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 Positive Behavioral Interventions and Supports (PBIS)
           Preparing for Tier 1/Universal Training

 KSU/ASB Room 256 400 East Main Street  Frankfort, KY 40601
          Phone: 502.564.9699  Fax: 502.564.9700

        This packet is designed to provide you with information about Positive Behavior Interventions and Supports
(PBIS) and prepare you to begin training at the universal, school-wide level. The introduction provides an explanation of
PBIS and a rationale for implementing in your school.

What is Positive Behavioral Intervention and Supports? A major advance in the enhancement of school culture and
climate is the emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and
supporting appropriate student behaviors to create positive school environments. Instead of using a patchwork of
individual behavioral management plans, a continuum of positive behavior support for all students within a school is
implemented in areas including the classroom and non-classroom settings (such as hallways, restrooms, cafeteria, etc.).
PBIS aims to build effective environments in which positive behavior is more effective than problem behavior. PBIS is a
collaborative, data-based approach to developing effective interventions for problem behavior. It emphasizes the use of
preventative, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle
outcomes. Over 7,000 schools across the country and over 200 in Kentucky have learned and are implementing PBIS
because it can be adapted to fit the needs of any school and can co-exist with other initiatives such as RtI and Thoughtful
Ed. PBIS is consistent with research-based principles of behavior. Attention is focused on creating and sustaining tier
1/universal, tier 2/secondary, and tier 3/tertiary systems of support that improve lifestyle results (personal, health, social,
family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and
desired behavior more functional.

Why is it so important to focus on teaching prosocial behaviors? In the past, school-wide discipline has focused
mainly on reacting to specific student misbehavior by implementing punitive strategies including reprimands, loss of
privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment,
especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing,
modeling, teaching, and reinforcing positive social behavior is an important part of a student’s educational experience.
The purpose of PBIS is to establish a climate in which appropriate behavior is the norm.

What is a systems approach in school-wide PBIS? An organization is a group of individuals who behave together to
achieve a common goal. Systems are needed to support the collective use of best practices by individuals within the
organization. The school-wide PBIS process emphasizes the creation of systems that support the adoption and durable
implementation of evidence-based practices and procedures, and fit within on-going school reform efforts. An interactive
approach that includes opportunities to correct and improve four key elements is used in school-wide PBIS focusing on
outcomes, practices, data, and systems.

What are the components of comprehensive school-wide positive behavior supports? All effective school-wide
systems have six major components in common: 1) an agreed upon and common approach to discipline, 2) a small number
of positively stated expectations for all students and staff, 3) a process for teaching these expectations to students, 4) a
rewards/acknowledgement system, 5) a systematic approach to addressing misbehavior, and 6) procedures for monitoring
and evaluating the effectiveness of the discipline system on a regular and frequent basis.

How do we ensure that school-wide PBIS is effective? Many schools make the mistake of implementing a school-wide
system of positive behavior supports without monitoring its effectiveness on a regular and frequent basis. Regular
monitoring and evaluation are needed to a) prevent ineffective practices from wasting time and resources, b) improve the
efficiency and effectiveness of current procedures, c) eliminate elements of the system that are ineffective or inefficient,
and d) make modifications before problem behavior patterns become too durable and difficult to change.

Can a school buy a ready-made or published school-wide discipline or curriculum? Many published school-wide
discipline programs that can be purchased have the necessary features. However, every school has its unique features (for
example: students, size, staff composition, geographic location) that must be taken into account when any discipline

program is selected. The best approach is to assess what is currently in place in your school, whether it is effective, and
what needs to be added or improved. Once this assessment is completed, a process that best addresses the features of your
school can be selected.

How long does it take to fully implement PBIS? A school or district enters the process when ready and proceeds at a
pace appropriate to meet their needs. KYCID wants schools to focus on their unique needs and access training
opportunities when they decide they are ready. The initial training for tier 1/universal intervention at the school-wide level
is four days. Additionally, teams are expected to attend annual one-day sessions on sustainability. Teams take the
information learned in training and meet at least monthly to review data, select priorities for improvement, and create or
revise policies and procedures. The newly created or revised procedures are taken to staff where consensus is reached and
then the procedures are implemented. The team evaluates the effectiveness of the procedures and shares this data with
staff. Based on the evaluation, the new procedures may be continued with monitoring, adjusted, or rewritten. Typically, a
systems change of this magnitude takes 3-5 years.

