PBIS

Tier 1 New Team TrainingPositive Behavioral

Interventions & Supports

Module #2Faculty Commitment

Midwest PBIS NetworkMid-Atlantic PBIS Network

PBIS

Module Organization

CORE CONTENT: Definition, Rationale & Examples

PRACTICE: Activities for Fluency

SELF-ASSESSMENT: Benchmarks of Quality

ACTION PLANNING: Applying the core content to your school

PBIS

Learning Expectations

EXPECTATION

BEHAVIOR

Be Responsi

ble

Make yourself comfortable Take care of your needs (water, food,

restroom, etc.) Share your questions with the group

Be Respectf

ul

Turn cell phones off or to “vibrate” Listen to others attentively by staying

quiet while they are speaking Follow up, and complete assigned tasks

Be Engaged

Ask what you need to know to understand and contribute

Contribute to the team by sharing relevant information and ideas

PBIS

Tier 1 Team Training Modules

PBIS Overview Module 1: PBIS Team

Module 2: Faculty Commitment Module 3: Expectations and Rules Module 4: Lesson Plans Module 5: Acknowledgement Module 6: Discipline Procedures Module 7: Data Entry and Analysis Module 8: Evaluation Module 9: Implementation Plan

PBIS

Module #2 Outcomes

Purpose: Prepare and plan for facilitatingimplementation of Faculty Commitment

You should be able to: Share school-wide behavior data regularly with

faculty Involve faculty in establishing PBIS goals on at

least an annual basis Give faculty opportunities to provide feedback,

to offer suggestions, and to make choices in every step of the PBIS process

2: Faculty Commitment

PBIS

Module 2 Outcomes:Located in the BoQ

Critical Element BENCHMARKS OF QUALITY (BOQ)

Faculty/Staff

Commitment

4. Faculty are aware of behavior problems across campus through regular data sharing

5. Faculty involved in establishing and reviewing goals

6. Faculty feedback is obtained throughout the year

2: Faculty Commitment

PBIS

CORE CONTENT: Definition, Rationale &

Examples

Module 2: Faculty Commitment

PBIS

Definition

Open and honest communication is established among stakeholders to secure buy-in commitment to change

2: Faculty Commitment

PBIS

Faculty Commitment Involves at least 80% buy-in

Collectively, staff will: decide what your focus will be decide how you will monitor

progress decide what your goals are evaluate your progress decide whether to keep going or

change course

2: Faculty Commitment

PBIS

Rationale

Implementation of PBIS involves all faculty and staff

Problems occur when the system lacks the knowledge of how to initiate change or when there is disagreement about how change should take place

2: Faculty Commitment

PBIS

PRACTICE: Activities for Fluency

Module 2: Staff Commitment

PBIS

How will you engage staff in the implementation of PBIS?

2: Faculty Commitment

PBIS

How will you share your vision?

2: Faculty Commitment

Looks like…What will we see?

Sounds like…What will we hear?

How will this align with your School Improvement Plan, your Mission & Vision

Statements?

PBIS

How will you facilitate professional learning for

Rethinking Discipline?

2: Faculty Commitment

How will we “Rethink” Discipline?

PBIS

Have you reviewed your data?

2: Faculty Commitment

Self-Assessment Survey?

Informal surveys?

BOQ Self-Assessment?

Climate Surveys?

Discipline Data?

PBIS

How will you showcase results?

2: Faculty Commitment

• Share visuals with staff monthly

• What’s working?

• What needs more focus?

• Emphasize staff involvement

PBIS

Create a Communication System

2: Faculty Commitment

For…

1. Sharing ongoing information

2. Presenting data3. Obtaining feedback

from stakeholders4. Reviewing goals

and action plans

PBIS

Communication Systems

2: Faculty Commitment

Directions:1. Starting with the facilitator, and moving clockwise,

each person share out a time/opportunity your school could share important school data/PBIS information. (Think about what structure you have in place

now and “outside” the box thinking of what may be opportunities you haven’t explored yet)

2. Recorder, please be sure to document the team’s discussions.

3. Communicator, please prepare to share out after the activity.

PBIS

Communication and Feedback Loops

Grade level/core/department meetings Vertical team meetings Staff/Faculty Meetings Google Docs, SharePoint, or other virtual sharing

mechanisms Newsletters Professional development days Communities of Learners (shared learning)

2: Faculty Commitment

PBIS

SELF-ASSESSMENT: Benchmarks of Quality

Module 2: Faculty Commitment

PBIS

Module 2 Outcomes:Located in the BoQ

Critical Element BENCHMARKS OF QUALITY (BOQ)

Faculty/Staff

Commitment

4. Faculty are aware of behavior problems across campus through regular data sharing

5. Faculty involved in establishing and reviewing goals

6. Faculty feedback is obtained throughout the year

2: Faculty Commitment

PBIS

ACTION PLANNING: Applying the core

content to your school

Module 2: Staff Commitment

PBIS

WHAT NEEDS TO BE COMPLETED?

RESOURCES

NEEDED?

WHO? WHEN?

A.   

     

B.   

     

C.  

     

Complete Your Action Plan

PBIS

How prepared are you to use the self-assessment to create the action plan for this section?

Fidelity & Outcome Check

One to Five?

If you are below a five, what do you need to be more prepared?

Examine your self-assessment data Create a plan for sharing data Brainstorm ways to involve faculty Plan for gathering feedback and input

2: Faculty Commitment

PBIS

References

Colvin, G., & Fernandez, E. (2000), Sustaining Effective Behavior Support Systems in an Elementary School. Journal of Positive Behavior Interventions, 2(4), 251-153.

Safran, S.P. (2006). Using the Effective Behavior Supports Survey to guide development of school-wide positive behavior support. Journal of Positive Behavior Support, 8, 3-9.

Taylor-Greene, S., Brown, D., Nelson, L., Longton, J., Gassman, Cohen, J., Swartz, J., Horner, R.H., Sugai, G., & Hall, S. (1997). School-wide behavioral support: Starting the year off right. Journal of Behavioral Education, 7, 99-112.

2: Faculty Commitment