1. Team Operating Procedures (TFI 1.1 & 1.2)
Team Training - 1B
Team Composition &
Team Operating Procedures (TFI 1.1 & 1.2)

2. Learning Expectations
BEHAVIOR
Be Responsible
Make yourself comfortable
Take care of your needs (water, food, restroom, etc.)
Action plan to implement what you are learning
Follow through on your action items
Be Respectful
Turn cell phones off or to “vibrate”
Listen attentively while others are speaking
Have only the training materials up on your computer/tablet/phone
Be Engaged
Ask what you need to know to understand and contribute
Contribute to the group by sharing relevant information and ideas 2

3. Organization of Modules
Content:
Aligned to TFI Items 1.1 – 1.15 and Classroom Management Practices
Activities/Team Time: Activities for Fluency
These are the icons that you will see throughout the training and will serve as a guide and a prompt to the content of each slide.
Self-Assessment:
Tiered Fidelity Inventory
Action Planning: Applying the core content to your school

4. Tier 1: Professional Learning Roadmap
TFI Sub-Scale: Team
TFI 1.1
Team Composition
TFI 1.2
Team Operating Procedures
TFI Sub-Scale: Evaluation
TFI 1.12
Discipline Data
TFI 1.13
Data-based Decision Making
TFI 1.14
Fidelity Data
TFI 1.15
Annual Evaluation
TFI Sub-Scale: Implementation
TFI 1.3
Behavioral Expectations
TFI 1.4
Teaching Expectations
TFI 1.5
Problem Behavior Definitions
TFI 1.6
Discipline Policies
TFI 1.7
Professional Development
TFI 1.8
Classroom Procedures
TFI 1.9
Feedback and Acknowledgement
TFI 1.10
Faculty Involvement
TFI 1.11
Student/Family/Community Involvement

5. Team - Purpose & Outcomes
Develop an effective and efficient leadership team that is representative of your staff and stakeholders.
Outcomes:
Tier I team includes a Tier I systems coordinator, a school administrator, a family member, and individuals able to provide (a) applied behavioral expertise, (b) coaching expertise, (c) knowledge of student academic and behavior patterns, (d) knowledge about the operations of the school across grade levels and programs, and for high schools, (e) student representation. (TFI 1.1)
Tier I team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan (TFI 1.2)
Trainer Notes:
1.1 is all about developing an effective and efficient leadership team that is representative of your staff and includes administrative representation. Your team should be working towards:
The team has administrative support with the administrator attending at least 90% of the team meetings with highly visible leadership team who represent your school community
Team runs efficient and effective regular meetings (at least monthly)
Team has established a clear mission/purpose with and action plan

6. Rationale Maintaining a representative PBIS team allows the school to:
Align PBIS goals, school mission, and vision
Establish multi-year action plans
Capture voice and choice from the school community
Develop communication and dissemination plans
Ensure that student social behavior is a priority
Develop coaching supports
Facilitate data-based decision-making

7. Change is Good; You Go First!
To play video you can hover underneath black box to make the play button appear, or copy and paste the link below into a browser
Useful opener for talking about creating change
3 minutes 41 seconds

8. Workbook: Team Activity 1
What do you already do?
Workbook: Team Activity 1
A bookshelf can be a simple analogy to the three tier triangle. When implementing the PBIS framework you need to decide what evidence based practices are being used and then agree as a team where they fit- Tier 1, 2, or 3. The PBIS foundations will need to fit on Tier 1 or the bottom of the bookshelf,

9. The 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.

10. Addressing the Challenge
Workbook: Team Activity 2
To take an inventory of its current committee and working group organization, and make enhancements that would improve the:
Effectiveness
Efficiency
Relevance
“Work Smarter Not Harder”

11. Behavior Purpose Statement
Workbook: Team Activity 3
A brief statement of purpose relative to the development and support of the social and behavioral climate of the school
Guides your team.
2-3 Sentences in length.
Positively Stated.

12. Behavior Purpose Statement Example #1
The purpose of the PBIS “Trinity Traits” program is to establish and maintain a safe and effective school environment that maximizes the academic achievement and social-emotional-behavioral competence of ALL students.

13. Behavior Purpose Statement Example #2
We believe optimal student achievement (academic and behavior) can be attained by utilizing a proactive systems approach for creating and maintaining a safe and effective learning environment.

