Transcript Slide 1

Effective Teaming
and
Facilitative Leadership Support
Monthly PBS Coaching Meeting
Module G - 2013
District/DC Name
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PBS School-Based Leadership Team
PBS Team Goals
1. Ensure effective Tier 1/Core instruction and
supports for all students
a.
b.
c.
Develop Tier1 Core curriculum for behavior
Develop and monitor Tier 1 interventions and
supports
Evaluate implementation progress
2. Use data-based problem-solving to integrate
academic and behavioral instruction and supports
3. Train school staff, students and families in PBS
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Effective Teaming
Essential Components
1.
2.
3.
4.
5.
Multidisciplinary representation
Clear vision/mission
Defined roles and responsibilities
Team norms
Leadership Support
•
•
Interpersonal Communication
Collaborative Problem-Solving
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PBS Team Structure
Diverse Membership
1.
2.
3.
4.
5.
6.
School Administrator
General and special educators
Multi-grade level representation
Behavioral expertise
Problem-solving expertise
Family, student, community involvement
Discussion
1. What is the PBS team membership configuration at each school?
2. Determine if school-based teams have the necessary and
appropriate people on each team.
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3. If not, develop strategies to secure the appropriate members.
PBS Team Vision/Mission
Vision/Mission Statement
•
•
Provides direction and focus
Aligned with school and district mission statements
Example Vision/Mission Statement
• The PBS team mission at Sunny MS is to ensure appropriate
instruction and supports for all students based on student need
to help all students become more successful learners.
Share the purpose/mission statements from each PBS team.
Discuss strategies to address the following:
1. Does every team have a vision/mission statement?
2. Do the statements accurately reflect what PBS teams are doing?
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3. Are all the team members aware of the team’s vision statement?
4. Are updates/modifications needed?
Roles and Responsibilities
Considerations
• Individual skills, strengths, areas of expertise, and preferences
PBS Team Member Roles and Responsibilities
1. Administrator
• Actively supports team efforts
• Allocates resources for planning and implementation
• Safeguards meeting schedule
2. PBS Team Leader
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•
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Ensures pre-meeting preparation and distribution of materials
Sets, reviews and facilitates agenda and purpose of meeting
Ensures participation and facilitates consensus building
3. PBS Coaching Facilitator
• Facilitates PBS implementation and structured problem solving process
• Completes PBSES implementation data (PIC, BoQ) and model school
application
4. Recorder
• Takes notes and electronically distributes to group members
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Roles and Responsibilities
5. Time Keeper
•
Provides time reminders on agenda
items
8. Behavior Specialist
•
6. Communications Coordinator
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•
Facilitates within and across group
communication
Shares resources with the group
7. Data Specialist
•
Enters and accesses behavior data
Discussion
Provides expertise on behavior
principles; Assists with data
analysis
9. Family Liaison
•
Provides family input, perspective,
support, communication network
10. Student Liaison
•
Provides student input,
perspective, communicates with
peers
1. Which of these positions are filled across PBS school-based teams?
2. Which positions need to be filled?
3. Compare/contrast the similarities and differences of responsibilities across
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coaching facilitators at each school.
4. What are some barriers to fulfilling the coaching responsibilities?
Team Norms
Purpose
1.
2.
3.
4.
Promote trust
Increase quality of communication
Provide means for constructive conflict resolution
Build consensus and group cohesion
Examples
1.
2.
3.
4.
5.
All ideas/opinions are valued
Tasks are shared across all team members
Adhere to deadlines, as agreed upon
Discussion results in action plan steps
Decisions are made via group consensus
Discussion
1. Share PBS team norms across schools.
2. Which norms have contributed to successful teaming?
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3. Brainstorm strategies to address barriers to the development
and maintenance of effective teaming norms.
Leadership Support for
Effective Teaming
Characteristics of Effective Leadership Support
1.
Interpersonal Communication Skills
a. Active Listening, Empathizing
b. Questioning, Clarifying
c. Paraphrasing, Summarizing, Synthesizing
2.
Problem-Solving Skills
a. Task-oriented
b. Implementation fidelity
c. Adherence to structured problem solving process
Human Emphasis
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1
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Task Emphasis
Both are necessary, Neither is sufficient alone!
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Interpersonal Communication
Active Listening
1.
2.
3.
