Conducting Collaborative Conducting Collaborative SWPBS Tier 1 Team Meetings Presented by:

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  • Slide 1
  • Conducting Collaborative Conducting Collaborative SWPBS Tier 1 Team Meetings Presented by:
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  • www.edprodevelopment.com Providing staff development and technical assistance to schools with 25 years of experience to Tennessee schools.
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  • Name Tag/Tent Please ensure that cell phones do not ring Restrooms
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  • 9:30-9:45 11:30-1:00 3:00
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  • Take 5 minutes to create a t-shirt on a large post-it describing Who you are, your school, number of students, number of teachers. 2. Your schools progress toward implementing SWPBS 3.Your SWPBS teams progress in conducting routine, effective SWPBS team meetings You will have 2 minutes to introduce yourself and your school using your t-shirt
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  • After this workshop, participants: Will know the practices associated with effective collaborative teaming and how these practices translate into collaborative SWPBS team meeting behaviors. Have tools to support SWPBS teams in conducting effective and efficient team meetings.
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  • ActionBy When 1. 2. 3. 4. 5. 6. 7. 8. 9.
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  • One of the most pressing questions a school must consider as it attempts to build the collaborative culture of a PLC is not, Do we collaborate? But What do we collaborate about?. Dufour, Dufour, & Eaker, 2008, p. 28 It is not enough to do your best: You must know what to do first, then do your best. Demming, 2000 in Dufour, Dufour, & Eaker, 2008, p. 183
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  • 3 minutes
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  • An integrated systems approach for establishing the social culture and individualized behavioral supports needed for schools to achieve both social and academic success for all students while preventing problem behavior
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  • SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Integrated Systems: Critical Elements for Durable Results
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  • School-wide Positive Behavior Support: A New Paradigm of School Discipline WPrevention and Teaching Vs. Control Disruption and/or Exclude Troubling Students
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  • All Students All Settings All Times School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations.
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  • Tier 2: Secondary Interventions Specialized Group Systems for Students with At-Risk Behavior 5-15% 2-5 ODRs Tier 1: Primary Preventions: Whole School Systems for All Students, Staff, & Settings SYSTEMS OF INTEGRATED SCHOOL-WIDE SUPPORT: The Three Tiered Response to Intervention Model ~ 80% of Students 0-1 ODRs Tier 3: Tertiary Interventions Specialized Individualized Systems for Students with High-Risk Behavior ~5% 6+ ODRs 15
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  • Tier 1: Primary Prevention: Whole School, Classroom, and Non-Classroom Systems for All Students & Staff Tier 2: Secondary Interventions Specialized Group Systems for Students with At-Risk Behavior Tier 3: Tertiary Interventions Specialized Individualized Systems for Students with High-Risk Behavior Maximizing Resources Begin Here 16
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  • SWPBS: Team-led Process Administrator(s) Specialized Support Student Community Non-Teaching ( Educational Assistants, Clerical, Janitorial) Teaching Family Representation Start with Team that Works.
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  • Conduct team meetings Coordinate assessments and evaluations Coordinate timeline of actions to be completed Identify and schedule staff development as/when needed Coordinate data entry and routine review of data Coordinate/orchestrate sharing SWPBS data with faculty and staff Coordinate school-wide reward system Obtain expertise in targeted areas Share data/Act as liaison to district and outside consultants Coordinate Marketing and Visibility plan development, implementation, & evaluation Functions/Responsibilities of SWPBS Leadership Team Members
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  • SWPBS Leadership Team SWPBS Leadership Team Do you have the following regularly attending your team meetings? Principal who can make decisions General Education Teacher(s) Special Education Teacher(s) Special Area/Related Arts Teacher(s) Educational Assistant(s) Student(s) Parent(s) School Counselor Non-classroom monitors/ Support Staff (Cafeteria,) Community Members Central Office/BoE Member Community Member
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  • ActionBy When 1. 2. 3. 4. 5. 6. 7. 8. 9. In your teams, identify if you have a representative team. Which members do you lack? Record how you will recruit each identified member currently missing on your team.