How much does it cost to implement PBIS? There are no training or materials fees for schools who partner with
KYCID. The only expenses are the cost of substitutes, mileage and food for attending trainings, and items needed for
school-wide implementation such as posters or incentives.

What happens if it snows on the day of training? Decisions to cancel training will be based upon the conditions at the
training site. If the largest school district at the location is closed, there will be no training. For example, if training is in
Murray, then Calloway County school district’s decision will determine whether the training is held, not Murray

What will we learn during tier 1/universal and sustainability training? During each day of training, the team learns
key PBIS components and how to apply these components in their school. Key agenda items are:

   Overview of PBIS concepts
   Roles and responsibilities of the PBIS Leadership Team
   Faculty commitment and involvement
   Effective procedures for dealing with discipline
             – Definitions of problem behaviors
             – Office discipline referral form
             – Office discipline referral process
             – Effective consequences
   Effective data entry and analysis
   Development of school-wide positive expectations for behavior
   Development of lessons to teach school-wide positive expectations for behavior
   Development of a school-wide reinforcement/recognition system
   Implementation plan
   Crisis plan
   Evaluation

                                                Team Membership
        The Universal PBIS Leadership Team has a unique make-up designed to promote success and sustainability of
implementation. Ensure you have team members who are willing to commit to the PBIS process and who will promote
PBIS in the school. The following members are required:

Administrator – The principal or assistant principal is a critical member of the team. Without the support of the
administrator, PBIS initiatives often fail. The principal or assistant attends all trainings and all meetings with the team. In
addition, the administrator facilitates the sharing of PBIS information, activities, and discipline data with their staff on a
monthly basis at staff meetings, through staff newsletters, or other forms of communication. The administrator may
choose to allow another team member to lead the team, but his or her presence on the team is vital to success. If the
principal designates an assistant to be the administrator on the PBIS team, then the principal must determine a
method of regular communication with the assistant so that s/he knows what is going on at all times. Following are
specific duties of the administrator:

     Attend all trainings and team meetings
     Identify and organize a representative team
     Secure agreement from the staff to commit to the PBIS process
     Provide opportunities for the PBIS team to meet as specified
     Identify a PBIS coach to support and build capacity
     Provide time and resources for the coach to attend additional trainings and to work with individual staff members,
      as needed
     Facilitate and share information about PBIS with all staff at least monthly
     Budget funds for implementation, mileage, subs, materials

PBIS Coach – The person selected as Coach must have background knowledge and experience in behavior theory and
applied behavior analysis. The PBIS Coach usually serves the role of school psychologist, guidance counselor, or special
education teacher in your school/district.

Regular education teachers – Select teachers who are representative of your school staff. At the elementary level, you
may select one primary and one intermediate or one early primary, one middle primary, and one intermediate. At the
middle and high school levels, you may select one teacher per grade or one teacher per department.

Special area teacher – The person selected may be a special education teacher or a teacher of art, music, physical
education, or some other special area.

Family Resource Coordinator – If your school has a Family Resource Center, the coordinator must be included on the

Classified staff – Select one classified staff member to be on the team. Choose a person who is naturally positive and who
has good relationships with students, parents, and other staff. Examples of classified staff who have served on PBIS
Leadership teams include instructional assistants, custodians, office staff, and bus drivers.

Parent(s) – at least one parent must be included on the team, as they bring a different perspective to the group and can be a
tremendous asset in promoting PBIS at your school.