4.
5.
Conscious effort to hear the words and thoughts of others
Focus on understanding the complete message or idea
Careful attention to the speaker
Tuning out distractions
Maintaining focus on content being shared
Barriers to Active Listening
1.
2.
3.
4.
Rehearsing counter ideas, ‘arguments’, solutions, etc.
Prejudging suggestions or comments
Monopolizing conversation
Engagement in other activities (cell phone, email, etc.)
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Interpersonal Communication
Empathizing
1. Conveys understanding of another's situation from his/her
perspective
2. Increases pro-social (helping) behaviors
3. Supports active listening
Questioning
1. Open-Ended: Generates additional information, enhances
discussion, elicits participation
2. Closed-Ended: Confirms information; Does not generate
additional discussion or participation
Clarifying
1. Ensures meaning has been captured
2. Enhances understanding of idea, suggestion, problem, etc.
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Interpersonal Communication
Paraphrasing
1. Restatement of thought or idea, often to clarify
2. Adherence to original meaning maintained
3. Evaluates our understanding of what was said
4. Not a repetition of the speaker’s phrases
Summarizing
1. Review of content/ideas generated
2. Succinct overview of the most important aspects, key points,
and/or themes
Synthesizing
1. Combining content and data
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2. Bringing information, thoughts, and ideas together
3. Facilitates the development of interventions and action plan steps
Interpersonal Communication
Skill
Examples
Empathizing
1.
2.
3.
“I don’t know why students aren’t responding?”… You seem to feel confused.
“Teachers are tired of trying new things.”… Sounds like they are discouraged.
“The parents just aren’t supportive.”… You sound frustrated.
Open- Ended
Question
1.
2.
“In what locations are students most often meeting the Tier 1 expectations?”
“What might be alternative strategies for rewarding students meeting the
expectations that are easier to implement?”
Closed-Ended
Question (Y/N)
1.
2.
“Are most of the students in Mr. Y’s class off-task behavior during centers?”
“Do you think disrespect is the most problematic behavior on campus?”
Clarifying
1.
“What specifically do the teachers feel is problematic regarding the behavior lesson
plan schedule?”
“I heard you say _____________, did I understand you correctly?”
2.
Paraphrasing
1.
2.
Summarizing
1.
2.
Synthesizing
1.
2.
“I believe I hear you saying that most problem behaviors occur in the hallway
between classroom periods.”
“So, it seems the staff feel the reward system is too difficult to maintain.”
“So far, we’ve talked about behavior problems during dismissal and on the buses,
which we might want to explore further.”
“Based on our discussion, it appears we are in agreement that we need to collect
additional data before developing any specific interventions.”
“Based on our data review and discussion, the team has agreed to implement the
following action plan steps to address the increase in ODRs during lunch.”
“After reviewing the behavior data and teacher survey responses, the team agrees
that additional professional development is essential at this time.”
Interpersonal Communication Skills
Discussion
1. Which interpersonal communication skills do you use
most often during PBS team meetings?
a.Active Listening, Empathizing
b.Questioning, Clarifying
c. Paraphrasing, Summarizing, Synthesizing
2. Which skills have you found to be the most effective
in facilitating team meetings and why?
3. Which skills do you find most difficult to implement
and why?
4. What additional training would be beneficial to
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enhance your interpersonal communication skills?
Practice Scenarios
What would you do if….
1. Some team members appeared disinterested (disengaged body
language) during the monthly PBS meeting?
2. A few team members started to dominate the discussion?
3. A couple of the team members were not contributing anything
during a monthly meeting?
4. Two particular members regularly disagreed about something
during almost every team meeting?
5. The team began to “admire” the problem vs. focusing on problemsolving?
6. Team members appeared to be unable to come up with strategies?
7. The team was having difficulty staying on task?
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8. The meeting began to dissolve into several ‘side-bar’
conversations?
Collaborative Problem-Solving
(Slides 16-22 OPTIONAL – See Notes Section)
Goals
1.
2.
Decrease problem situation and/or barriers to goal attainment
Increase progress toward achievement of desired outcome
Overview
1. Provides structure to identify, develop, implement and evaluate
strategies to enhance the performance of ALL students.
