Conducting Collaborative Conducting Collaborative SWPBS Tier 1 Team Meetings Presented by:
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Transcript of Conducting Collaborative Conducting Collaborative SWPBS Tier 1 Team Meetings Presented by:
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Conducting Collaborative
SWPBS Tier 1 Team Meetings
Presented by:
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www.edprodevelopment.com
Providing staff development and technical assistance to schools with 25 years of experience to Tennessee schools.
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Name Tag/Tent
Please ensure that cell phones do not ring
Restrooms
Business
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9:30-9:45
11:30-1:00
3:00
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Take 5 minutes to create a t-shirt on a large post-it describing1. Who you are, your school, number of
students, number of teachers. 2. Your school’s progress toward
implementing SWPBS 3. Your SWPBS team’s progress in
conducting routine, effective SWPBS team meetings
You will have 2 minutes to introduce yourself and your school using your t-shirt
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After this workshop, participants: Will know the practices associated with
effective collaborative teaming and how these practices translate into collaborative SWPBS team meeting behaviors.
Have tools to support SWPBS teams in conducting effective and efficient team meetings.
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Things We Need to Do…Action By When
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One of the most pressing questions a school must consider as it attempts to build the collaborative culture of a PLC is not, “Do we collaborate? But
“What do we collaborate about?”. Dufour, Dufour, & Eaker, 2008, p. 28
It is not enough to do your best: You must know what to do first, then do your best.
Demming, 2000 in Dufour, Dufour, & Eaker, 2008, p. 183
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SWPBS IS… SWPBS IS NOT…
3 minutes 3 minutes
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… An integrated systems approach for establishing the social culture and
individualized behavioral supports needed for schools to achieve both social and
academic success for all students while preventing problem behavior
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SYST
EMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Integrated Systems:Critical Elements for Durable Results
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School-wide Positive Behavior Support: A New Paradigm of School
Discipline
Prevention and Teaching Vs. Control Disruption and/or Exclude Troubling Students
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All Students All Settings All TimesSchool environment is predictable
1. common language2. common vision (understanding of expectations)
3. common experience (everyone knows)School environment is positive
regular recognition for positive behaviorSchool environment is safe
violent and disruptive behavior is not toleratedSchool environment is consistent
adults use similar expectations.
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Tier 2: Secondary Interventions
Specialized Group Systems for Students with At-Risk Behavior
5-15%2-5 ODRs
Tier 1: Primary Preventions:
Whole School Systems forAll Students, Staff, &
Settings
SYSTEMS OFINTEGRATED SCHOOL-WIDE
SUPPORT: The Three Tiered Response to
Intervention Model
~ 80% of Students0-1 ODRs
Tier 3: Tertiary Interventions
Specialized Individualized Systems for Students with
High-Risk Behavior~5%
6+ ODRs
15
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Tier 1: Primary Prevention:Whole School, Classroom,
and Non-ClassroomSystems for
All Students & Staff
Tier 2: Secondary Interventions
Specialized Group Systems for Students with At-Risk Behavior
Tier 3: Tertiary Interventions
Specialized Individualized
Systems for Students with High-Risk Behavior
Maximizing Resources
Begin Here16
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SWPBS: Team-led Process
Administrator(s)Specialized Support
Student
Community
Non-Teaching(Educational Assistants, Clerical, Janitorial…)
Teaching
Family
Representation
Start withTeam that “Works.”
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Conduct team meetings Coordinate assessments and evaluations Coordinate timeline of actions to be completed Identify and schedule staff development
as/when needed Coordinate data entry and routine review of
data Coordinate/orchestrate sharing SWPBS data
with faculty and staff Coordinate school-wide reward system Obtain expertise in targeted areas Share data/Act as liaison to district and outside
consultants Coordinate Marketing and Visibility plan
development, implementation, & evaluation
Functions/Responsibilities of SWPBSLeadership Team Members
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SWPBS Leadership Team
Do you have the following regularly attending your team meetings?
Principal who can make decisions
General Education Teacher(s)
Special Education Teacher(s)Special Area/Related Arts Teacher(s)
Educational Assistant(s)
Student(s)
Parent(s)
School Counselor
Non-classroom monitors/ Support Staff (Cafeteria,…)
Community Members
Central Office/BoE Member
Community Member
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Things We Need to Do…Action By When
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In your teams, identify if you have a representative team. Which members do you lack?
Record how you will recruit each identified member currently missing on your team.
