Team Training 1 B Team Composition Team Operating

Team Training - 1 B Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2) Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

Learning Expectations EXPECTATION Be Responsible Be Respectful Be Engaged BEHAVIOR § § 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 § Turn cell phones off or to “vibrate” § Listen attentively while others are speaking § Have only the training materials up on your computer/tablet/phone § Ask what you need to know to understand contribute § Contribute to the group by sharing relevant information and ideas Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

Organization of Modules Content: Aligned to TFI Items 1. 1 – 1. 15 and Classroom Management Practices Activities/Team Time: Activities for Fluency Self-Assessment: Tiered Fidelity Inventory Action Planning: Applying the core content to your school Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

Tier 1: Professional Learning Roadmap TFI Sub-Scale: Team TFI Sub-Scale: Evaluation TFI 1. 1 Team Composition TFI 1. 12 Discipline Data TFI 1. 2 Team Operating Procedures 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 Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

Team - Purpose & Outcomes Purpose: 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) Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

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 Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

Change is Good; You Go First! https: //www. youtube. com/watch? v=Qb. Rx 5 L 5 IMqs Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

What do you already do? Workbook: Team Activity 1 Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

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. Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

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” Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

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. Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

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. Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

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. Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

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. Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

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 Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

Who should be on the team? Team members: q. Administrator(s) q. Broad representation from q. ALL grade levels/Departments q. Special education q. Paraprofessionals q. Art, music, P. E. q. Students q. Family and Student representation q. Other Suggestions? Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

Define Roles for Effective Meetings Core roles § Facilitator § Minute taker Typically NOT the administrator § Data analyst § Active team member § Administrator Others roles? § Assign backup for each role § Can one person serve multiple roles? TIPS II Training Manual (2013) www. uoecs. org Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

Before the Meeting… Responsibilities Before the Meeting Facilitator ü Provides agenda items to Minute Taker Minute taker/Recorder ü ü 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 ü Data Analyst ü ü ü 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 Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

During the Meeting… Responsibilities During the Meeting Facilitator ü ü ü ü 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 ü Asks for clarification of tasks/decisions to be recorded on Meeting Minutes from, as necessary Is active participant in meeting Data Analyst ü ü 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) Is active participant in meeting Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

After the Meeting… Responsibilities After the Meeting Facilitator Minute taker/Recorder ü Disseminates copy of completed Meeting Minutes form to all team members within 24 hours Data Analyst Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

The Role of an Administrator is Crucial 1. Make public statements of support 7. Regularly attend & participate in team meetings 2. Establish a representative team 8. Provide recognition to team & faculty 3. Support team members 9. Serve as a spokesperson to community 4. Guide rather than dictate 5. Take a leadership role in problem solving 10. Monitor & provide feedback to all staff Colvin, G. (2007). 7 Steps for developing a proactive school-wide discipline plan, 17 Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

School Team Development (HS example) Teaching Data TIER 1 CORE TEAM Acknowledgement Communication Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

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. Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

PBIS – Tier 1 Team on om C 3 ity Team v i t Ac ings: k boo Meet k r Wo ctive e Eff iti s o p Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

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) ü Honor working agreements ü Roles and responsibilities are: ü defined ü assigned ü backup personnel are in place ü Participants have authority to implement solutions ü Team members present and on time ü Agenda/Minutes are reviewed, visible during meeting (projector/computer), and distributed afterward ü Status of previous solutions is reviewed ü Data is available and reviewed ü Problems are defined with precision ü Solutions are documented, and include: ü goal defined, including a student outcome measure ü action plan ü fidelity measure for the solution ü schedule to gather fidelity and outcome data Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

Effective Team Meetings Workbook: Activity 4 § Format Includes: § Member Names § Agenda Items § Previous Precision Problem Statement § New Precision Problem Statement § General Issues § Evaluation of Meeting Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

Tier 1 Team Meeting Demonstration (12 min) https: //youtu. be/ud. DQx 5 o. JW 9 k Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

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 q Reflect on the professional behaviors that characterize efficient and effective meetings you have attended. q What working agreements will support your team’s work and heighten your productivity? Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

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. 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. • 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 • 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 Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

Reflection TFI Action Item 1. 1 Team has administrative support and represents school community 1. 1 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. 1. 2 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. 1. 2 Working Smarter Teaming Alignment document is completed 1. 2 Quick “Audit” or Resource Map of current practices, programs, initiatives is completed 1. 2 TIPS meeting procedure checklist complete (Not In Place; Partially; Fully In Place ->) NI Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2) PI FI

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. Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)

Appreciation is given to the following for their contributions to this Professional Learning: Day 1 B: Team Composition & Team Operating Procedures (TFI 1. 1 & 1. 2)