14. Behavior Purpose Statement Example #3
The mission of our PBIS team is to foster and promote a safe and positive school environment that enhances student learning through teaching and recognizing positive behavior.

15. Create A Behavior Purpose Statement
Workbook: Team Activity 3
When developing the statement consider the following guidelines:
Supportive of academic achievement
Contextually/culturally appropriate (e.g., age, level, language)
Comprehensive in scope (school-wide, ALL students, staff and settings)
Communicated to stakeholders (e.g., families, community members, district administrators)
Reviewed at every team meeting

16. Who should be on the team?
Team members:
Administrator(s)
Broad representation from
ALL grade levels/Departments
Special education
Paraprofessionals
Art, music, P.E.
Students
Family and Student representation
Other Suggestions?
Notes:
“Team has broad representation of school” includes members from all grades/departments/content levels, specials, general education & special education.
Does your faculty reflect your students? Are both genders represented on the team?
How do you ensure student voice?
How do you include family and community representation?

17. Define Roles for Effective Meetings
Core roles
Facilitator
Minute taker
Data analyst
Active team member
Administrator
Others roles?
Assign backup for each role
Can one person serve multiple roles?
Typically NOT the administrator
We need primary people with a back up person for each role needed. It is encouraged to NOT have the administrator play a primary role for facilitator, data analyst, or minute taker. Administrators need to be flexible with what might come up and it is unpredictable when a situation causes administrator absence from a planned meeting. Since we know that this might occur, let’s avoid problems and set up the roles so that the team is not dependent on administrators being at the
TIPS II Training Manual (2013)

18. Responsibilities Before the Meeting
Facilitator
Provides agenda items to Minute Taker
Minute taker/Recorder
Collects agenda items from Facilitator
Prepares TIPS Meeting Minutes agenda form, including content fro Data Analyst’s report, as appropriate
Prints copies of the Meeting Minutes form for each team member, or is prepared to project agenda
Data Analyst
Describes potential new problems with precision (What, Who, Where, When, Why)
Provides data (e.g., SWIS Big 5, Custom Reports) concerning the frequency/rate of precisely-defined new problems
Provides update on previously-defined problems (i.e., precise problem statement, goal & timeline, frequency/rate for most recently-completed calendar month, direction of change in rate since last report, relationship to change goal)
Distributes Data Analyst’s Report to team members
Asks Facilitator to add potential new problems to agenda for meeting
Responsibilities Before the Meeting

19. Responsibilities During the Meeting
Facilitator
Starts meeting on time
Determines date, time, and location of next meeting
Manages the “flow” of meeting by adhering to the agenda
Prompts team members
Is active participant in meeting
Ask questions (75% of what a facilitator says should be in question form)
Implement group norms/agreements
Keep people on track (back on track)
Minute taker/Recorder
Asks for clarification of tasks/decisions to be recorded on Meeting Minutes from, as necessary
Data Analyst
Leads discussion of potential new problems
Responds to team members’ questions concerning content of the Data Analyst’s Report; produces additional data on request (e.g., additional Custom Reports)
Responsibilities During the Meeting

20. Responsibilities After the Meeting
Facilitator
Minute taker/Recorder
Disseminates copy of completed Meeting Minutes form to all team members within 24 hours
Data Analyst
Responsibilities After the Meeting

21. The Role of an Administrator is Crucial
Make public statements of support
Establish a representative team
Support team members
Guide rather than dictate
Take a leadership role in problem solving
Regularly attend & participate in team meetings
Provide recognition to team & faculty
Serve as a spokesperson to community
Monitor & provide feedback to all staff
Although this slide has been presented in Readiness section, it is important for all audiences to realize the importance of administrator support and leadership.
Colvin, G. (2007). 7 Steps for developing a proactive school-wide discipline plan, 17

22. School Team Development (HS example)
Teaching
Data
TIER1 CORE TEAM
Acknowledgement
Communication

23. Functions of School Team Subcommittees Examples
Data Aggregates and shares data with school, family, community, etc. regularly Teaching Creates, distributes, and schedules behavioral lesson plans to staff and students Acknowledgment Creates and teaches use of high frequency, intermittent, and long term acknowledgments for students and staff Communication Facilitates communication between staff, students, parents, community members, district administration, board of education, etc. Informs stakeholders of important data, PBIS activities, celebrations, etc.