                    History of School-wide Behavior Support in Kentucky
In the mid 1990’s, the Kentucky Department of Education committed to address student behavior from a different
perspective. A Behavior Task Force was established consisting of educational administrators, teachers, support staff from
state and local levels, colleagues from collaborating agencies and parent advocacy organizations. This task force
determined that three areas should be addressed: 1) establish a cadre of behavior consultants to provide expert support to
address challenging individual student behavior; 2) develop a web page focused on providing information and support; and
3) develop model programs in schools to address effective behavior management for all students in a school-wide manner.
Currently, all three approaches are still in operation. The behavior cadre is currently undergoing reorganization to update
how it will support schools with students who have significant behavior challenges. The Behavior Home Page
(www.state.ky.us\agencies\behave\homepage.html) is a highly used web site devoted to increasing understanding of
effective practices. The Model Schools project has evolved from a 10 school pilot to the current Kentucky Center for
Instructional Discipline (KYCID).

Initially, ten schools participated in the Model Schools Project. These schools submitted an application and were selected
to participate in a three-year grant process. The project used Foundations by Randy Sprick, Mickey Garrison et al. as the
program to guide the process. There were ten coaches for the schools who later were to form the training group for the
subsequent KIDS Project. Drs. Sprick and Garrison based much of their work on the Effective Schools Research compiled
by the Northwest Regional Laboratory. The National Technical Assistance Center on Positive Behavioral Interventions
and Support (www.pbis.org) at the University of Oregon has also based much of their work on the same body of

The Kentucky Instructional Discipline in Schools (KIDS) project was an expansion of the initial effort to fifty schools.
Both projects had coaches and were lead by trainers with periodic professional development opportunities over extended
periods of time. The goal was to provide support at all three levels of the multi-tiered primary, secondary and tertiary
triangle. The reality was a great deal of activity and focus upon primary intervention and less at each of the two other
levels. Schools made significant improvements in their approach to student behavior. Dramatic drops in office referrals,
suspension and expulsion rates were common among schools. Teachers reported higher levels of confidence in addressing
student behavior. There were concerns expressed over several issues such as: collection of effective and meaningful data,
sustainability of the process over time, cost of the methods of training and rate of expansion into more schools. As a result,
a third project was initiated to try a different approach considering some of the experiences of the previous efforts.

The Instructional Discipline Pilot Project (IDPP) began in 2003 with 31 schools. A main focus was to utilize information
and materials from both the Safe and Civil Schools approach and the Positive Behavioral Interventions in Schools
approach. Greater emphasis on data collection and analysis was a key aspect of the IDPP, as was keeping the reality of
sustainability in mind, expanding beyond the primary intervention level and greater involvement of agency partners. The
IDPP was completed in 2004-05, and many of the schools who participated in that project are currently involved with
KYCID at various levels.

Since KYCID opened in July, 2004, over 200 schools have been trained in the process of tier 1/universal implementation.
KYCID schools have been highly successful in reducing office discipline referrals and in-school and out-of-school
suspensions. Schools report a healthier climate that is more conducive to student learning. Data collected at the school,
district, and state levels demonstrates the power and effectiveness of PBIS. Many KYCID schools are now beginning to
develop tier 2/secondary interventions; tier 3/tertiary level training will begin this fall.

                                                Glossary of Terms
DISCIPLINE- From Latin, discere, to learn. Various definitions include: training expected to produce a specific type or
pattern of behavior, a systematic method to obtain obedience, a state of order based upon submission to rules and authority,
(verb tense) punishment intended to train or correct, to train by instruction and control, to punish or penalize. (Webster’s II
New College Dictionary, 2001. Boston, MA. Houghton-Mifflin)

POSITIVE, PROACTIVE AND INSTRUCTIONAL – A school environment that is positive, proactive and
instructional teaches responsibility, structures for success, establishes firm and clear limits, is inclusionary, communicates
a high expectancy of success and has an inviting climate throughout the school.

Supports is an application of a behaviorally-based systems approach to enhance the capacity of schools, families, and
communities to design effective environments that improve the link between research-validated practices and the
environments in which teaching and learning occurs. Besides the abbreviation PBIS, one will also see the abbreviations
PBS (Positive Behavior Supports) and SWPBS (School-Wide Positive Behavior Supports) in the literature.

