1. Critical Element: Faculty Commitment
“Individual commitment to a group effort—that is what makes a team work, a company work, a society work, a civilization work.”
—Vince Lombardi
Critical Element: Faculty Commitment
The second critical element on the Benchmarks of Quality is faculty commitment. How important is it that we get buy-in from people who are not in this room? What could happen if we don’t get that endorsement? Your team will have to work collaboratively with the rest of the campus to help guide and inform them. In this section, we will discuss how to ensure that commitment and how to sustain it.

2. Benchmarks of Quality Faculty Commitment
Refer to the BoQ document, section 2. Although there are only three items in this section, they are crucial to success of the initiative. Please refer to the scoring guide rubric and record where you currently are.

3. Benchmarks of Quality (Revised)— Scoring Guide
Again, please note on the Benchmarks of Quality scoring form the different areas of implementation of faculty commitment and where you think your campus might have some deficits. Remember, this is your baseline assessment, so what you score is not as important as an accurate representation of where your campus is.

4. Faculty commitment is necessary in implementing the critical elements of PBIS school-wide. Your entire faculty will be important in making effective and efficient progress as a campus. In order for PBIS to take root in a campus, you will need at least 80% buy-in from your staff. Staff includes not only your teachers but all those who work on your campus and interact with students, from the cafeteria and custodial staff to teachers and counselors. If you have staff that are highly resistant to the idea of PBIS, then it will be necessary for you as a team to work with them and provide information and evidence of the need as well as the benefits to them in their roles on your campus. Most staff want to improve their school climate and culture so that it benefits all. Change can be difficult, so it will be important that you share with your campus what PBIS is, how it can benefit all, what you will be doing as a team, and how you will gain staff feedback and use it.

5. Staff Feedback
Prior to any major change in procedures, faculty should be made aware of the potential change and be allowed time for meaningful feedback. Teams can have staff problem solve campus data they are shown and give feedback on things such as the school-wide expectations, how the expectations are rolled out or taught to the staff and students, and what priority the school should take in addressing areas of improvement. As a team, you will determine how to create buy-in opportunities for your staff. Whenever possible, it is more desirable to have faculty vote on major changes. This can be done in a number of ways, including posting chart paper in the faculty lunch room with stickers for the staff to vote on, sending out an or electronic survey, calling for a raise of hands in the faculty meeting, or using secret ballots. Ongoing staff input can be gathered in similar ways. Surveys can be used for the team to gather information on such things as perceptions of how the current year’s action plan items have impacted the school, school safety, and next year’s goals.

6. Faculty Avoid This! PBIS Team
Your team will want to avoid the perception that a small group of people are making all the decisions on the campus without staff input. This would cause the team and the rest of the faculty to head in different directions or be at odds.

7. Faculty PBIS Team And This!
The PBIS team should consider all options when disagreements occur. There will be times when the team or administrator will need to enforce executive privilege and go forth with initiatives that have the best interest of the school in mind. However, whenever possible, faculty support should be obtained prior to moving forward.

8. Discovering School-Wide PBS: Moving Toward a Positive Future
Next Steps
Decide on a means for sharing information .
Develop a system for gathering input from faculty .
Create methods for obtaining feedback regarding current activity.
MATERIALS:
Current data on office referrals and disciplinary actions. If you have historical data, i.e., how this has changed over time, include that for the team. As an activity, you may want to show “Moving Forward to a Positive Future” from PBIS.org. It shows how a couple of Florida schools implemented PBIS (30 minutes).
Copies of two surveys (or only one, depending on your campus): The School Safety Survey and the Effective Behavior Support Self-Assessment Survey from .
Sharing decisions, data, and new information or procedures with all staff is a critical part of PBIS implementation. This communication needs to be established early on.
While implementing PBIS is a team-based approach, it requires all staff members to commit to the process. Faculty commitment requires communication to all staff regarding the goals and interventions the PBIS implementation requires. Ongoing communication that is both collaborative and informative is necessary for sustainability.
Let’s spend some time talking about how to roll out this initiative. There are three activities your team needs to accomplish:
How will you inform your colleagues about this project? Initially, present the rationale behind this, its benefits, and the time frame. This is not a canned program or a quick fix; it is an ongoing process that can take 3–5 years for full implementation. One way to start the process is by sharing data about current office referrals. What does your current data reveal about the most frequently occurring problems? How about location? Time of day? Should we take time at a faculty meeting to inform our staff? Who will be responsible for presenting and developing this activity?
How will you gather input from the faculty about the goals you established in the first part of this training? Some campuses have used surveys. Show examples. You can also ask team leaders to discuss concerns at their meetings and bring those concerns back to this group, have a suggestion box, or any other ideas you generate.
What system will you use to share data throughout the year? It is important to keep everybody updated about the impact that PBIS is having on your campus. Are you seeing a decrease in office referrals? How are you doing this year compared to last year? Are your incentives working? What needs to change?
Close by completing the action planning form (next slide).
Discovering School-Wide PBS: Moving Toward a Positive Future
PBIS Assessment
Survey Monkey

9. Action Planner
It’s time to complete the action planner for the critical element faculty/staff commitment. Fill in your Benchmarks of Quality scores from items 4–6 that you completed earlier. Your team now needs to determine the priority level of each one. Remember, as a team you will not be able to focus on everything that needs to be more effective on your campus. Your team will have to determine what is most important so that those things can be addressed first. There may be some items that you will not be able to work on until next year, and that is okay. Once you’ve determined what your priorities are, fill in the bottom of the action plan. This is where you will state what items need to be completed, by whom, and when they will be completed. You will evaluate your action plan at the end of each year, complete a new Benchmarks of Quality, and record it online in PBIS Assessments so that you will have yearly access to your data. You will then complete a new action plan at the end of the year to continue making improvements or addressing items based on your current assessment so that your team will have a current action plan going into the new school year.