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• Have an in-depth level of knowledge about SWPBS
• Understand how SWPBS fits into school climate
• Ensure SWPBS evolving and conducted as scheduled
• Can answer staff questions about SWPBS
• Are members NOT in an administrative position
• Act as a cheerleader
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• Act as a liaison between the team and coach/consultant
• Teach other team members how to create the agenda
• Update members after a missed meeting
• Act as a cheerleader
• Encourages others to have meeting materials ready–SWIS graphs–Agenda–Timer–Role cards
• Are members NOT in an administrative position
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• Serves as liaison between district coach/external consultant and school to facilitate conduction of SET
• Serves as coordinator for team to ensure School Safety Survey data are collected in a timely fashion.
• Serves as coordinator for team to ensure Self Assessment Survey data are collected in a timely fashion.
• Spot checks SWIS data entry people to ensure all three are entering data and data are entered in a timely fashion.
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• Facilitates team review of SET report and generation of prioritized actions.
• Facilitates team review of School Safety Survey outcomes and generation of prioritized actions using School Safety Data Review Manual (http://www.edprodevelopment.com/coaches/coaches.htm)
• Facilitates team review of Self Asssessment outcomes and generation of prioritized actions. (http://www.edprodevelopment.com/coaches/coaches.htm )
• Serves as internal TIPS experts in reviewing SWIS data before team meetings and presenting precision statements and drafted solutions for solution chart for team to review during meetings.
• Are fluent with manipulating SWIS reports/graphs through read-only access and can manipulate SWIS during team meetings for teams to refine and prioritize solutions.
(May be combined with Data Collector)
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Things We Need to Do…Action By When
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In your teams, identify who is, or whom the team considers most appropriate to serve the functions of, Meeting Facilitator(s), Data Collector(s), and Data Analyst(s).
Record any action required to ensure you have members fulfilling these functions.
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SWPBS Leadership TeamSWPBS leadership team MUST meet on a regular basis – initially twice each month moving to monthly. It is essential to establish the
SYSTEM for ensuring the team meetings occur on a routine basis.
Requires administrative support
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Things We Need to Do…Action By When
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Do you have your team meetings scheduled for the school year, or at least first semester? If yes, are these on a master calendar? If no, determine when you will meet.
Record any follow-up actions required?
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The team runs efficient collaborative meetings. Essentially, the leadership team evolves into a “PLC”.
SWPBS Leadership Team
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Use of an Agenda
Stand if you …..
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Phase I Agenda
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Use of an Agenda
Collaborative (“PLC”)
Behaviors
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PIG’S FacePositive Interdependence
Individual Accountability Group Processing Social Skills Frequent Face -to-Face interaction
(Thousand, 1994)
Elements of successful or effective collaborative teams include:
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Teams share a belief system that each team member has a unique and NEEDED expertise.
Teams experience a mutual “we are in this together” feeling.
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Teams share a belief system that each team member has a unique and NEEDED expertise.
Teams experience a mutual “we are in this together” feeling.
Teams share a common mission and vision of their team which aligns with the school’s mission and vision.
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John Younker, Tapping the Network Journal, 1991; Dufour, Dufour and Eaker, 2008.
Mission
A statement that describes the nature and scope of the work to be
done. The mission describes why an organization exists.
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The mission of Putnam County Schools is to
produce individuals who serve and participate productively in society
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In your teams, generate your team mission – why do you exist. Make sure it aligns to the mission of Putnam County Schools.
Share
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Vision
A statement that describes the “ideal state” - creating a picture in
your mind.
“What would your ideal student/class/school/team
look like?”
John Younker, Tapping the Network Journal, 1991
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The vision of Putnam County School System
is that “Education is the number one priority for
our children”.
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In your teams, generate your team vision statement – if you
achieve your mission, what will it look like at your school?
Share
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Teams share a belief system that each team member has a unique and NEEDED expertise.
Teams experience a mutual “we are in this together” feeling.
Teams share a common mission and vision of their team which aligns with the school’s mission and vision.
Teams coordinate their efforts to achieve at least one commonly agreed-on goal – “collective commitments and common goals”.
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In your team, identify your team’s goals (i.e., collective commitments) for this year. These goals should identify specifically what needs to be accomplished by the team by the end of this school year.
Share
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Administrators: This requires “tight” leadership and vigilance to ensure all policies, practices, and procedures align to the
team’s mission, vision, and goals.
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Teams share a belief system that each team member has a unique and NEEDED expertise.
Teams experience a mutual “we are in this together” feeling.
Teams share a common mission and vision of their team which aligns with the school’s mission and vision.
Teams coordinate their efforts to achieve at least one commonly agreed-on goal.
Teams employ distributed leadership functions.
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Distributed Functions of Leadership
Leadership is a behavior - any action that helps a group achieve its goal(s) and maintain cooperative relationships among members. Leadership requires constant vigilance to balancing task completion and communication.
