PBIS School-Wide Team Meeting

Meeting Date:	Next Meeting Date/Time:

Participants:

STEP 1: Follow-up/monitor progress on action items from previous meeting.

ITEM:	STATUS: Done/In-progress	NEXT STEPS:

STEP 2: Review school-wide data. Ask questions. Record action plan in Step 3.

PART A: “WHAT DO THE DATA (ACADEMIC & SOCIAL EMOTIONAL) TELL US?”

Is there a problem? Academic behaviors? Social-emotional behaviors?

What kinds of problem behaviors are occurring?

When/Where are the problems most likely to occur - which setting(s)?

Who is having the problem – group of students, individual students, grade level, particular classroom?

PART B: “WHAT IS THE SMALLEST CHANGE WE CAN MAKE TO PRODUCE THE LARGEST IMPACT?”

(New teaching, reminders/supervision, reinforcement, consistent reteaching)

PART C: “WHAT DATA DO WE NEED TO GIVE TO THE TARGETED or INTENSIVE TEAM/STAFF?”

STEP 3: Identify New Action Items.

DATA DRIVEN ITEMS What needs to get done:	What Strategy:	By Whom? By When?
CALENDER ITEMS What needs to get done:	What Strategy:	By Whom? By When?

STEP 4: Communication with Staff

School-wide Data Successes to be Shared? (% in attendance, % referral free, % not in detention, % not in in-school-suspension, % with homework completed, etc)	How to Share it? With whom? (Brief memo/flyer, next faculty meeting, with staff, with parents, with superintendent)

PBIS General Data Decision Rules

IF…	Focus On…
More than 40% of students received one or more office discipline referrals There are more than 2.5 office discipline referrals per students	School-wide System
More than 60% of referrals come from the classroom More than 50% of referrals come from less than 10% of classrooms	Classroom System
More than 35% of referrals come from non-classroom settings There are more than 15% of students receiving referrals from non-classroom settings	Non-Classroom System
More than 10-15 students receive more than 5 office discipline referrals	Targeted Group Interventions
Less than 10 students receive more than 10 office discipline referrals Less than 10 students continue the same rate of referrals after receiving targeted group support A small number of students destabilizes the overall functioning of school	Individual Systems With Problem Solving Team Structure

PBIS Cool Tool Lesson

School-Wide Expectation:

Name of the Skill:

Purpose of the lesson? Why it is important:

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Demonstrate the Skill/Teaching Examples:

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Practice the Skill/Kid Activities/Role Plays:

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Reinforce the Skills/Follow-up Activities:

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