:00

o School wide expectations o Lesson Planso Reinforcerso _____________

Jim

o October 14 - School wide Celebration

Susan Movie/Popcorn

o Back to School Night Presentationo Agenda Itemso Parent Reinforcerso Prizes

Nina

o Monthly PBIS themes Kathy

10:45 – 11:00

What Else?? All

PBIS TeamOctober 2, 2009

Conduct of the Meeting

• Agenda– Annotated with time per

agenda item• Stay on track• Negotiate lost time

– Set “time” for socializing (10 minutes at the beginning)

• Start and End ON TIME– Actually, usually GREAT if you

can end early

Parking Lot

Cemetery

Following-up after meeting

• Check/follow-up with key players• Provide appropriate acknowledgements• Complete responsibilities by deadlines• Assess impact• Prepare for next meeting !!

Improving Decision-Making

ProblemSolution

From

Improving Decision-Making

ProblemSolution

From

To Problem

Problem

Solving Solution

Information

Information

Using Data: Core Skills• Use data to identify a possible problem?

• Use data to build a precise “problem statement?

• Use data to select a solution (intervention)

• Use data to assess if a solution is (a) being implemented, and (b) being effective.

Five things to avoid

• Define a solution before defining the problem• Build solutions from broadly defined, or fuzzy

problem statements• Failure to use data to confirm/define problem• Agree on a solution without building a plan for

how to implement or evaluate the solution• Agree on a solution but never assess if the

solution was implemented• Serial problem solving without decisions

 “If the ladder is NOT leaning against the right wall, every step we take just gets us to the wrong place FASTER”

Improving Decision-Making

ProblemSolution

From

To Problem

Problem

Solving Solution

Information

Information

Using Data for Decision-making,

at the Whole School Level• Identifying “problems” with “precision”

– Well defined problems prompt functional solutions

– Poorly defined problems prompt discussions in which the problem is admired, but not addressed.

Everything is vague to a degree you do not realize till you have tried to make it precise.” Bertrand

Russell

Precise Problem Statements(What are the data we need for a decision?)

• Solvable problem statements include information about the five core “W” questions:– What is the problem, and how often is it

happening?– Where is it happening?– Who is engaged in the behavior?– When is the problem most likely to occur?– Why is the problem sustaining?

Primary vs. Precise Problem Statements

• Primary Statements– Too many referrals– September has more

suspensions than last year

– Gang behavior is increasing

– The cafeteria is out of control

– Student disrespect is out of control

• Precise Statements– 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.

Primary vs. Precise Problem Statements

• Primary Statements– Too many referrals– This September has more

suspensions than last year– Gang behavior is increasing– The cafeteria is out of control– Student disrespect is out of

control

• Precise Statements– 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.

Primary or Precise Statement?

• Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school

• James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention.

Primary or Precise Statement?• ODRs during December are higher than in any other

month.

• Minor disrespect and disruption are increasing over time, and are most likely during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involves many students, and appears to be maintained by escape from work (but may also be maintained by peer attention… we are not sure).

Primary or Precise Statement?

• Boys are engaging in sexual harassment

• Three 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention and possibly unsophisticated sexual expression.

YOUR CONSISTENT QUESTION

WHAT DOES THE DATA TELL

US?

QUESTIONS ?

How to Facilitate A PBIS TEAM Meeting

Presented by: Milt McKennaMaryland State Department of Education

(410) 767-0304mmckenna@msde.state.md.us

IF...

FOCUS ON...

More than 40% of students receive one or more office referrals

More than 2.5 office referrals per student

School Wide System

More than 35% of office referrals come from non-classroom settings

More than 15% of students referred from non-classroom settings

Non-Classroom System

More than 60% of office referrals come from the classroom

50% or more of office referrals come from less than 10% of classrooms

Classroom Systems

More than 10-15 students receive 5 or more office referrals

Targeted Group Interventions / Classroom Systems

Less than 10 students with 10 or more office referrals

Less than 10 students continue rate of referrals after receiving targeted group settings

Small number of students destabilizing overall functioning of school

Individual Student Systems

IF...

FOCUS ON...

More than 40% of students receive one or more office referrals

More than 2.5 office referrals per student

School Wide System

More than 35% of office referrals come from non-classroom settings

More than 15% of students referred from non-classroom settings

Non-Classroom System

More than 60% of office referrals come from the classroom

50% or more of office referrals come from less than 10% of classrooms

Classroom Systems

More than 10-15 students receive 5 or more office referrals

Targeted Group Interventions / Classroom Systems

Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after

receiving targeted group settings Small number of students destabilizing overall

functioning of school

Individual Student Systems

IF...

FOCUS ON...

More than 40% of students receive one or more office referrals

More than 2.5 office referrals per student

School Wide System

More than 35% of office referrals come from non-classroom settings

More than 15% of students referred from non-classroom settings

Non-Classroom System

More than 60% of office referrals come from the classroom

50% or more of office referrals come from less than 10% of classrooms

Classroom Systems

More than 10-15 students receive 5 or more office referrals

Targeted Group Interventions / Classroom Systems

Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after

receiving targeted group settings Small number of students destabilizing overall

functioning of school

Individual Student Systems

N = 1679 443 163 246

Elementary Middle High K (8-12)

10%

N = 1679 443 163 246

Elementary Middle High K (8-12)