Critical Element

Establishing a SWPBIS Team

2

Objectives

Identify the characteristics of an effective team

Identify critical team roles and responsibilities

Identify components of an effective team meeting

Provide monthly reports of discipline data

Gain participation of family representatives

Document SWPBIS as one of the top three schoolimprovement goals of the School Improvement Plan

Imagine…

Think of a time you have been on a high performing team (sports team, church team, work team, community team, etc.)

What were the characteristics that made it a high performing team?

4

High Performing Teams

Collaboration Communication Respect Trust Commitment Claiming of Responsibility Follow Through Constructive Feedback Good Leadership

5

Working Together

Teaming Allows You To…

Look at old issues from a NEW perspective

Explore the validity of “first impressions”

Stimulate creativity

Think outside-the-box

Without this many schools cannot sustain long-term change

6

When Establishing a Team School personnel should

have:

technological skills

artistic abilities

data access

social leadership

behavioral expertise

authority to make decisions

SWPBIS Core Team:

administration

general education teachers

special education teachers

guidance representatives

enrichment teachers

bus drivers

school support workers

students

family members

School-based PBIS TeamMeets Frequently

During initial planning, teams may need to meet more often

Team should meet at least once a month to:

• Analyze and disaggregate discipline related data

• Evaluate progress

• Problem-solve areas as identified by data review

• New activities are implemented according to information and trends seen in the discipline data and from feedback from staff

• Accuracy and effectiveness of PBIS process is monitored

Team Meetings

What from the BOQ still needs improvement or needs to be put in place?

What was successful last month and what do you want to continue to do?

What does your ODR data suggest as ways to pre-correct problems for the next month?

What information can you use from the surveys to be more inclusive of other’s ideas and improve?

What are your next steps?

Mississippi School-wide Benchmarks of Quality

TEAM MEMBER RATING FORMForm taken from the ’s Positive Behavior Support Project

Directions: Place a check in the box that most accurately describes your progress on each benchmark.

Critical Elements Benchmarks of Quality

Check One

In P

lace

(+

+)

Nee

ds

Impro

vem

ent

(+)

Not

In P

lace

(-

)

PBS Team 1. Team has broad representation

1. Team has administrative support

1. Team has regular meetings (at least monthly)

1. Team has established a clear mission/purpose

Faculty Commitment 5. Faculty are aware of behavior problems across

campus (regular data sharing)

5. Faculty involved in establishing and reviewing goals

5. Faculty feedback obtained throughout year

Effective Procedures for Dealing with Discipline 5. Discipline process described in narrative format or

depicted in graphic format

5. Process includes documentation procedures

5. Discipline referral form includes information useful in

decision making

5. Behaviors defined

5. Major/minor behaviors are clearly

identified/understood

5. Suggested array of appropriate responses to minor

(non office-managed) problem behaviors

5. Suggested array of appropriate responses to major

(office-managed) problem behaviors

Data Entry & Analysis Plan Established 5. Data system to collect and analyze ODR data

5. Additional data collected (attendance, grades, faculty

attendance, surveys)

5. Data entered weekly (minimum)

5. Data analyzed monthly (minimum)

5. Data shared with team and faculty monthly

(minimum)

Expectations & Rules Developed 5. 3-5 positively stated school-wide expectations posted

around school

5. Expectations apply to both students and staff

5. Rules developed and posted for specific settings

(where problems are prevalent)

5. Rules are linked to expectations

5. Staff feedback/involvement in expectations/rule

development

Critical Elements Benchmarks of Quality

In P

lace

(+

+)

Nee

ds

Imp

rovem

ent

(+)

No

t In

Pla

ce

(-)

Reward/ Recognition Program Established5. A system of rewards has elements that are implemented consistently across

campus

5. A variety of methods are used to reward students

5. Rewards are linked to expectations

28. Rewards are varied to maintain student interest

29. System includes opportunities for naturally occurring

reinforcement

30. Ratios of reinforcement to corrections are high

31. Students are involved in identifying/developing incentives

32. The system includes incentives for staff/faculty

Lesson Plans for Teaching Expectations/ Rules 33. A behavioral curriculum includes concept and skill level

