working smarter, not harder december 11, 2008 pbs team check-up

Working Smarter, Not Harder

December 11, 2008

PBS TEAM CHECK-UPPBS TEAM CHECK-UP

Team packets

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AssumptionsAssumptions

You have a team! You meet regularly PBS has been introduced to staff and

students Everyone in your school is involved in

implementing PBS We have the common goal to reduce

problem behavior, increase academic and behavioral achievement with our students!

PBS ResultsPBS ResultsCommon understandingConsistency in language & practicesShared responsibility for studentsIncreased relationship buildingFewer students “falling through the

cracks.”

Outcomes for TodayOutcomes for TodayTo identify components of an

efficient and effective teamTo identify systems in place To recognize how to work smarter,

not harderTo develop a plan to maintain the

momentum after winter break

TeamingTeamingAllows you to:

– Look at old issues from a NEW perspective

– Stimulate creativity

– Think outside-the-box

– Sustain long-term change

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

BehavioralCapacity

Priority &Status

Data-basedDecisionMaking

Communications

Administrator

TeamAdministratorSpecialized Support

Student

Community

Non-Teaching

Teaching

Family

Representation

Start withTeam that “Works.”

Team-led Process

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 PBS and behavior issues

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

Coaches’ Roles & Responsibilities

• May be district-level person (external) who can move across schools or person who works on-site (internal)

• 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 District Coordinator

• May co-train with District Coordinator in subsequent school years

• Is an active and involved team member, but not the Team Leader

• Is the main contact person for the school-based team

Administration’s Rolesand Responsibilities

• ALL administrators are encouraged to participate in the process

• Administrators should play an active role in the school-wide PBS change process

• Administrators should actively communicate their commitment to the process

• Administrators should be familiar with school’s current data and reporting system

Enhancing Meeting Success

• Administrator identifies how to free staff time for participation on the PBS Team

• Clearly schedule meeting dates and times

• Administrators remind staff of the significant impact and ultimate success

Team Check-up

• Is your team representative of your school community? – See Leadership Team Planning Worksheet

• Does everyone have a role on the team?– See Roles Activity (there are 2 available in your packet; just choose 1)

“Team Membership” or “Roles Activity”

School PBS Team TasksSchool PBS Team Tasks

Develop the school-wide PBS action planMonitor behavior dataHold regular team meetings (at least monthly)Maintain communication with staff and coachEvaluate progressShare outcomes with District Coordinator

All

Some

FewContinuum of Support for

ALL

Activity

• Identify all programs /initiatives/common practices

• Use the three tiered prevention framework to organize these practices

Tier 3

Tier 2

Tier 1

Triangle Triangle Activity:Activity:

Applying the Applying the Three-Tiered Three-Tiered

Logic to Logic to Your SchoolYour School

Next, Prepare for Working Smarter (Not Harder)

• Identify the multiple committees within your school

• Identify purposes, outcomes, target groups, and staff

• Address, evaluate, and restructure committees and initiatives to address school improvement plan

• School-wide PBS is integrated into existing committees and initiatives

Team/Committee/

Project

Specific Staff Involved

Targeted Group

Who is this

intended to

serve/help?

Purpose/ Functions/ Intended Outcome(s)

Do these purposes/ functions/ outcomes

relate to your SIP?

Success Relative to Purpose(1 - 10 )

Attendance Committee

Eric, Ellen, Marlee All students Increase% of students attending daily

Yes, Goal #2 8

Character Education

Marlee, J.S., Ellen All students Improve character Yes, Goal #3 4

Safety Committee Has not met Dangerous students

Improve safety Yes, Goal #3 1

School Spirit Committee

Has not met All students Enhance school spirit No 1

Discipline Committee

Ellen, Eric, Marlee, Otis

Bullies, antisocial students, repeat offenders

Improve behavior Yes, Goal #3 5

DARE Committee Don High/at-risk drug users

Prevent drug use No 1

PBS Work Group Eric, Ellen, Marlee, Otis, Emma

All students Implement 3-tier model Yes, Goal #2 &

Goal #3

6

Working Smarter, Not Working Smarter, Not HarderHarder

ActivityUse Worksheet to Organize Your

List of Programs/Initiatives

• Identify current procedures and policies in place

• Realign committees to more effectively address behavioral concerns

Team/Committee/

Project

Specific Staff Involved

Targeted Group

(Who is this intended to serve/help?)

Purpose/ Functions/ Intended Outcome(s)

Do these purposes/ functions/ outcomes

relate to your SIP?

Success Relative to Purpose(1 - 10 )

Working Smarter, Not Working Smarter, Not HarderHarder

Team/Committee/

Project

Specific Staff Involved

Targeted Group

(Who is this intended to serve/help?)

Purpose/ Functions/ Intended Outcome(s)

Do these purposes/ functions/ outcomes

relate to your SIP?

Success Relative to Purpose(1 - 10 )

Attendance Committee

Eric, Ellen, Marlee All students Increase% of students attending daily

Yes, Goal #2 8

Character Education

Marlee, J.S., Ellen All students Improve character Yes, Goal #3 4

Safety Committee Has not met Dangerous students

Improve safety Yes, Goal #3 1

School Spirit Committee

Has not met All students Enhance school spirit No 1

Discipline Committee

Ellen, Eric, Marlee, Otis

Bullies, antisocial students, repeat offenders

Improve behavior Yes, Goal #3 5

DARE Committee Don High/at-risk drug users

Prevent drug use No 1

PBS Work Group Eric, Ellen, Marlee, Otis, Emma

All students Implement 3-tier model Yes, Goal #2 &

Goal #3

6

Working Smarter, Not Working Smarter, Not HarderHarder

Combine with PBS teamCombine with PBS team

Working Smarter

• Based on your results what committees can you– Eliminate– Combine– Provide more support

• Determine your next steps

Supporting Systemic ChangeSupporting Systemic Change

Those involved in the school must share :– a common dissatisfaction with the processes and

outcomes of the current system– a vision of what they would like to see replace it

Problems occur when the system lacks the knowledge of how to initiate change or when there is disagreement about how change should take place

ChallengesChallenges

• Reasons for making changes are not perceived as compelling enough

• Staff feel a lack of ownership in the process• Insufficient modeling from leadership• Staff lack a clear vision of how the changes

will impact them personally• Insufficient system of support

SolutionsSolutions• Develop a common understanding• Expect, respect and respond to

resistance (encourage questions and discussion)

• Clarify how changes align with other initiatives

• Emphasize clear and imminent consequences for not changing

• Emphasize benefits•Conservation of time/effort•Alignment of processes/goals•Greater professional accountability

Team Implementation ChecklistTeam Implementation Checklist

How are we doing?

Action plan (for completion of start-up activities)

BoostersBoosters

Do we need a refresher training when we come back after the

LONG break?

Booster TrainingsBooster Trainings

There will be times when we all need a more intensive refresher across campus.– When might those times may be?– What will the format booster training look

like?How will you introduce/teach new

students and staff?

Do you believe in me?Do you believe in me?

Using Data to Make DecisionsUsing Data to Make Decisions

Your school’s expectations are:

– Show Respect– Be an Active Learner– Be Prepared– Show Self-Control

Each month your school focuses on teaching one expectation during homeroom and in the resource room

This is your school’s baseline data. In which months do you think your school should consider a booster training?

What expectation should your school focus on teaching next month?

Keeping in mind that you need to teach students the behaviors where they typically occur, in what locations on campus do students need a “refresher”?

1. How does faculty at your school reinforce the students the school-wide expectations and rules?

• Do we need to reward/acknowlege?• Do we need to reteach

2. What format should you use for “boosting” participation among staff and students with PBS?

• What suggestions do you have for your team to improve how the expectations are taught to the students?

• What suggestions do you have for your team to acknowledge staff and students?

Meadowland ES VideoMeadowland ES Video

Lucketts ES VideoLucketts ES Video

Action Plan for January 2009!Action Plan for January 2009!

What will your team

decide to do in January?

The Focusing

FourBrainstormBrainstormRecord brainstormed ideas on

chart paper.Elicit ideas only.No criticism or questions

Push for between 8-18 ideas.

ClarifyClarifyAsk if any items need to be clarified.The author provides the clarificationFacilitator observes the questioner during clarification and stops the clarification

when questioner indicates nonverbally or otherwise that he/she understands.Ask if anyone regards items distinctly enough and would like to hold separately, raise

your hand. Don’t need to defend.

The Focusing Four(Continued)

AdvocateAdvocate Each participant may advocate for as

many items as they wish and as many

times as they wish. Statements of advocacy must be phrased in the positive. Statements of advocacy must be brief.

CanvassCanvassAsk individuals in the group to identify which few

ideas they feel are most important.To determine what a few is, each individual picks

his/her top three ideas. They do not need to be placed in rank order.

Take a hand count to determine which items are of most importance to the group.

Focusing Four

With your list generated during your “Brainstorming Activity”, use the Focusing Four to pick your top two ideas for your January plan.

Remember…Remember…

PBS involves all of us

– we decide what our focus will be– we decide how we will monitor– we decide what our goals are– we decide what we’ll do to get there– we evaluate our progress– we decide whether to keep going or

change

Thank you for your participationThank you for your participation

HAVE A WONDERFUL HOLIDAY!

ResourcesResources Sollman, C., Emmons, B., & Paolini, J. (1994). Through the

cracks, Worcester: Davis Publications, Inc. Butterworth, J., LRE for LIFE: Partnership for Edexcellence,

http://web.utk.edu/~edex Sugai, G., OSEP Technical Assistance Center on Positive

Behavioral Interventions and Supports Watch D.O.G.S. can be located at: http://www.fathers.com PBS Team from Meadowland Elementary School PBS Team from Lucketts Elementary School PBS Team from Eagle Ridge Middle School