EFFECTIVE BEHAVIORAL SUPPORT SURVEY (EBS SURVEY) - The EBS Survey is used by school staff for
initial and annual assessment of PBIS systems in schools. The survey examines the status and need for improvement of
four behavior support systems: (a) school-wide discipline systems, (b) non-classroom management systems (e.g., cafeteria,
hallway, playground), (c) classroom management systems, and (d) systems for individual students engaging in chronic
problem behaviors. Each question in the survey relates to one of the four systems. The EBS survey is taken by each
school annually between January 1 and April 30. Survey results are summarized and used for a variety of purposes
including: annual action planning, internal decision-making, assessment of change over time, and increasing awareness of

SCHOOL WIDE INFORMATIONAL SYSTEM (SWIS) - The School-Wide Information System (SWIS) is a web-
based information system designed to help school personnel use office referral data to design school-wide and individual
student interventions. The three primary elements of SWIS are: an efficient system for gathering information; web-based
computer application for data entry and report generation; and a practical process for using information for decision

BENCHMARKS OF QUALITY (BoQ): The BoQ is a research-validated measure that assesses the development and
implementation of PBIS across 10 critical elements. The BoQ is completed annually by the school PBIS Leadership Team
to assess strengths and identify areas of need. Results are used for annual action planning. Minimal implementation of
universal systems is occurring when a school scores 70 out of 100. The 10 critical elements assessed with 53 items are:

    1.    Teaming
    2.    Faculty commitment
    3.    Effective procedures for dealing with discipline
    4.    Data entry and analysis plan established
    5.    Expectation and rules/procedures developed
    6.    Reward/recognition system established
    7.    Lesson plans for teaching expectations and rules/procedures
    8.    Implementation plan
    9.    Crisis plan
    10.   Evaluation

                                             Getting Started

        An effective school-wide system of discipline or positive behavior supports is only as good as the
structures and processes that are in place to support their sustained use. When setting up a school-wide system
of discipline or positive behavior supports, the following steps should be followed:

   □ View the Creating the Culture of PBIS video located at www.kycid.org and download the Pre-Training
     Packet to review. Share information about PBIS and KYCID with school administration or the
     appropriate committee or team.
   □ With this group, share information about PBIS and KYCID with the faculty and staff to assess initial
   □ If participation is approved by faculty and staff, establish a PBIS Leadership Team to guide and direct
     the process. This team should be made up of an administrator, behavior coach, grade level
     representatives, support staff, FRC, and parents. The team should have 5-10 members. See Page 4:
     Team Membership for a full description of team membership. In addition, a job description for the PBIS
     Coach can be located in Appendix D.
   □ Gain approval for partnering with KYCID and participating in training from the SBDM council.
   □ Contact your Area Coordinator for instruction regarding having your staff complete the on-line Effective
     Behavior Support survey. Ensure that at least 80% of all staff completes the survey. When this is
     accomplished, contact your Area Coordinator so results can be tabulated prior to the first day of training.
   □ Meet with the newly formed PBIS Leadership Team and complete all required paperwork (see bulleted
     list below).
   □ Submit the following completed paperwork to the KYCID office in Frankfort (Kentucky Center for
     Instructional Discipline, KSU/ASB Room 256, 400 East Main Street, Frankfort, KY 40601):

              KYCID School-wide Training Readiness Checklist for PBIS (pgs. 8-9)
              School Commitment for Success Agreement Form (pg. 10)
              School Positive Behavior Support Leadership Team Form (Appendix B)
                   Note: A description of team roles and responsibilities can be found in Appendix D to
                      assist the Team in selecting team roles for each member. Team roles are finalized in the
                      first day of training.
              CSIP Goals Related to PBIS or copy of most current CSIP (Appendix A)
              PBIS Data Audit Tool (Appendix E)

    Note: Your Area Coordinator is available to assist you in getting ready or to answer
      questions. Please call or email your AC at anytime during the start-up process.

             Kentucky Center for Instructional Discipline

                                Items to Complete Prior to KYCID Universal Training
             1. The Comprehensive School Improvement Plan includes school-wide discipline (i.e., behavior,
                 school safety, school climate) as one of its goals.
             Attach the most recent CSIP to this document OR complete and attach Appendix A.