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Commonly Used Roles
Time Keeper
Facilitator
Keeper of the Rudder
Scribe or Recorder
Jargon buster
Norm Prompter
Equalizer
Task Master
Encourager Communicator
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Role 11/21/03 12/01/03 12/08/03 12/15/03 1/04/04 1/11/04 1/18/04
Facilitator Jennifer Debbie Stephanie Jessica Denise Melissa Kristi
Jargon Buster
Frank Ned Jennifer Debbie Stephanie Jessica Denise
Equalizer Jayne Denise Frank Ned Jessica Debbie Stephanie
Task Master Pat Sheri Jayne Denise Frank Ned Jessica
Rudder Kristi Jessica Pat Sheri Jayne Denise Frank
Scribe Denise Melissa Kristi Jessica Pat Sheri Jayne
Time Keeper Stephanie Jessica Denise Melissa Kristi Jessica Pat
Example of Role Schedule
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The principal’s and the meeting facilitator’s role: Teach your team these distributed leadership functions. As with all good teaching, this requires modeling and descriptive feedback.
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Things We Need to Do…Action By When
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Reflect on these roles.
Discuss amongst yourselves your teams’ current use of these roles – which ones do they use? Not use?
Discuss what you need to do to ensure your team uses these roles on a routine basis.
Record any actions from your discussion.
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Teams share a belief system that each team member has a unique and NEEDED expertise.
Teams experience a mutual “we are in this together” feeling.
Teams share a common mission and vision of their team which aligns with the school’s mission and vision.
Teams coordinate their efforts to achieve at least one commonly agreed-on goal.
Teams employ distributed leadership functions.
Teams demonstrate parity and respect amongst each other.
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Teams have methods for holding one another accountable for agreed-on commitments & responsibilities, such as task follow-through,
NEVER …Conduct or leave a meeting without a Task List!
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Teams have methods for holding one another accountable for agreed-on commitments & responsibilities, such as task follow through, distributed leadership roles
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www.edprodevelopment.com57
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Teams have methods for holding one another accountable for agreed-on commitments & responsibilities, such as task follow through, distributed leadership roles and commitment to mission and goals.
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Teams establish norms and ground rules for team meetings
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Common Responsibilities: Ground Rules & NormsWhy Have Them?
Team norms or ground rules help to:1. Create common expectations and understanding among team
members.2. Encourage productive team behavior.3. Enhance self-management of the team.4. Provide a written record of behavior guidelines and expectations.
Facilitate new team members learning the expectations.5. Identify predictable problems including the following: a. Important people not included b. Undisciplined behavior at team meetings c. Long, drawn-out discussions d. Complaining e. Dominating team members
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Consider….
Allow at le
ast 45 M
inutes!!!
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Initial Agenda
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In your teams, review your ground rules already developed.
Do you adhere to these? Are these on your agenda?
Generate additional ground rules based on the following slide.
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Consider….
Share
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Teams establish norms and ground rules for team meetings
Teams set goals for improving relationships and/or more effectively accomplishing tasks.
Teams discuss and understand each other’s teaching, supervisory, and discipline styles.
Teams have methods for regularly assessing, processing & discussing their functioning and interpersonal skills
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Team O
bserva
tion Checklist
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(1) Meetings will start promptly at 9:30 and end at 11:30 unless otherwise negotiated.
(2) SWPBS Team will meet 1x/month. (3) Meeting minutes will be located in a notebook outside Pam’s office,
accessible to team members. (4) Meeting minutes will be taken in scribe’s preferred method. (5) Scribe will email meeting minutes to those who have email addresses
and mailed to those folks who do not have email addresses. (6) Meetings will be held as long as 5/8 members are present. (7) Meetings will be cancelled if we do not have a quorum or if school is
cancelled. (8) Major decisions will be made by consensus – fist to five. (9) Team members will email or call Pam if going to be late or cannot
attend. Pam will share with Barbara P. if she is unable to attend. (10) Task master will either type and disseminate via email or hand write,
copy and disseminate at the end of each meeting/put in team members’ mailboxes.
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Things We Need to Do…Action By When
1.
2.
3.
4.
5.
6.
7.
8.
9.
Decide who will import your team’s ground rules into the agenda and record this as a task to be accomplished by your first meeting.
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Teams regularly focus on the development of small-group interpersonal skills that create safe environments to communicate. These include:
- active listening
- affording team members respect
- effective brainstorming
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Line up according to your month and date of your birthday! Form teams of 6.
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• Record brainstormed ideas publicly.• Elicit ideas only.• No criticism or questions.• Push for between 8-18 ideas.• Go for the Gusto!
