MBI Facilitator Training and Handbook

1. Never doubt that a small group of dedicated people can make a difference. Indeed it is the only thing that ever has. -Margaret Mead, pioneering anthropologist

2. Facilitator Training Please download the Facilitator Handbook and this presentation on the MBI Web site Training Materials Session 1 Module 2 Presented by the MBI Consultants

3. Critical Components • Commit to a common purpose and approach to discipline—one that creates a safe and welcoming culture • Establish and maintain team… with administrator support, participation and leadership • Establish a clear set of positive expectations and behaviors • Establish procedures for teaching expected behavior • Establish a continuum of procedures for encouraging expected behaviors • Establish a continuum of procedures for discouraging inappropriate behaviors • Establish procedures for ongoing assessment and data-based decision-making

4. Purpose • Provide more in-depth support and training to Facilitators and Co-Facilitators in their roles as team leaders • Provide Facilitators and Minute Takers with specific training on the use of TIPS process • Strategies for conducting effective meetings • Review timelines for implementing the MBI process

5. Team Member Roles • Administrator • Facilitator • Minute Taker • Data Analyst • Active Team Members • Representatives from each grade level • Support Staff • Bus driver • Nurse • Psychologist • Custodian • Community Members • Parent • School Business Partner

6. Team Member Roles Typically NOT the administrator • Core roles (p. 27) • Facilitator • Minute Taker • Data Analyst • Active team members • Administrator • You will find additional responsibilities for each role on the TIPS Meeting Minutes Form. • Backup for each role? • Can one person serve multiple roles? • Are there other roles needed?

7. Role of the MBI Facilitator…in addition to the responsibilities on p. 2 of the TIPS Meeting Minutes Form • Attend Facilitator Roundtable at Sessions 1 and 2 • Schedule meeting dates for the year • Create agendas for MBI team meetings • Coordinate surveys and reports • Communicate consistently with your MBI Consultant: • Send and/or coordinate sending minutes • Coordinate data access to PBIS Assessment site • Coordinate the SET in the Spring • Set up site visits • Serve as liaison with administrator and establish communication norms = have a conversation with your administrator about how he or she would like to stay informed and determine who is in direct contact with the consultant (you and/or the administrator, or just you) • Maintain team’s purpose statement and action plan, updating annually • Facilitate team meetings • Uphold & review team-generated meeting norms • Incorporate effective meeting strategies, including data-based problem-solving and decision-making • Provide an overview of your school’s MBI progress to entire staff at least once/year

8. Site Visits Your MBI Consultant will visit for the purposes of support, relationship development, skill building, and consultation, i.e. attend a team meeting, present to your whole staff, attend an MBI event, assist with assessments, meet with the Facilitator and Administrator, etc. Communicate with your Consultant about your needs. Visits take place once in the Fall, as well as once in the Spring to complete the SET. An additional site visit may be at a Team Training or at your site depending on your team’s needs = 2-3 site visits annually.

9. Minute Taker Role and Responsibilities • The Minute Taker Documents the following: • Use an LCD - projects minutes as they’re typed • Distribution of minutes immediately after meeting with click of a button • Logistics of meeting (date, time, location, roles) • Agenda items for today’s meeting (and next meeting) • Discussion items, decisions made, tasks, and timelines assigned • Problem statements, solutions/decisions/tasks, people assigned to implement with timelines assigned, and an evaluation plan to determine the effect on student behavior

10. Minute Taker Role and Responsibilities • The Minute Taker Reviews Meeting Minutes • An effective strategy for getting a snapshot of what happened at the previous meeting and what needs to be reviewed during the upcoming meeting • What was the issue/problem? • What were we going to do? • Who was going to do it? • By When? • How are we measuring progress toward the goal?

11. Minutes Final chance to succeed Documents meeting and provides accountability Confirms decisions Identifies Actions (who, what, when, where) Sets the stage for the next meeting Think concise, decisive, facts Don’t publish the discussion

12. Facilitator Resources

13. Facilitator Handbook It may be helpful to create a separate binder that we will build on throughout the year. • Download the Facilitator Handbook and this presentation on the MBI Web site  Training Materials  Session 1 Facilitator Roundtable • For your convenience, move Module 2, “Establishing MBI Leadership Teams” section, from the Session 1 Workbook to your Facilitator Handbook (also found on the MBI Web site  Training Materials  Session 1 Module 2). • In the handbook, you will find the following: • MBI Timelines, including assessments • Team Member Roles and Responsibilities • TIPS form • Big 5 Generator (time permitting, you may continue the presentation for additional information) • Guidelines for Success

14. Guidelines for Success • Partner with a Co-Facilitator • This can be a true partnership, or • One person is the Lead Facilitator, and the Co-Facilitator steps into the leadership role after a set number of years serving in that role. In the meantime, the Co-Facilitator partners with the Lead Facilitator to accomplish tasks. • Develop a plan for informing and updating new team members, as well as new staff members each year. • Action Plan • Have your team’s Action Plan accessible at each team meeting. The Action Plan items drive each meeting agenda. • Review progress, update, and/or develop a new Action Plan if the previous Action Plan has been accomplished. Again, your meeting minutes will document your Action Plan progress.

