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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