B. Faculty Commitment

Core Feature PBIS 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.

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

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

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

Decreasing Problem Behaviors

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

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

Strategies

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

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

Use the Existing Database

• • • • • • •

Where

behaviors are occurring (i.e., setting) What

types of behaviors

are occurring What

types of consequence

students was delivered to discipline

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.)

Administrator Time Teacher Time

Time Cost of a Discipline Referral

(Avg. 45 minutes per incident)

1000 Referrals/yr 500 Hours 250 Hours 2000 Referrals/yr 1000 Hours 500 Hours Student Time Totals 750 Hours 1500 Hours 1500 Hours 3000 Hours

Instructional Days Lost (August-March)

Instructional Days Lost Per 100 Students

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

Average Referrals Per Day Per Month

Multi Year Office Referrals per Day Per Month

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

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

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)

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.

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

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”

Example of PBS Self Assessment Survey Individual Summaries Chart

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)

Analysis of Schoolwide System Chart

Example of PBS Self Assessment Survey

Individual Item Score

Schoolwide Component White = In Place Yellow = Partial In Place Red = Not In Place

• • • 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”

Differences between the Benchmarks of Quality Checklist and the Self-Assessment Survey Purpose?

When administered?

Who completes?

Time involved?

Team Implementation Checklist EBS Self-Assessment Survey Evaluate on-going progress towards schoolwide PBS Evaluate extent that all systems (schoolwide, nonclassroom, classroom, individual) are in place Annually Monthly- progress monitor Tier 1 School Leadership team, completed as a team All school staff (or representative sample) completed individually 10-15 minutes 30-45 minutes

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

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

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!!

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

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

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