1. B. Faculty Commitment

2. Core FeaturePBIS Implementation Goal B. Faculty Commitment 4. Faculty are aware of behavior problems across campus through regular data sharing. 5. Faculty involved in establishing and reviewing goals. Team uses self-assessment tool (EBS Survey or BOQ) to get faculty feedback, results are shared with faculty and team uses feedback to write annual action plan. Team can used pbs surveys (www.pbssurveys.org)– contact your local point of contact to receive school account number. 6. Faculty feedback is obtained throughout the year.

3. Objectives Understand why staff need to be committed to decreasing problem behaviors and increasing academic behaviors Identify four approaches to gain faculty buy-in to the school-wide PBS process Develop a plan to get buy-in and build ownership across faculty

4. Faculty Are Familiar with the Behavior Problems Communication is essential in this process Open communication will allow faculty to feel as though they are part of the change process Faculty will begin to understand what is happening across campus Frequent communication opens dialogue for problem-solving across campus

5. Faculty/Staff Support Climate/Discipline one of top 3 school improvement goals Faculty feedback is obtained throughout year Faculty involved in some decision making/establishing goals Admin/faculty commits to PBIS for at least 3 years

6. Decreasing Problem Behaviors Staff commitment is essential Faculty and staff are critical stakeholders 80% buy-in/consensus must be secured 3-5 year process

7. What does 80% buy in mean? Consensus means that I agree to: provide input in determining what our school’s problems are and what our goals should be make decisions about rules, expectations, and procedures in the commons areas of the school as a school community Follow through with all school-wide decisions, regardless of my feelings for any particular decision Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

8. Strategies Use the existing database Use a team planning process Conduct staff surveys Develop an “election” process for the completed plan

9. Common Behavior Concerns Texting and emailing during instruction Talking during instruction Eating, drinking and gum chewing Late arrival, early departure Starting an activity before listening to the instructions or “set up” Inappropriate attire Staff Behavior!!

10. Use the Existing Database Where behaviors are occurring (i.e., setting) What types of behaviors are occurring What types of consequence was delivered to discipline students When problems behaviors occur most frequently How many discipline referrals, suspensions, and/or expulsions occurred last school year How many faculty are absent daily Other (loss of instruction time, student absences, etc.)

11. Time Cost of a Discipline Referral (Avg. 45 minutes per incident) 1000 Referrals/yr 2000 Referrals/yr Administrator Time 500 Hours1000 Hours Teacher Time250 Hours500 Hours Student Time750 Hours1500 Hours Totals1500 Hours3000 Hours

12. Instructional Days Lost (August-March)

13. Instructional Days Lost Per 100 Students

14. How to Use the Data to Get Faculty Buy-in Share visuals (graphs) with faculty on a regular basis The visuals are a powerful tool: – To let staff know the extra work they are doing is paying off – To show specific areas that may need a more intense focus Emphasize the “Team” process

15. Average Referrals Per Day Per Month

16. Multi Year Office Referrals per Day Per Month

17. Conduct Staff Surveys Staff surveys are an efficient way to: – Obtain staff feedback – Create involvement without holding more meetings – Generate new ideas – Build a sense of faculty ownership

18. Sample Staff Survey Item Check the OUTCOMES below that you would like to achieve at our school… Increase in attendance Improvement in academic performance Increase in the number of appropriate student behaviors Students and teachers report a more positive and calm environment Reduction in the number of behavioral disruptions, referrals, and incident reports

19. What is the Self-Assessment Survey? Self-assessment survey to assess the extent to which Positive Behavior Support practices and systems are in place within a school – School-wide (15 items) – Non-classroom (Specific Setting) (9 items) – Classroom (11 items) – Individual Student (8 items)

20. Who Completes the Self-Assessment Survey? Initially, the entire staff in a school completes the Survey. In subsequent years and as an on-going assessment and planning tool, the Survey can be completed in several ways: – All staff at a staff meeting. – Individuals from a representative group. – Team member-led focus group.

21. Using the Self-Assessment Information for Decision Making Is a system in place? – “in place” > 66% Is there a need to focus on a system? – Current status of “in place” is < 66% and – Priority for improvement is “High” for > 50% Which system should receive focus first? – Always establish schoolwide as first priority Which features of the system need attention? Combine survey outcomes with information on office referrals, attendance, suspensions, vandalism, perceptions of staff/faculty

22. Individual Summary Charts Charts are provided for each system (school-wide, nonclassroom, classroom, and individual) Current status Charts – Percentage of respondents who answered "In Place", "Partially In Place", and "Not In Place" Improvement Priority Charts – Percentage of respondents who answered "High", "Medium", and "Low”

23. Example of PBS Self Assessment Survey Individual Summaries Chart

24. Analysis of Schoolwide System Chart Shows a chart with bars for components of the schoolwide system – Expectations defined (question 1) – Expectations taught (question 2) – Reward system (question 3) – Violations system (question 4-8) – Monitoring (question 10-12) – Management (question 9, 14-16) – District support (question 17-18)

25. Analysis of Schoolwide System Chart

26. Example of PBS Self Assessment Survey Individual Item Score Schoolwide Component White = In Place Yellow = Partial In Place Red = Not In Place

27. Why conduct Self-Assessment Survey in addition to Checklists? Checklists are conducted by team, all/most staff complete survey Look for areas of convergence across tools – Increases confidence of data Look for areas of divergence across tools – Decrease confidence of data? – Possible reasons for disparity… Lack of understanding of questions Staff not fully aware of work of Building Leadership Team Support component not fully “In Place”

28. Differences between the Benchmarks of Quality Checklist and the Self-Assessment Survey Team Implementation Checklist EBS Self-Assessment Survey Purpose? Evaluate on-going progress towards schoolwide PBS Evaluate extent that all systems (schoolwide, nonclassroom, classroom, individual) are in place When administered? Monthly- progress monitor Tier 1 Annually Who completes? School Leadership team, completed as a team All school staff (or representative sample) completed individually Time involved? 10-15 minutes30-45 minutes

29. Supporting Systemic Change Those involved in the school must share : – a common dissatisfaction with the processes and outcomes of the current system – a vision of what they would like to see replace it Problems occur when the system lacks the knowledge of how to initiate change or when there is disagreement about how change should take place

30. Challenges Reasons for making changes are not perceived as compelling enough Staff feel a lack of ownership in the process Insufficient modeling from leadership Staff lack a clear vision of how the changes will impact them personally Insufficient system of support

31. Solutions Develop a common understanding Enlist leaders with integrity, authority, resources and willingness to assist Expect, respect and respond to resistance (encourage questions and discussion) Clarify how changes align with other initiatives Emphasize clear and imminent consequences for not changing Emphasize benefits Conservation of time/effort Alignment of processes/goals Greater professional accountability Stay in touch with peer leaders during the change process- create constant source of feedback!!

32. Remember PBIS involves all of us – we decide what our focus will be – we decide how we will monitor – we decide what our goals are – we decide what we’ll do to get there – we evaluate our progress – we decide whether to keep going or change

33. What Other Schools Have Found to Be Effective Faculty Retreat – day before official pre- planning After the overview at a faculty meeting staff signs on chart paper labeled Yes/No/Need More Information Show sections of the school-wide video

34. Activity 2 Getting Faculty/Staff Support How will you provide information to your stakeholders about PBIS? What current data do you have – Surveys, office referrals, attendance Review examples Brainstorm approaches to get buy-in Develop a plan for buy in Complete Action Plan Activity 2: Faculty Commitment