How to Facilitate A PBIS TEAM Meeting

1. How to Facilitate A PBISTEAM Meeting Presented by: Milt McKenna Maryland State Department of Education (410) 767-0304 mmckenna@msde.state.md.us

2. Outcomes • Provide Clarification of Meeting’s Purpose • Provide useful information about team processes • Provide useful “tools” to make meetings more efficient • Provide time for Q & A

3. The key is not to prioritize what's on your schedule, but to schedule your priorities.” Steven Covey

4. Meeting Purpose • Decide and Announce • Gather input from individuals and Decide • Gather input from TEAM and decide • Consensus building • Brainstorm • Consolidate • Vote • Delegate with constraints

5. Meeting Purpose • Decide and Announce • Gather input from individuals and Decide • Gather input from TEAM and decide • Consensus building • Brainstorm • Consolidate • Vote • Consensus building • Delegate with constraints

6. YOUR PBIS Team • Does your PBIS team have representation of the entire school? • Is your “TEAM” empowered to make decisions that directly impact your Goals? • What are your Team GOALS”? • Action Planning

7. Have you ever been a “part” of one of THESE team MEETINGS? 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, at some point, gets off task Negative tone throughout the meeting

8. Effective Meetings Scheduling and communication Creation and use of an agenda Meetings begin and end on-time Keeping the meeting on track Participation Action planning/delegating tasks Dissemination of meeting notes With assigned responsibilities

9. YOUR PBIS Team LET’S ASSUME THAT YOUR PBIS TEAM HAS: STATUS, APPROPRIATE REPRESENTATION GOALS, AND IS EMPOWERED

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

11. Let’s also assume that YOURROLEon the team will allow you to make changes/improvements that will increase efficiency and effectiveness of the team meeting and the team.

12. Be Careful How you offer Solutions

13. Enhancing Meeting Success Administrator identifies how to free staff time for participation on the PBS Team Routines, arrangements, agreements Clearly schedule meeting dates and times Schedule out as far as possible Administrators remind staff of the significant impact and ultimate success Use DATA to “inform” CELEBRATE, CELEBRATE, CELEBRATE

14. Preparing for meeting Specify purpose/outcome Invite key members Make contact with key members Prepare agenda Prepare materials Anticipate & pre-correct for roadblocks/ speedbumps

15. Meeting Agreements & Routines Solving problems & resolving conflicts Achieving agreements & making decisions Specifying measurable outcomes Setting/modifying agenda & minutes Establishing roles/responsibilities leader/facilitator, recorder, reporter, etc. Providing opportunities for participation/ contributions

16. Agreements/Rules • Have you ever established “rules” (expectations) for your meetings? • BE Respectful • BE Responsible • BE Ready • What does it look like in our meetings? Sound Familiar ??

18. PBIS – Respect

19. Conducting meeting State/restate purpose & expected outcomes Provide advance organizer Assign roles/responsibilities State/restate “rules” & agreements for conducting meeting

20. PBIS Team September 6, 200? Note Taker - Jerry Outcomes: Prepare for September Celebration; Assign tasks for event

21. PBIS Team October 2, 2009

22. Conduct of the Meeting • Agenda • Annotated with time per agenda item • Stay on track • Negotiate lost time • Set “time” for socializing (10 minutes at the beginning) • Start and End ON TIME • Actually, usually GREAT if you can end early Parking Lot Cemetery

23. Following-up after meeting Check/follow-up with key players Provide appropriate acknowledgements Complete responsibilities by deadlines Assess impact Prepare for next meeting !!

24. Improving Decision-Making Solution Problem From

25. Improving Decision-Making Solution Problem From Information Problem Solving Solution Problem To Information

27. Using Data: Core Skills • Use data to identify a possible problem? • Use data to build a precise “problem statement? • Use data to select a solution (intervention) • Use data to assess if a solution is (a) being implemented, and (b) being effective.

28. Five things to avoid • Define a solution before defining the problem • Build solutions from broadly defined, or fuzzy problem statements • Failure to use data to confirm/define problem • Agree on a solution without building a plan for how to implement or evaluate the solution • Agree on a solution but never assess if the solution was implemented • Serial problem solving without decisions

29. “If the ladder is NOT leaning against the right wall, every step we take just gets us to the wrong place FASTER”

30. Improving Decision-Making Solution Problem From Information Problem Solving Solution Problem To Information

31. Using Data for Decision-making, at the Whole School Level • Identifying “problems” with “precision” • Well defined problems prompt functional solutions • Poorly defined problems prompt discussions in which the problem is admired, but not addressed. Everything is vague to a degree you do not realize till you have tried to make it precise.”Bertrand Russell

32. Precise Problem Statements(What are the data we need for a decision?) • Solvable problem statements include information about the five core “W” questions: • What is the problem, and how often is it happening? • Where is it happening? • Who is engaged in the behavior? • When is the problem most likely to occur? • Why is the problem sustaining?

33. Primary Statements Too many referrals September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control Precise Statements There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. Primary vs. PreciseProblem Statements

34. Primary Statements Too many referrals This September has more suspensions than last year Gang behavior is increasing The cafeteria is out of control Student disrespect is out of control Precise Statements There are more ODRs for aggressionon the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment. Primary vs. PreciseProblem Statements

35. Primary or Precise Statement? • Children are using inappropriate language with a high frequency in the presence of both adults and other children. This is creating a sense of disrespect and incivility in the school • James D. is hitting others in the cafeteria during lunch, and his hitting is maintained by peer attention.

36. Primary or Precise Statement? • ODRs during December are higher than in any other month. • Minor disrespect and disruption are increasing over time, and are most likely during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involves many students, and appears to be maintained by escape from work (but may also be maintained by peer attention… we are not sure).

37. Primary or Precise Statement? • Boys are engaging in sexual harassment • Three 5th grade boys are name calling and touching girls inappropriately during recess in an apparent attempt to obtain attention and possibly unsophisticated sexual expression.

38. YOUR CONSISTENT QUESTION WHAT DOES THE DATA TELL US?

39. QUESTIONS ?

43. How to Facilitate A PBISTEAM Meeting Presented by: Milt McKenna Maryland State Department of Education (410) 767-0304 mmckenna@msde.state.md.us

47. 10% N = 1679 443 163 246 Elementary Middle High K (8-12)

48. N = 1679 443 163 246 Elementary Middle High K (8-12)