             2. A KYCID Positive Behavioral Interventions and Supports (PBIS) Leadership Team is formed with
                 broad representation including a building administrator, general education teachers with grade
                 level representation, a special education teacher or enrichment/special areas teacher, a school
                 psychologist or guidance counselor (or some other person with behavioral expertise), FRYSC
YES    NO        Director, and a paraprofessional. There should be a parent on the team who is not staff. This
                 Leadership Team commits to participate in the sequence of universal training.

             Attach the School-wide Positive Behavior Support Leadership roster to this document (Appendix B).

             3. The Principal or Assistant Principal, who is responsible for making decisions, is an active
                     participant on the PBIS team and agrees to attend all levels of KYCID PBIS training across
                     the continuum of behavior support. In addition, the administrator will attend the monthly
                     PBIS Leadership Team meetings and facilitate the sharing of PBIS information, activities, and
YES    NO            discipline data with their staff on a monthly basis at staff meetings, through staff newsletters,
                     or other forms of communication.

             Name of Principal or Assistant: ______________________________________

             4. The Principal commits to School-wide PBIS and is aware that implementation is a 3–5 year process
YES    NO            that requires on-going training across the continuum of behavior support and/or revisions of
                     school’s PBIS plan.
             5. The PBIS team commits to meet at least once a month to analyze school-wide behavioral and
                     academic data and to use this data in the problem-solving process.
             6. The school will complete the PBIS data audit tool (Appendix E).
             7. The entire faculty, including the PBIS team, participated in an overview presentation of school-
                    wide PBIS by previewing the Creating the Culture of PBIS Video and the PBIS Overview
                    power point, both found on the KYCID website, www.kycid.org.
             Date of Overview Presentation: ______________________________________

             8. At least 80% of the faculty (certified and classified) has completed the on-line Effective Behavior
                      Support (EBS) survey. Contact area coordinator to get access to the on-line survey.
             Date of Survey Completion: ______________

                 9. The school has one or two PBIS Coaches who commit to attending additional training for coaches
                         and actively facilitating the school-wide initiative. This person(s) will fulfill the
                         responsibilities of PBIS Coach as delineated in the Coach’s job description (Appendix D).

                 PBIS Coach: _________________________ Position: ________________________________

                 Office Phone: ________________________ Cell Phone: ______________________________
                 Email: ______________________________________________________________________

                 PBIS Coach: _________________________ Position: ________________________________

                 Office Phone: ________________________ Cell Phone: ______________________________

                 Email: ______________________________________________________________________

                 10. The school has identified a person at the district level for guidance and consultation. In addition,
                         the PBIS District Coordinator (if applicable) or KYCID Area Coordinator, will collaborate
                         with the school’s PBIS Coach to ensure that all system tools and data sources have been
                         completed within timelines, shared with staff, and used in an appropriate manner. System
YES    NO                tools include: Team Implementation Checklist, Coach Implementation Checklist, Phases of
                         Implementation, Benchmarks of Quality, and Effective Behavior Support Survey. Data
                         sources include: discipline data, academic data, and educational environment data.
                         Explanation of PBIS data tools will be provided throughout Tier 1/Universal Prevention
                 11. The school has allocated/secured funding from their district or school budget to support
                         implementation of School-wide PBIS.
                 Identify funding sources:_________________________________________________

                 12. The school will use the School-wide Information System (SWIS) or a comparable system to
                         collect, summarize, and analyze discipline data. A school staff member will be designated to
                         enter discipline data into SWIS or a comparable system on a daily basis.
                 Identify Data Discipline Management System: __________________________

                 13. Within 12-24 months, a PBIS Secondary Prevention/Tier 2 Team is formed and trained. The team
                         has representation including a building administrator, special and general education teachers,
                         guidance counselor, school psychologist, or school social worker, support staff, and parent.
                         This team will commit to attend and participate in the sequence of targeted problem-solving
                         training. The team will meet at least twice a month. The team will develop, monitor, and
                         revise targeted/tier 2 level interventions.
                 14. Within 24-36 months, PBIS Tertiary Prevention/Tier 3 training is initiated. Those trained from
                         the school and district will work collaboratively with mental health partners to develop and
YES    NO                implement comprehensive intervention plans for students with the most significant academic/
                         behavioral/emotional challenges.

