Effective PBIS meetings

1. Effective PBIS meetings March 6th, 2013 Learning Supports Conference

2. For • More • Effective • Presentations • Avoid • Excessive • Bullet • Points And too many graphics!

3. Agenda • Introduction of presenters • Gathering the Team • Roles of the team • Agenda • Time Management • Using the data • Using other tools • Keeping it moving • Communication of the meeting- decision and assignments

4. T. E. A. M.

5. Gathering the Team • How did you choose your teams? • Representation of all grade levels, staff levels, parent involvement, student voice • Were abilities considered? (i.e. technology, training, experience, leadership skills) • Size of the team • Tier 1, 2, 3 (number of the team members) • How often do you meet? • How often should you meet?

6. Define Roles for Effective Meetings Core roles • Facilitator • Minute taker • Data analyst • Active team member • Administrator • Backup for each role Typically NOT the administrator Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

7. Who is Responsible? Facilitator Facilitator Data Analyst Minute Taker Facilitator Minute Taker Facilitator Facilitator Data Analyst Facilitator Minute Taker

10. Objective of the Agenda The meeting objective could be any or all of these: • Decisions • Generate ideas • Status reports • Discussion in the meeting • Making plans • Communication of Results

11. Meeting Foundations Elements Four features of effective meetings • Predictability • Participation • Accountability • Communication Define roles & responsibilities • Facilitator, Minute Taker, Data Analyst Use electronic meeting minutes format Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.

12. Factors for preparing the agenda • Priorities • Results • Participants • Sequence • Timing • Date and Time • Place Once the agenda is prepared USE IT!

14. Time Management • How do you know how much time an item should take? Meetings should start and stop on time: Being on time is important • If a critical person is 15 minutes late in an 8 person meeting that person has cost the organization 2 hours of productivity • www.mindtools.com

15. 90,000 public schools in the United States 810,000 hours of meetings Each school has 1+ teams to address challenges and build solutions 4,050,000 hours of personal time annually Each team meets at least monthly On average there are 5 people on each team

16. Committees • How many committees do you serve on? • Are there committees working on the same thing? • Have you considered combining any of the committees? • Does PBIS have to be another committee?

18. Using the data PBIS big 5 • 1.The average number of major referrals per month • 2.The location of referrals • 3.The tier data referral by student • 4.The event type of the referrals • 5.What time are most of the referrals • Dirty Data Video

19. Revised 12/3/2012 • Data-based Decision-rules for defining “response to intervention”: Please list below your data-based decision-rule to determine youth “response” for each of the six levels of intervention. Ex. Students received 80% or better on Daily Progress Report for 4 consecutive weeks. • Responding to Check-in/Check-out (CICO): Success for CICO at 65% of possible points at start of program. Goal increases over the school year. • Responding to Social/Academic Instructional Groups: Programs would include counselor groups, remedial groups, and Shining Stars Program (Counselor determined). Student has no new ODR’s, has improved on post test of group and skills have transferred to classroom per teacher report. • Responding to Intensive Instructional Groups: Students who have shown academic growth or maintained academic level during the period as reported by intensive teachers. These groups will include Bobcat Boosters (Reading) and Math Intensive • Responding to individualized classroom CnC and/or mentoring: Teacher based programs, individual mentors and students who may not have been brought to PSP show improvement in daily/weekly report and SWIS/Tableau data • Responding to Brief Function-based interventions: Brief FBA and BIP written or can be recommended individual sessions with the guidance counselor, Success Street, or PSP recommendation of behavioral interventions. Student shows improvement on daily report and in SWIS/Tableau data • Responding to a Complex/Multiple-life domain FBA/BIP: Most likely to be students who are in Sp. Ed. Or being considered for Sp.Ed. SN teachers/PSP targeted student. Improvement reported by Special Education roster teacher. • Responding to Wraparound Support: Wraparound team would report on progress of any students in wraparound services. Student shows progress in SIMEO report

21. Got Data?

22. Sharing the Data • PBIS recommends sharing the big five data monthly • How do you share the data?

23. How are you moving?

24. Keeping it Moving • Keep teams on track • Get Un-stuck • Move the Road Blocks • Clarify Objectives • Limit Side conversations • Use Data for On-going Problem Solving

25. Go around road blocks or Go over road blocks

26. Problem Solving Components (Bransford & Stein, 1984)

28. Communication of the Meeting

30. Other Ways to Communicate • Bulletin • Gossip • Staff Memo • Parking lot talk • Staff Common Drive • Email • Loud Speaker What would be most effective in your school?

31. Contact Information • spencers@waterlooschools.org • fisherm@waterlooschools.org • If you would like to receive the power point you can email us. • Questions