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  • Have an in-depth level of knowledge about SWPBS Understand how SWPBS fits into school climate Ensure SWPBS evolving and conducted as scheduled Can answer staff questions about SWPBS Are members NOT in an administrative position Act as a cheerleader
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  • Act as a liaison between the team and coach/consultant Teach other team members how to create the agenda Update members after a missed meeting Act as a cheerleader Encourages others to have meeting materials ready SWIS graphs Agenda Timer Role cards Are members NOT in an administrative position
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  • Serves as liaison between district coach/external consultant and school to facilitate conduction of SET Serves as coordinator for team to ensure School Safety Survey data are collected in a timely fashion. Serves as coordinator for team to ensure Self Assessment Survey data are collected in a timely fashion. Spot checks SWIS data entry people to ensure all three are entering data and data are entered in a timely fashion.
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  • Facilitates team review of SET report and generation of prioritized actions. Facilitates team review of School Safety Survey outcomes and generation of prioritized actions using School Safety Data Review Manual (http://www.edprodevelopment.co m/coaches/coaches.htm)http://www.edprodevelopment.co m/coaches/coaches.htm Facilitates team review of Self Asssessment outcomes and generation of prioritized actions. (http://www.edprodevelopment.co m/coaches/coaches.htm )http://www.edprodevelopment.co m/coaches/coaches.htm Serves as internal TIPS experts in reviewing SWIS data before team meetings and presenting precision statements and drafted solutions for solution chart for team to review during meetings. Are fluent with manipulating SWIS reports/graphs through read-only access and can manipulate SWIS during team meetings for teams to refine and prioritize solutions. (May be combined with Data Collector)
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  • ActionBy When 1. 2. 3. 4. 5. 6. 7. 8. 9. In your teams, identify who is, or whom the team considers most appropriate to serve the functions of, Meeting Facilitator(s), Data Collector(s), and Data Analyst(s). Record any action required to ensure you have members fulfilling these functions.
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  • SWPBS Leadership Team SWPBS leadership team MUST meet on a regular basis initially twice each month moving to monthly. It is essential to establish the SYSTEM for ensuring the team meetings occur on a routine basis. Requires administrative support
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  • ActionBy When 1. 2. 3. 4. 5. 6. 7. 8. 9. Do you have your team meetings scheduled for the school year, or at least first semester? If yes, are these on a master calendar? If no, determine when you will meet. Record any follow-up actions required?
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  • The team runs efficient collaborative meetings. Essentially, the leadership team evolves into a PLC. SWPBS Leadership Team
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  • Use of an Agenda Stand if you ..
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  • Phase I Agenda
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  • Use of an Agenda Collaborative (PLC) Behaviors
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  • PIGS Face P Positive Interdependence I Individual Accountability G Group Processing S Social Skills Frequent Face - Frequent Face -to-Face interaction (Thousand, 1994) Elements of successful or effective collaborative teams include:
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  • Teams share a belief system that each team member has a unique and NEEDED expertise. Teams experience a mutual we are in this together feeling.
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  • Teams share a belief system that each team member has a unique and NEEDED expertise. Teams experience a mutual we are in this together feeling. Teams share a common mission and vision of their team which aligns with the schools mission and vision.
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  • John Younker, Tapping the Network Journal, 1991; Dufour, Dufour and Eaker, 2008. Mission A statement that describes the nature and scope of the work to be done. The mission describes why an organization exists.
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  • The mission of Putnam County Schools is to produce individuals who serve and participate productively in society
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  • In your teams, generate your team mission why do you exist. Make sure it aligns to the mission of Putnam County Schools. Share
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  • Vision A statement that describes the ideal state - creating a picture in your mind. What would your ideal student/class/school/team look like? John Younker, Tapping the Network Journal, 1991
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  • The vision of Putnam County School System is that Education is the number one priority for our children.