                 15. The school will use a PBIS Action Plan to document implementation and evaluation. The Action
YES    NO                Plan will be reviewed and updated monthly.

 If NO is circled on any of these items, area coordinator will contact you to discuss preparations for training.
                   Kentucky Center for Instructional Discipline
                          (3-5 YEARS TIME FRAME)
KYCID PBIS Network will provide:
1. Initial and follow-up team trainings at the Tier 1/Universal Prevention, Tier 2/Secondary Prevention, and Tier
   3/Tertiary Prevention levels including annual sustainability trainings
2. Positive Behavioral Interventions and Supports (PBIS) coaches’ training
3. Training and on-going technical assistance on School-Wide Information System (SWIS), an on-line data management
   system for decision-making and reporting
4. On-going technical assistance to schools and school-based and district coaches
5. Assistance with collection, interpretation and strategic planning on data reports (Team Implementation Checklist
   (TIC), Benchmarks of Quality (BoQ), Effective Behavior Support (EBS) Survey, culture survey and academic
6. Information to facilitate understanding of Local Area Networks and community resources for students in need of
   intensive support and tertiary interventions
School teams will commit to:
1. Team based problem-solving process to provide interventions for all students at the Tier 1/Universal Prevention, Tier
   2/Secondary Prevention, and Tier 3/Tertiary Prevention levels
2. Universal PBIS Leadership team meets monthly
3. Use and submit required data on a regular basis. (Annually: BoQ, EBS Survey, End of Year Data Report; Three times
   a year: Team Implementation Checklist)
4. On a monthly basis, collect and analyze discipline data for decision-making purposes regardless of the data collection
   system used by the school/district
5. Develop and follow an Action Plan for PBIS activities based on analysis of collected data
6. All team members attend all trainings provided by KYCID and stay for the duration of the trainings
Building Administrator will commit to:
1. Being an active team participant (attends trainings and team meetings)
2. Identify and organize a representative team to attend training for the universal level of implementation (4 days of
   initial training plus annual sessions on sustainability)
3. Further team-based training in subsequent years to develop Tier 2/Secondary Prevention and Tier 3/Tertiary
   Prevention and interventions
4. Secure agreement from the staff to commit to PBIS training and practices and to review existing discipline and
   academic data
5. Provide consistent and regular opportunities for the PBIS team to meet as specified
6. Identify a PBIS coach to receive training to support PBIS efforts and build capacity within the school
7. Provide time and resources for coach to effectively support PBIS implementation
8. Budget funds for PBIS supplies, materials, reinforcers, travel and substitutes for training (i.e., CSIP).
9. Support the team’s Coach to devote at least 7 hours monthly to implementation of school-wide behavior support

                      Assurances of the School/District Receiving KYCID PBS Network Support

I have read the KYCID Commitment for Success and understand the support that KYCID will provide and I have
completed the Readiness Checklist. I also understand and agree to meet the obligations listed above of a school
requesting training and collaboration through KYCID.


                       Please return completed forms to: Kentucky Center for Instructional Discipline,
                                    KSU-ASB 256, 400 E. Main St., Frankfort, KY 40601


A.   Comprehensive School Improvement Plan Goals     p. 12
B.   Tier 1/Universal PBS Leadership Team Roster     p. 13
C.   Team Roles                                      p. 14
D.   PBIS Coach Job Description                      p. 16
E.   Data Audit Report                               p. 17

Appendix A

                      Comprehensive School Improvement Plan Goals
        Schools deciding to partner with KYCID in order to improve student behavior and enhance school
culture and climate must embed appropriate goals within the CSIP to ensure that attention and funding will be
given to the PBS initiative. PBS goals do not need a separate CSIP component but rather can be embedded in
existing components. Schools working with KYCID typically have a range of one to five PBIS goals in the
CSIP. Examine the sample CSIP goals below:

   •   Ask SBDM to revamp committee structure to allow for more efficient operation
   •   Receive training in research-based Positive Behavioral Interventions and Supports
   •   Create written procedures for expected behavior
   •   Develop positive recognitions and celebrations
   •   Provide professional development to staff to teach positive, proactive, instructional strategies

        On the page below, write down your school’s PBIS goals that are included/will be included in the CSIP.
Indicate when the goals were written/will be written into the CSIP.

