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Building Faculty Involvement

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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

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Decreasing Problem Behaviors

• Staff commitment is essential• Faculty and staff are critical

stakeholders• 80% buy-in/consensus must be

secured• 3-5 year process

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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

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Faculty Are Familiar withthe 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

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Strategies

• Use the existing database

• Use a team planning process

• Conduct staff surveys

• Develop an “election” process for the completed plan

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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.)

Time Cost of aDiscipline Referral

(Avg. 45 minutes per incident)

1000 Referrals/yr

2000 Referrals/yr

Administrator Time

500 Hours 1000 Hours

Teacher Time 250 Hours 500 Hours

Student Time 750 Hours 1500 Hours

Totals 1500 Hours 3000 Hours

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60

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80

90

AdminTime

TeacherTime

StudentTime

2004-052005-062006-07

Instructional Days Lost (August-March)

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AdminTime

TeacherTime

StudentTime

2004-052005-062006-07

Instructional Days Lost Per 100 Students

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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

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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

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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

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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

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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

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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

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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

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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