Building Faculty Involvement

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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 schools
  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.)

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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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Instructional Days Lost (August-March)
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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

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Average Referrals Per Day Per Month
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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 well do to get there
• we evaluate our progress
• we decide whether to keep going or change