1. Effective Team Meetings
Sharon Conley, Washington County
Marie Haney,
Frederick County

2. Learners’ Objectives Review “markers” of efficient team meetings
Brainstorm obstacles/solutions to productive team meetings
Consider changes for team meetings for

3. The Team: “Established & Representative” (Checklist Item #3)
Administration
Grade level tchrs.
Special areas
Paraprofessionals
Parents
Special Education
Counselor
School Psychologist
Non-classroom monitors
Behavior Specialist
PBIS Coach

4. PBIS Team’s Mission & Purpose
Promote PBIS as a systems approach to improving the learning climate for staff & students
To facilitate the implementation of PBIS critical features with fidelity
Establish a team approach to the problem-solving process

5. Team Size: Too Big? Too Small?
Beginning
Phases
_____________________
Intermediate Phases
_____________________________
Near Full Implementation

6. Getting Started Identify Team Leader
Establish a “working relationship”
Make yourself visible
Coordinate meeting times with key players, including Coach
Schedule meetings for the year, change as needed

7. “Regular Mtg. Schedule & Effective Operating Procedures” (Checklist Item #4)
How often? How long? Varies, and often depends on level of implementation
Use of subcommittees
“Business mtg.” v. “Working mtg.”

8. Agenda
Have one!
Team leader to send agenda to members a few days before meeting
Structured and consistent operating procedures
Data analysis is a priority
“Parking Lot” idea

11. Meeting Identify Recorder Identify Time Keeper
Admin. present to make executive decisions
Role of Coach v. Team Facilitator
Data analysis – timely & focused
At end, review “next steps” to promote follow-through
Identify next mtg. date/time

12. Form A: Team Implementation Checklist (Item #7)
“Team summarizes existing school discipline data.”

13. Data? What Data?
The “Big 5”: to define problems and monitor effectiveness of interventions
Specific ODR data to answer previously defined questions
Team Implementation Checklist/Form A: to assess critical features of implementation
SET, IPI, and BOQ to assess school-wide systems that support implementation

14. “The Big Five” Do we have a problem? What is the behavior problem?
When is the problem behavior occurring?
Where is the problem behavior occurring?
Which students are problematic?

15. Do we have a problem?

16. What is the problem behavior?

17. Where does the problem occur?

18. When does the problem behavior occur?

19. Which students are receiving referrals?

20. From primary to precise: An example
Precise statement
There were 30 more ODRs for aggression on the playground than last year, and these are most likely to occur from 12:00-12:30 during
fifth grade’s recess because there is a large number of students, and the aggression is related to getting access to the new playground equipment. “
Primary statement:
“There is too much fighting at our school”
A primary statement- What questions do you still have?? Who is fighting? Where are they fighting? When? And most importantly, Why?
While this precise statement still may not answer ALL of your questions, it is certainly more precise than “There is too much fighting at our school.”
Another example of a primary statement is: “ODRs during December were higher than any month”
A precise statement may sound like: “Minor disrespect and disruption are increasing over time and are most likely to occur during the last 15-minutes of our classes when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involve many students, and appears to be maintained by work avoidance/escape. Attention may also be a function of the behavior- we’re not sure.

21. Using Form A: Team Implementation Checklist
Initially, during early stages of implementation, use it to assess status of implementation
Thereafter, review only those items “partially in place” or “not in place”
Use to assess progress and compare start-of-year to end-of-year statuses

22. Review PBIS Action Plan
Maybe not monthly, but periodically
Monitor likelihood of achieving goals
Problem-solve obstacles

23. Using SET, IPI, and BOQ Data
Pre- and post-PBIS implementation assessment of critical features
Means by which to target areas in need of attention; goal-setting
Look for “causes of celebration”

24. “Creative” Data to Analyze
Positive:Negative ratios
Staff/Student Surveys
Targeted group/individual student data
Triangle data
Cost:Benefit ratio

25. Organize next steps Make sure the recorder distributes minutes
“Roles & responsibilities” reminders
Prepare for next meeting

26. “Audit = Integration of PBIS Team w/other Teams & Initiatives” (Checklist Item #5)
“Work smarter”
PBIS is a systems approach to enhancing a school’s capacity to deal with behavioral/social challenges

27. Roadblocks and Hurdles Strategies and Solutions

28. Wrap-Up
Review Objectives
Questions & Answers