                                    CSIP Goal(s) Related to PBS
                    CSIP Goal                                       Date of Inclusion in CSIP

   Appendix B

                                     Kentucky Center for Instructional Discipline
                                 2009-10 KENTUCKY PBIS IMPLEMENTATION

            School Name: ______________________________________ District:_________________________________________

           Name                    School Position              Team Role                                Email
                              Principal/Asst. Principal

                              **FRYSC Director

PBS Team Meeting Dates
Month              Meeting Date(s)           Month                 Meeting Date(s)       Month                   Meeting Date(s)
July                                         November                                    March
August                                       December                                    April
September                                    January                                     May
October                                      February                                    June
* The school leadership team should contain a representative who is uniquely a parent, not a staff member who also has
children in the school. It is acceptable, but less beneficial if the parent is unable to attend the training but will participate on
the leadership team at the school level. If the team can recruit more than one parent, the benefit for the students, families,
staff and school can increase exponentially.

**If the school has a Family Resource Center or a Youth Service Center the Director of the FRYSC should be a member of the

Appendix C

                                              Team Roles
Team Leader
    Makes all arrangements for meetings or delegates responsibility
    Sends out all meeting notices, agendas, and minutes
    Clarifies the purpose of the group for group members
    Pays primary attention to the goals of the Action Plan
    Makes sure all key roles are filled
    Encourages all team members to participate
    Remains impartial
    Ensures that members have equal opportunity to participate
    Moves the agenda and keeps the group on task
    Initiates evaluation of meeting

    Provides support for:
         □ Team start-up
         □ Team sustainability
         □ Public relations/communications
         □ Positive reinforcers to students and staff
         □ Technical assistance/data-based decision-making
         □ Problem-solving
         □ Local training/leadership
         □ Comes prepared and on time

    Keeps agenda in mind
    Asks for clarification and summarizes speakers’ statements
    Uses people’s words to capture essence of statements and does not revise statements
    Listens for real meaning
    Transcribes discussions and decisions on Team Minutes form
    Distributes Team Minutes form to all staff in a timely manner

List Keeper
    Keeps a running list of tasks or materials needed for the next meeting
    Ensures the team discusses old Action Plan items
    Tracks new Action Plan items
    Distributes Action Plan summary to all team members in a timely manner following each meeting

Communicator (you may decide to have different communicators to communicate with different stakeholder
   Communicates the decisions or requests from the team to all stakeholders:
        √ Classified staff
        √ Certified staff
        √ Parents
        √ SBDM
        √ School board
        √ Community

Data/Technology Specialist
    Ensures that a discussion about data occurs during every meeting
    Brings necessary data to meeting for review and analysis
    Leads discussion about data during meetings
    Has interest and understanding of internet and other web-based technology

Time Keeper
    Gets the group started on time
    Reminds facilitator of time intervals
    Assists in the development of ground rules
    Reminds the groups of ground rules, as needed
    Initiates timely adjournment of meeting
    Comes prepared and on time

Keeper of the Manual
    Keeps a written record of how and what the team accomplished in the process of developing school-wide
    Keeps the official copies of all handouts and documents
    Keeps the official copies of team meeting agendas and minutes
    Manual will evolve into a procedures manual for the school

Team Member
    Actively participates in meetings
    Thinks of the welfare of the group at all times
    Assists with facilitation of group discussion
    Devotes energies to all tasks
    Encourages all members to participate

Other roles as deemed necessary by the Leadership Team

Appendix D
                      Kentucky Center for Instructional Discipline
                                     PBIS COACH JOB DESCRIPTION