instruction

34. Lessons include examples and non-examples

35. Lessons use a variety of teaching strategies

36. Lessons are embedded into subject area curriculum

37. Faculty/staff and students are involved in development and

delivery of lesson plans

38. Strategies to reinforce the lessons with families/community are developed and

implemented

Implementation Plan 39. Develop, schedule, and deliver plans to teach staff the

discipline and data system

40. Develop, schedule, and deliver plans to teach staff the lesson

plans for students

41. Schedule/plans for teaching students

expectations/rules/rewards are developed

42. Booster sessions for students and staff are scheduled, planned,

and delivered

43. Schedule for rewards/incentives for the year is planned

44. Plans for orienting incoming staff and students are developed

and implemented

45. Plans for involving families/community are developed and

implemented

Crisis Plan 46. Faculty/staff are taught how to respond to crisis situations

47. Responding to crisis situations is rehearsed

48. Procedures for crisis situations are readily accessible

Evaluation 49. Students and staff are surveyed about PBS

50. Students and staff know expectations and rules

51. Staff use discipline system/documentation appropriately

52. Staff use reward system appropriately

53. Outcomes (behavior problems, attendance, morale) are

documented and used to evaluate PBS plans

School Name: District: Date:

Person Completing Survey: Position : (i.e. Principal, Guidance Counselor)

Benchmarks of QualityEducational and Community Supports, University of Oregon

Center for Positive Behavior Interventions

and Supports

Benchmarks of Quality

Action Planning Form

Benchmarks of Quality

Directions: Place a check in the box that most accurately describes your progress on each benchmark.

Critical Elements

In Place

Need

Impr.

Not in

place

Our Needs

Considerations…

Action Plan: Implementation Steps Who Comp.

Center for Positive Behavior Interventions

and Supports

When

How to Write a Goal

Has to be measurable, meaningful & attainable

Behavior, Conditions, Criteria

Ex. During the 2011-2012 school year, Sunny Grove Middle School will increase the percentage of students with only 0-1 ODRs to 85%.

Goals School Improvement Goals

Suggestions

Reduce the number of ODRs (which in turn increases the amount of instructional time)

Increase the number/percent of students with 0-1 ODRs

Increase the amount of staff satisfied/respected/positive

Team Roles and Responsibilities Team leader - facilitates meeting

by reviewing purpose and keeping

the team focused on the task

Recorder - transcribes the team’s

responses on flip chart paper,

transparency, or team

agenda/minutes form

Timekeeper- monitors the amount

of time available and keeps the team

aware of time limits by prompting

(i.e., “10 minutes left”)

Data Specialist- trained in entering and

accessing data from the discipline data

management system

Behavior Specialist- competent with

behavioral principles and assists in

analyzing data

Responsibilities of the SWPBIS Team

Develop a school-wide plan which addresses all of the Critical Elements of SWPBIS

Document PBIS as one of the top 3 improvement goals of the school in the School Improvement Plan

Obtain staff and family participation and input

Hold regular team meetings

Make data-based decisions and share information with stakeholders at least monthly

Monitor and evaluate all planned objectives and activities

16

Team Leader Role & Responsibilities

School-based person who has been trained in the SWPBIS process

Establishes meeting times that are conducive to the schedules of all team members

Sets the agenda, conducts the meeting & maintains action plan focus

Delegates responsibilities as needed

Administration’s Roles & Responsibilities

ALL administrators are encouraged to participate in the process

Assimilate PBIS into existing school efforts

Plays an active role in the PBIS change process and communicates this commitment

Familiar with school’s current data and reporting system

Identifies how to free staff for participation on the PBIS team Principal commitment is necessary for

the change process to move forward successfully

18

District’sRoles & Responsibilities

Serve as a liaison between PBIS team and related committees, i.e. Drop-out Prevention, TST, etc.

Secure funding to support PBIS initiatives

Schedule trainings and district level meetings

Monitor and evaluate activities/system

Attend initial school-wide trainings for new teams

Attend and possibly co-train PBIS initiative for

on-going teams

19

1. Investigate current programs in place…

Working Smarter, Not Harder!

SWPBISDropout

Prevention

Character Education Program

Data Collection

MSISTST RtI Progress

Monitoring Family

How do they all fit with PBIS?

20

Action Plan!PBIS Critical Element

Establishing a School – wide Team

• Complete Benchmarks of Quality (1-4) and Action Plan form

• Part 1a) Consider team goal or purposeb) Consider team meeting time/locationc) Complete team roster with members and roles

• Part 2List all the committees and initiative based on your list what committees can you:

(a) eliminate? (b) combine? (c) provide more support?(d) how can we infuse PBIS into our committees?