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  • In your teams, generate your team vision statement if you achieve your mission, what will it look like at your school? Share
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  • Teams share a belief system that each team member has a unique and NEEDED expertise. Teams experience a mutual we are in this together feeling. Teams share a common mission and vision of their team which aligns with the schools mission and vision. Teams coordinate their efforts to achieve at least one commonly agreed-on goal collective commitments and common goals.
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  • In your team, identify your teams goals (i.e., collective commitments) for this year. These goals should identify specifically what needs to be accomplished by the team by the end of this school year. Share
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  • Administrators: This requires tight leadership and vigilance to ensure all policies, practices, and procedures align to the teams mission, vision, and goals.
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  • Teams share a belief system that each team member has a unique and NEEDED expertise. Teams experience a mutual we are in this together feeling. Teams share a common mission and vision of their team which aligns with the schools mission and vision. Teams coordinate their efforts to achieve at least one commonly agreed-on goal. Teams employ distributed leadership functions.
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  • Distributed Functions of Leadership Leadership is a behavior - any action that helps a group achieve its goal(s) and maintain cooperative relationships among members. Leadership requires constant vigilance to balancing task completion and communication.
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  • Commonly Used Roles Time Keeper Facilitator Keeper of the Rudder Scribe or Recorder Jargon buster Norm Prompter Equalizer Task Master EncouragerCommunicator
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  • Role 11/21/0312/01/0312/08/0312/15/031/04/041/11/041/18/04 Facilitator JenniferDebbieStephanieJessicaDeniseMelissaKristi Jargon Buster FrankNedJenniferDebbieStephanieJessicaDenise Equalizer JayneDeniseFrankNedJessicaDebbieStephanie Task Master PatSheriJayneDeniseFrankNedJessica Rudder KristiJessicaPatSheriJayneDeniseFrank Scribe DeniseMelissaKristiJessicaPatSheriJayne Time Keeper StephanieJessicaDeniseMelissaKristiJessicaPat Example of Role Schedule
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  • The principals and the meeting facilitators role: Teach your team these distributed leadership functions. As with all good teaching, this requires modeling and descriptive feedback.
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  • ActionBy When 1. 2. 3. 4. 5. 6. 7. 8. 9. Reflect on these roles. Discuss amongst yourselves your teams current use of these roles which ones do they use? Not use? Discuss what you need to do to ensure your team uses these roles on a routine basis. Record any actions from your discussion.
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  • Teams share a belief system that each team member has a unique and NEEDED expertise. Teams experience a mutual we are in this together feeling. Teams share a common mission and vision of their team which aligns with the schools mission and vision. Teams coordinate their efforts to achieve at least one commonly agreed-on goal. Teams employ distributed leadership functions. Teams demonstrate parity and respect amongst each other.
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  • Teams have methods for holding one another accountable for agreed-on commitments & responsibilities, such as task follow-through,
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  • Teams have methods for holding one another accountable for agreed-on commitments & responsibilities, such as task follow through, distributed leadership roles
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  • www.edprodevelopment.com 57
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  • Teams have methods for holding one another accountable for agreed-on commitments & responsibilities, such as task follow through, distributed leadership roles and commitment to mission and goals.
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  • Teams establish norms and ground rules for team meetings
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  • Common Responsibilities: Ground Rules & Norms Why Have Them? Team norms or ground rules help to: 1.Create common expectations and understanding among team members. 2.Encourage productive team behavior. 3.Enhance self-management of the team. 4.Provide a written record of behavior guidelines and expectations. Facilitate new team members learning the expectations. 5. Identify predictable problems including the following: a. Important people not included b. Undisciplined behavior at team meetings c. Long, drawn-out discussions d. Complaining e. Dominating team members
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  • Consider. Allow at least 45 Minutes!!!
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  • Initial Agenda
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  • In your teams, review your ground rules already developed. Do you adhere to these? Are these on your agenda? Generate additional ground rules based on the following slide.
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  • Consider. Share
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