24. PBIS – Tier 1 Team
Determine who will assume the roles of entering data, the data analyst, the facilitator, and minute taker. Will these be permanent roles? Will team members rotate responsibilities? Identify back-ups for each role.
Effective Meetings: Team Composition
Workbook Activity 3

25. Effective Team Meetings
Team-Initiated Problem-Solving (TIPS) Foundations
(Rob Horner, Steve Newton, & Anne Todd: University of Oregon; Bob Algozzine & Kate Algozzine: University of North Carolina at Charlotte)
Honor working agreements
Roles and responsibilities are:
defined
assigned
backup personnel are in place
Participants have authority to implement solutions
Team members present and on time
Agenda/Minutes are reviewed, visible during meeting (projector/computer), and distributed afterward
Status of previous solutions is reviewed
Data is available and reviewed
Problems are defined with precision
Solutions are documented, and include:
goal defined, including a student outcome measure
action plan
fidelity measure for the solution
schedule to gather fidelity and outcome data

26. Effective Team Meetings
Workbook: Activity 4
Effective Team Meetings
Format Includes:
Member Names
Agenda Items
Previous Precision Problem Statement
New Precision Problem Statement
General Issues
Evaluation of Meeting

27. Tier 1 Team Meeting Demonstration (12 min)
Trainers: Consider showing at least 2 minutes of the video to help hook the participants and encourage them to watch the rest later.
– 12 minutes

28. Creating Agreements/Norms for Team Meetings
Sample Agreements/Norms:
Start on time, end on time
Listen to understand, not reply
Use the team meeting process
Actively participate
Assume best intentions
Workbook: Activity 5
Reflect on the professional behaviors that characterize efficient and effective meetings you have attended.
What working agreements will support your team’s work and heighten your productivity?

29. TFI Self-Assessment Features Possible Sources Criteria
1.1 Team Composition:
Tier I team includes a Tier I systems coordinator, a school administrator, a family member, and individuals able to provide (a) applied behavioral expertise, (b) coaching expertise, (c) knowledge of student academic and behavior patterns, (d) knowledge about the operations of the school across grade levels and
programs, and for high schools, (e) student representation.
• School organizational chart
• Tier I team meeting minutes
0 = Tier I team does not exist or does not include coordinator, school administrator, or individuals with applied behavioral expertise
 1 = Tier I team exists, but does not include all identified roles or attendance of these members is below 80%
 2 = Tier I team exists with coordinator, administrator, and all identified roles represented, AND attendance
1.2 Team Operating Procedures:
Tier I team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan.
• Tier I team meeting agendas and
minutes
• Tier I meeting roles descriptions
• Tier I action plan
0 = Tier I team does not use regular meeting format/ agenda, minutes, defined roles, or a current action plan
1= Tier I team has at least 2 but not all 4 features
2 = Tier I team meets at least monthly and uses regular meeting format/agenda, minutes, defined roles, AND has a current action plan
Teams should complete this self assessment and use the results to determine action planning steps on Workbook page 11.

30. Reflection TFI Action Item
(Not In Place; Partially; Fully In Place ->) NI PI FI
1.1
Team has administrative support and represents school community
Back-up members are identified for all team functions (coach, data-analyst, recorder, data-entry, etc.)
1.2
Team has established a clear mission/purpose and current action plan.
Team runs efficient and effective regular meetings (at least monthly) with agenda and meeting minutes
School administrator is an active participant in 90% of meetings, protects meeting time, disseminates information during grade level/department meetings, faculty meetings, and parent/family meetings.
Working Smarter Teaming Alignment document is completed
Quick “Audit” or Resource Map of current practices, programs, initiatives is completed
TIPS meeting procedure checklist complete

31. References
Colvin, G. (2007). 7 Steps for developing a proactive school-wide discipline plan
Newton, J.S., Horner, R., Algozzine, B., Todd, A., & Algozzine, K.M. (2009). Using a problem-solving model for data-based decision-making in schools. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (eds.). Handbook of positive behavior support. New York: Springer
TIPS Training Manual (2013).
Todd, A., Horner, R., Newton, J.S., Algozzine, B, & Algozzine, K. (in press). Effects of Team-Initiated Problem-solving on Practices of School-wide Behavior Support Teams. Journal of Applied School Psychology.

32. Appreciation is given to the following for their contributions to this Professional Learning: