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A. PBIS Leadership Team

A. PBIS Leadership Team. This PowerPoint has been adopted by Wisconsin PBIS Network with the guidance from:. PBIS Maryland. OSEP Technical Assistance Center Positive Behavioral Interventions & Supports. GENERAL IMPLEMENTATION PROCESS: “Getting Started”. Team. Agreements. Data-based

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A. PBIS Leadership Team

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  1. A. PBIS Leadership Team

  2. This PowerPoint has been adopted by Wisconsin PBIS Network with the guidance from: PBIS Maryland OSEPTechnical Assistance Center Positive Behavioral Interventions & Supports

  3. GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-based Action Plan Evaluation Implementation

  4. 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

  5. Activity A.1 • Creating Meeting Norms • With your PBIS team, create a list of 3-5 meeting norms to follow • during this training. • Share out meeting norm appropriate for large group

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. Activity A.2 Team Roles and Responsibilities Team Roles

  13. 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

  14. 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

  15. PBIS Leadership TeamWorking Smarter

  16. 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.

  17. 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

  18. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • 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 • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • 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 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

  19. Activity A.3 Triangle 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) Step 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?

  20. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • _____________________ • _____________________ • _____________________ • 1-5% Tier 3/Tertiary Interventions • ___________________________ • ___________________________ • ___________________________ • 5-15% Tier 2/Secondary Interventions • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ • Tier 2/Secondary Interventions 5-15% • ___________________________ • ___________________________ • ___________________________ • ___________________________ • ___________________________ • ___________________________ • Tier 1/Universal Interventions80-90% • ________________________ • ________________________ • ________________________ • ________________________ • ________________________ • ________________________ • 80-80-90% Tier 1/Universal Interventions • ____________________________ • ____________________________ • ____________________________ • ____________________________ • ____________________________ 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

  21. “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”

  22. 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

  23. 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.

  24. Working Smarter- Systems / Staff Support

  25. Activity A.4 Use worksheet to organize teams responsible for ALL programs/initiatives Working Smarter Activity Step 1: Identify Current Teams (discipline, instruction, climate, school improvement, parent support etc) Step 2: Complete the Working Smarter document Step 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

  26. Complete Module A. Establish School Leadership Team Self Assessment and Action Plan Activity 1a 1b

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