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Line up!
In your group, brainstorm additional ways you can meaningfully acknowledge students for rule following behavior.
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Teams regularly focus on the development of small-group interpersonal skills that create safe environments to communicate. These include:
- active listening
- affording team members respect
- effective brainstorming
- efficient decision making strategies
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• Decide and Announce(e.g., facilitator decides and announces time limit to agenda item)
• Sample, Decide and Announce(e.g., facilitator asks three team members how much time needed
for agenda item, then decides and announces time limit)
• Majority Vote(e.g., facilitator asks all team members how much time needed for
agenda item, then uses majority to set time limit)
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In your team, you have your choice of three different “rewards” for attending this workshop. Using Majority Vote, what is your team’s decision?
$100One hour and paid lunch at a place of your choosingGet out of bus duty for a week.
Discuss the pros and cons of Majority Vote.
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• Decide and Announce• Sample, Decide and Announce
• Majority Vote• Consensus
(e.g., facilitator asks all team members if they agree to the school reward ticket being called the “Pirate Treasure” and uses team
consensus to determine if this is a go.)
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543210
I am all for this idea. I can be a leader.
I’m for the idea. I can provide support.
I’m not sure but I’m willing to accept the group’s opinion.
I’m not sure. I need more discussion.
I can’t support it at this time. I need more information.
No. I need an alternative I can support.
CONSENSUSCONSENSUS
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Back to the same activity: You have your choice of three different “rewards” for attending this workshop. One of your team members posed the $100 option. Using the fist to 5, determine if your team has consensus on this choice. If you do not, engage in further discussion until you have achieved consensus.
Reflect on pros and cons of decision making via consensus.
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Strategies for Narrowing Down Options For Decision Making
Dot/Check-mark Method
Delphi Weighting
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Strategies for Narrowing Down Options For Decision-Making
Dot/Check-mark Method
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EXAMPLE
A group had to decide upon one sporting event they all would go and see.
They first brainstormed a list of options.
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______ Option1 football
______ Option 2 men’s basketball
______ Option 3 tennis
______ Option 4 Lady Vols basketball
______ Option 5 soccer
______ Option 6 beach volleyball
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EXAMPLE
A group had to decide upon one sporting event they all would go and see.
They first brainstormed a list of options.
They next put “dots” next to their top 2 choices (dependent on number of options available.)
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______ Option1 footbal l
______ Option 2 men’s basketball
______ Option 3 tennis
______ Option 4 Lady Vols basketball
______ Option 5 soccer
______ Option 6 beach volleyball
Majority rules? Do we have consensus?
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Strategies for Narrowing Down Options for Decision-Making
Dot/Check-mark Method
Delphi Weighting
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First: Assign each potential solution a letter of the alphabet.
For example, one team generated four solutions. They assigned each solution a letter of the alphabet as follows: A. Increase staff supervision B. Re-teach school rules in hallway C. Get students to create rules posters D. Create directional signs for traffic flow
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The solution believed to be MOST important is assigned the greatest number.
The solution believed to be NEXT MOST important is assigned the value of the total number of identified behavior problems minus 1.
The behavior believed to be the third most important to address (if there are five or more) is assigned the value of the total number of identified behavior problems minus 2.
ETC.
The solution believed NEXT LEAST important to address is assigned the value of 2.
The solution believed LEAST important is assigned the value of 1.
Second, Each team member assigns a priority value to each solution, rank ordering the solutions from most to least important. The rank ordering, HOWEVER, occurs in a specific manner and is described as follows:
First
Third
Fifth
Fourth
Second
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Third, EACH teacher’s value is added to obtain a total sum value for each solution identified, thereby creating a rank order prioritization list.
For example in the example provided:
Behavior Teacher 1Assigned
value
Teacher 2 assigned
value
Teacher 3 assigned
value
Teacher 4 assigned
value
Total assigned
value
A. Increase supervision
2 4 4 3 13B. Re-teach 4 2 3 2 11C. Student
Posters3 3 2 4 12
D. Signs 1 1 1 1 4
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Thus, the teachers rank ordered the solutions as follows:
Most important: increase supervision (13)
Next most important: students create rules posters (12)
Next most important: re-teach (11)
Least important: directional signs (4)
Fourth, make a final decision using either majority or consensus decision making.
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1. In your teams choose a recorder for this activity. Recorder, you will need to record in such a manner that your table group can see what you are recording.
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2. The Problem: Your district has given you all the money you need to go to lunch together. You will need to be back here in 2 hours.
3. As a table group, brainstorm for 2 minutes, all your options. Publically record these on the team brainstorming handout.