15. Guidelines for Success (continued) • Team Notebook – suggested components • Make it accessible to your team • Organize according to MBI Critical Components: • Commit to a common purpose and approach to discipline—one that creates a safe and welcoming culture = Statement of Purpose • Establish and maintain team… with administrator support, participation and leadership = Team Members, Roles and Responsibilities • Establish a clear set of positive expectations and behaviors = Universal Expectations • Establish procedures for teaching expected behavior = Matrix and Plan for Teaching Expectations • Establish a continuum of procedures for encouraging expected behaviors = Recognition System – description and examples • Establish a continuum of procedures for discouraging inappropriate behaviors = ODRs, Major and Minor offenses, and any description of the system for managing behavior • Establish procedures for ongoing assessment and data-based decision-making = Data Collection system – SAS, TIC (TFI will soon take the place of these surveys), School Climate or School Safety Survey, Student Voice Survey, In-District Survey

16. Guidelines for Success (continued) • Keep Meeting Minutes in the Team Notebook • Keep your consultant informed by sharing meeting minutes with him or her when you send minutes out to the team and post for the staff. • When learning to utilize the TIPS Minutes Form, use your consultant as a resource. • Make a basic copy of the team notebook for the staff to access. • Statement of Purpose • List of Team Members and Roles • Minutes • Universal Expectations • Matrix and Teaching Expectations Plan • Recognition System • ODR template, Definition of Majors and Minors, etc. • Data – survey results

17. We have the right people on the team and the guidelines for success, now let’s facilitate an effective meeting

18. Effective Meetings • Have a clear purpose • Are well-planned • Involve the participants • Result in action

19. What Makes ASuccessful Meeting? • Defined roles, responsibilities, and expectations for the meeting • Start and end on time • 75% of team members present and engaged in topic(s) • Advance preparation of all participants • Provide agenda and all informational materials prior to meeting and request that participants come prepared to act • Look for tasks that are better accomplished by individuals or small group before the meeting of the large group • Smaller groups tend to be more efficient

20. What Makes A Successful Meeting (continued) • Agenda is used to guide meeting topics • System is used for documenting decisions • System is used for monitoring progress of implemented solutions (review previous meeting minutes) • Decision makers are present when needed • All regular team members (absent or present) get access to the meeting minutes within 24 hours of the meeting • Efforts are making a difference in the lives of children/students • Next meeting is scheduled

21. Basic Meeting Structure Verified Need Planning Purpose & Outcomes Follow-up & Evaluation Summary of Outcomes & Agreements Operations Decisions & Outcomes Content After Before During

22. TIPS Meeting Foundations Structure of meetings lays foundation for efficiency and effectiveness

23. Organizing for an effective problem-solving conversation A key to collective problem solving is to provide a visual context that allows everyone to follow and contribute Problem Use Data Out of Time Solution

24. Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan Form Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: • Where in the Form would you place: • Planning for next PTA meeting • 2. Schedule for hallway monitoring for next month • 3. Next meeting report on lunchroom status Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Team Members (bold are present today) Administrative/General Information and Issues Problem-Solving Action Plan Evaluation of Team Meeting (Mark your ratings with an “X”)

25. What is Relevant To Record Issue: families are not signing and returning minor incident reports Possible hypotheses: multiple students in household bringing minor incident reports home? parent gets upset with student and students not giving form to parents to sign? Decision: re-examine the process being used to document and communicate about minor incidents • Minors-what would we like to do about communicating the minors with families? There is inconsistency among staff, not all teachers use the minors as a teaching tool in the same way. Is this a problem? What should be do? Discussion: • Perhaps we create a little blurb that goes out to families that teachers will use when sending them home. Sending them home creates a problematic situation, can be an issue with communication with families. Perhaps we need to just say to staff a general reminder about what is going on with the minors for families of multiple students or friends, etc. We will wait until next year to re-train staff and discuss how to use WHOAS and how to communicate them with parents.

26. Measure Effectiveness of Goals • Determine how you will measure the goal • How will you know that you have accomplished the goal? • How will you determine if the solution chosen was implemented with fidelity? • How effective was the solution? • Evaluation of Team Meeting

27. Provide Appropriate Acknowledgements If it is worth doing, it is worth CELEBRATING! Builds staff buy-in Encourages your “volunteers” to keep volunteering Find novel ways to reinforce your staff

28. Share The Data Share the data with all the survey participants. This is a strong way to obtain staff commitment. Use the data to drive the decision-making process. Celebrate the successes as indicated by the data, even if they are small!

29. Next Steps • Contact your MBI Consultant to open assessments: • Self-Assessment Survey (SAS) = whole staff • Team Implementation Checklist (TIC) = MBI team only • You will complete your 1st TIC during training today • Schedule the next TIC during Session 2 training • Contact your MBI Consultant to schedule a site visit • 2-3 site visits/school year as defined on Slide #8 • Prepare for your 1st (or next) Team Meeting • Work together as Facilitator and Minute Taker to create agenda, prepare TIPS form, and set logistics

30. Have a great year! Remember – MBI is a process. Utilize the “Facilitator Resources” section on the MBI Web site. Contact your MBI Consultant with questions and for guidance. THANK YOU FOR YOUR TIME AND COMMITMENT!

31. Additional Resource-Preview of Session 2 Big 5 Generator

32. Big 5 Generator • Excel spreadsheet/workbook • Data presented as • Per Day graphic • Behavior graphic • Location graphic • Time graphic • By Student graphic • Separate categories for K-5, 6-8, 9-12, K-8, K-12 • Option of comparing your data to national averages

33. SWIS SWIS vs. the Big 5 Generator SWIS and Big 5 Average Referrals Per Day Per Month Compare site data with national data Referrals By Problem Behavior Location Time Student Referrals By Staff Motivation for Referral Others Involved In Referral Administrative Decision Suspension/Expulsion Reports Ethnicity Enrollment and Reports Individual Student Reports Days Suspended/Expelled Student’s IEP Status Ability to Copy Data to Next Referral Custom Report Drill-Down Tool Must access through a SWIS Facilitator  Contact your consultant if you’re interested

34. Getting/Updatingthe Big 5 Generator • http://education.umkc.edu/kcrpdc/pbs.html • Listed under “Frequently Requested Documents and Tools ”

35. Sample Big 5 Report