1. Attend and monitor PBIS Trainings with team
2. Ensure that PBIS is implemented with integrity in their building
3. Communicate with the CSIP committee or member of CSIP committee


1. Work in the building or within the building as a district-level employee
2. Know the research and practices related to school-wide behavioral support, including applied behavior
   analysis, and has ability to use a variety of observational and interviewing skills
3. Computer skills to create graphs from data
4. Complete Universal Prevention Training sequence with the team
5. Attend all Coaching trainings (no more than 2 per year)
6. Promote shared decision-making but has the authority to initiate change (i.e., works closely with
   administrator/decision maker)
7. Two- to three-year commitment


1.   Data collection in building (i.e., big five and academic data)
2.   Ensure expectations are taught, reinforced, and monitored at the school-wide level
3.   Celebrations/boosters
4.   Facilitation of monthly Universal Team meetings, including creating an agenda
5.   Communication of PBIS activities at faculty meetings
6.   Collect and analyze PBIS specific data (i.e., Team Implementation Checklists, SET/BoQ, EBS, etc.)
7.   Communicate with parent/parent liaison/PTA/PTO
8.   Annual report shared with district team (i.e., District Leadership Team, Board of Education)
9.   Network with other PBIS coaches and KYCID Area Coordinators


۰ Stipend
۰ No homeroom assignment
۰ Time in lieu of other assigned duties
۰ Floating sub
۰ Additional prep period

   Appendix E
                          Kentucky Center for Instructional Discipline
                                                 INDIVIDUAL SCHOOL DATA AUDIT
              Data                           Baseline Year:                    Year One:                       Year Two:
Enrollment by Ethnicity
     % American Indian
     % Asian
     % African American
     % Hispanic/Latino
     % Pacific Islander
     % White
     % Other
     Total Enrollment #
# of Students with an IEP
# of Students Referred to Special
# of Students Qualified for
Special Education
Students with IEPs by Ethnicity
     % American Indian
     % Asian
     % African American
     % Hispanic/Latino
     % Pacific Islander
     % White
     % Other
Education Environment (EE)               #                %                #               %               #               %
   0-20% Outside General Ed.

   21-60% Outside General Ed.

   61-100% Outside General Ed.

   Separate Public/Private Day

# of Students Retained Last
Academic Year
Graduation Rate for Last
Academic Year
Drop Out Rate for Last
Academic Year
CATS Scores                         Attach most recent scores       Attach most recent scores         Attach most recent scores
Suspension and Expulsion            # of        # of     # of       # of        # of       # of       # of      # of       # of
                                    Events      Days     Students   Events      Days       Students   Events    Days       Students
    In-School Suspension
    Out-of School Suspension
# of Office Discipline Referrals
# of Major Referrals
# of Minor Referrals
Did your school make AYP?             Yes               No           Yes                   No           Yes             No

   Appendix E cont.
              Data                           Year Three:                      Year Four:                       Year Five:
Enrollment by Ethnicity
     % American Indian
     % Asian
     % African American
     % Hispanic/Latino
     % Pacific Islander
     % White
     % Other
     Total Enrollment #
# of Students with an IEP
# of Students Referred to Special
# of Students Qualified for
Special Education
Students with IEPs by Ethnicity
     % American Indian
     % Asian
     % African American
     % Hispanic/Latino
     % Pacific Islander
     % White
     % Other
Education Environment (EE)               #                 %              #                %               #                %
   0-20% Outside General Ed.

   21-60% Outside General Ed.

   61-100% Outside General Ed.

   Separate Public/Private Day
# of Students Retained Last
Academic Year
Graduation Rate for Last
Academic Year
Drop Out Rate for Last
Academic Year
CATS Scores                         Attach most recent scores      Attach most recent scores          Attach most recent scores
Suspension and Expulsion            # of      # of      # of       # of        # of        # of       # of      # of        # of
                                    Events    Days      Students   Events      Days        Students   Events    Days        Students
    In-School Suspension
    Out-of School Suspension
# of Office Discipline Referrals
# of Major Referrals
# of Minor Referrals
Did your school make AYP?             Yes              No           Yes                No               Yes             No


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