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4. Use the dot/check method to narrow down your choice.
5. Next, use the delphi weighting procedure to narrow now your choice.
Share Pros and Cons
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RETURN TO YOUR SCHOOL TEAMS
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Teams regularly focus on the development of small-group interpersonal skills that create safe environments to communicate. These include:
- active listening
- affording team members respect,
- efficient decision making strategies
- effective problem solving
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The Focusing FourBrainstorm Record brainstormed ideas on chart paper. Elicit ideas only. No criticism or questions. Push for between 8-18 ideas.
Clarify Ask author for clarification if/where needed. Stop clarification when questioner indicates understanding. Condense and separate ideas per request. Team members
need to defend request/need.
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The Focusing Four(Cont)
Advocate Team members may advocate for as many items and as
many times as they wish. Advocacy must be brief and phrased in the positive.
Canvass Ask team members to identify which 3 ideas they feel are
most important. They do not need to be placed in rank order.
Take a hand count to determine which items are of most importance to the group (majority vote).
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1. At your tables, number off 1 -4.
2. Numbers 1,2,3,4 – sit together.
3. You have the following problem to solve:
You and your teammates are on a boat, and it is sinking. You must decide what 3 items you are going to take off the boat with you using the Focusing Four strategy. You must all come to consensus about the three choices.
4. Return to your home base and share your experiences with your assigned problem solving process. What was good about it? What was hard? What’d you like? Dislike?
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STEP 1: Define the problem
Group Problem-Solving Process
STEP 2: Diagnose the problem
STEP 3: Brainstorm solutions for the problem
STEP 4: Evaluate pros and cons of each solution
STEP 5: Choose and implement a solution
STEP 6: Evaluate the success of the solution and revise as needed
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On the next slide and in your handouts are SWIS graphs. Using the Group Problem Solving Process go through steps 1-5 to choose at least one action to implement based on the graphs.
Be prepared to share your steps.
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Referrals By Problem Behavior Referrals By Time
Referrals By Location Referrals By Student
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5 Management supports the process5 They have been trained in the process5 All members have committed to the process5 They have established goals and
expectations5 They adhere to team norms of behavior
Teams Succeed When…
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Things I Need to Do…Action By When
1.
2.
3.
4.
5.
6.
7.
8.
9.
Reflect on practices to support effective brainstorming, decision-making, and problem solving practices.
Discuss amongst yourselves your and your team’s current use of these– which ones do they use? Not use?
Discuss what you need to do to teach and support each other to use these practices on a routine basis. Which ones will you address first? Second? …
Record your actions
Share
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Teams engage in frequent face to face interactions
SWPBS leadership team MUST meet on a regular basis – initially twice each month moving to monthly. It is essential to establish the
SYSTEM for ensuring the team meetings occur on a routine basis.
Requires administrative support
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Physical EnvironmentSit in a circle
Comfort
FACE-TO-FACE INTERACTION
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Finding Time To PlanPurchased Time
(Hire subs, compensate for spending holidays or vacations planning.)
Rescheduled Time(Revise calendar year and/or daily timetable)
Freed-Up Time(Community volunteers to conduct ½ day programor to free up teacher forplanning/; “Specials” scheduled during same time block; Student Interns)
Borrowed Time
I O U
(Add 15 minutes for 4 days, gain 1 hour on 5th day.)
Released Time(Inservice, institute,and professionaldevelopment days; scheduled planning per mo.)
From: The Learner-Centered School, p. 51-52. (Extrapolated from Time for Reform)
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Finding Time To PlanNew Time
(Teacher incentives to motivate use of own time)
Better-Used Time(Rethink faculty & departmentmeetings already on schedule –use memo, notes, or bulletins when possible)
Found Time(Serendipitous timesthat occasionally occur;student teacher, visitor,assembly, snow day) Common Time
(Scheduled block time for teacher teams)
Tiered Time(Layer with existing functions such as lunch and breakfast meetings)
From: The Learner-Centered School, p. 51-52. (Extrapolated from Time for Reform)
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Finding Time To Plan In your teams take the next 3 minutes to
brainstorm (Remember no critiquing during
brainstorming) where you could find the time/more time for your team to plan together. Be creative.
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Things We Need to Do…Action By When
1.
2.
3.
4.
5.
6.
7.
8.
9.
Do you have your team meetings scheduled for the school year, or at least first semester? If yes, are these on a master calendar? If no, determine when you will meet.
Record any follow-up actions required?
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Stages of Team Development Forming
FunctioningFormulatingFermenting
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A WORD ON MARKETING & VISIBILITY
Establish a plan with designated assignments
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Evaluation
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