2. Evidence-based (Gutkin & Curtis, 2009; Curtis, Castillo, Cohen, 2008)
3. Strongly related to improved student outcomes
4. Interventions developed are more effective than those
developed through other methods
5. Applicable at all levels
a.
b.
c.
Individual student
Targeted group, classroom, grade-level
School, district, community, state
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4-Step Problem Solving Process
Step 1: Problem Identification
What’s the problem?
Step 4: Evaluation
Step 2: Problem Analysis
Are the interventions
working?
Why is it occurring?
Step 3: Intervention Design and Implementation
What are we going to do about it?
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Step 1: Problem Identification
What is the Problem?
1. Difference between current level and expected/desired level of
student performance (goal).
2. Academic and Behavior Guiding Questions Examples
a. What should students know and do as a result of instruction?
b. Are students meeting the desired outcomes?
c. Are there groups or individual students not meeting the desired
outcomes?
3. Define in objective, concrete, descriptive terms
4. Determine how progress will be measured
Example Statements
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•
40% of third-grade students scored below level 3 on the Reading
FCAT.
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Four sixth-grade math teachers made 11 ESE referrals in
February.
Step 2: Problem Analysis
Why is the Problem Occurring?
1. Review necessary data sources (ODRs, ISS, OSS,
Attendance)
2. Academic and Behavior Guiding Question Examples
a.
b.
c.
d.
e.
f.
What barriers may be preventing students from achieving
the desired outcomes?
What situations/antecedents might be contributing to
students not reaching the expected goals?
Is the frequency of instruction enough?
Is the curriculum being implemented with fidelity?
Are teachers reinforcing the skills taught?
Are materials developmentally appropriate?
3. Hypothesis Development (Best Guess)
a. Linked with intervention strategies
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Step 3: Intervention Design and
Implementation
What are we going to do about the problem?
1. Academic and Behavior Guiding Question Examples
a.
b.
c.
d.
What strategies will be implemented?
What resources are needed to support implementation?
How will fidelity be monitored?
How will ‘response to intervention’ be defined and measured?
2. Brainstorm strategies; Link interventions to hypothesis
a.
b.
c.
Antecedents
Skills to be taught, practiced, modeled, etc.
Reinforcement for demonstrating desired skills
3. Develop an implementation plan
a. Identify roles, responsibilities, timelines
b. Include evaluation tools and fidelity measures
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Step 4: Evaluation
Response to Intervention
Are the Interventions Working?
1. Academic and Behavior Guiding Question Examples
a. Have the interventions been effective in meeting the
goal?
b. Did students achieve the desired outcomes?
c. Were the interventions implemented with fidelity?
d. Do interventions need to be modified, maintained,
faded?
2. Review the Data
a. Measure progress towards the goal
b. RIOT: Review, Interview, Observe, Test
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Collaborative Problem-Solving
Discussion
1.
2.
3.
4.
Who on your PBS team has the most expertise using the 4step problem-solving process?
Which steps of the problem-solving process do you as the
coaching facilitator feel competent implementing?
Which steps of the process do you find most problematic or
difficult to implement?
What additional training would be beneficial to enhance your
problem-solving skills?
Resources:
http://flpbs.fmhi.usf.edu/dc_corner.cfm
1. Monthly Coaching Meeting Module F: Reviewing the Problem
Solving Process
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2. Monthly Coaching Meeting Module CC: Data Guide 4-Step
Problem-Solving Process Worksheet
Leadership Support for
Effective Teaming
Effective Leadership Support
1.
2.
3.
4.
5.
Enhanced interpersonal communication skills
Understanding and efficiently implements the problem-solving
process
Creates atmosphere of trust, cohesion, and collaboration
Develops and clarifies mission and goals of the team
Acknowledges achievements and celebrates successes
Discussion
1. Based on responses and/or comments expressed during this
meeting, begin developing district action plan steps to address
areas in need of additional support for coaching facilitators.
2. Share final thoughts
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3. Address questions
4. Next meeting?
Contact Information and Resources
FLPBS MTSS Project
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Phone: (813) 974-6440
Fax: (813) 974-6115
E-mail: [email protected]
Website: http://flpbs.fmhi.usf.edu
Facebook: www.facebook.com/flpbs
FLPBS on Twitter: www.twitter.com @flpbs
OSEP TA Center on PBIS
• Website: www.pbis.org
Association on PBS
• Website: www.apbs.org
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