1. PBIS Tier 1 New Team Training Positive Behavioral Interventions & Supports Module #2 Faculty Commitment Midwest PBIS Network Mid-Atlantic PBIS Network

2. 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

3. PBIS Learning Expectations EXPECTATIONBEHAVIOR Be Responsible  Make yourself comfortable  Take care of your needs (water, food, restroom, etc.)  Share your questions with the group Be Respectful  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

4. 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

5. PBIS Module #2 Outcomes Purpose: Prepare and plan for facilitating implementation 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

6. 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

7. CORE CONTENT: Definition, Rationale & Examples Module 2: Faculty Commitment

8. PBIS Definition Open and honest communication is established among stakeholders to secure buy-in commitment to change 2: Faculty Commitment

9. 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

10. 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

11. PBIS PRACTICE: Activities for Fluency Module 2: Staff Commitment

12. PBIS How will you engage staff in the implementation of PBIS? 2: Faculty Commitment

13. 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?

14. PBIS Share your vision 1: PBIS Team Think: Using post-its – write descriptors of what you would see or hear in the school of your dreams. Pair: At your table share your vision creating a team poster through words and/or pictures representing what it will look and sound like. Share: Hang your poster on the wall and complete a gallery walk of the t-charts.

15. PBIS How will you facilitate professional learning for Rethinking Discipline? 2: Faculty Commitment How will we “Rethink” Discipline?

16. PBIS Have you reviewed your data? 2: Faculty Commitment  Self-Assessment Survey?  Informal surveys?  BOQ Self- Assessment?  Climate Surveys?  Discipline Data?

17. PBIS How will you showcase results? 2: Faculty Commitment Share visuals with staff monthly What’s working? What needs more focus? Emphasize staff involvement

18. PBIS Create a Communication System 2: Faculty Commitment F or … 1.Sharing ongoing information 2.Presenting data 3.Obtaining feedback from stakeholders 4.Reviewing goals and action plans

19. 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.

20. 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

21. PBIS SELF-ASSESSMENT: Benchmarks of Quality Module 2: Faculty Commitment

22. PBIS Module 2 Outcomes: Located in the BoQ Critical Element BENCHMARKS OF QUALITY (BOQ) Faculty/Staf f 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

23. ACTION PLANNING: Applying the core content to your school Module 2: Staff Commitment

24. PBIS WHAT NEEDS TO BE COMPLETED? RESOURCES NEEDED? WHO?WHEN? A. B. C. Complete Your Action Plan

25. PBIS How prepared are you to use the self-assessment to create the action plan for this section? Fidelity & Outcome Check 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

26. 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