1. Module 3: Building Faculty Involvement

2. 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

3. Decreasing Problem Behaviors
Staff commitment is essential
Faculty and staff are critical stakeholders
80% buy-in must be secured
3-5 year process
staff commitment is essential since they are the stakeholders who must implement the developed action plan within their school building.
At least 80% buy-in must be secured prior to developing and implementing school-wide changes.
The remaining 20% may eventually become participating members (i.e., experience and observation of fellow faculty members’ success will convince them).
Remember, this is why the implementation of School-wide Positive Behavior Support can be a 3-5 year process

4. 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
Communication is essential in order for school-wide positive behavior support to be successful and maintained across school years.
The more that faculty and staff are informed of the events and/or behavior patterns across campus on a consistent basis, the more they will feel as though they are part of the change process.
In addition, faculty will begin to understand what is happening across campus and in other classrooms.
This frequent communication opens the dialogue in problem solving across campus.

5. Strategies Use the existing database Use a team planning process
Conduct staff surveys
Develop an “election” process for the completed plan
Using the existing database to build faculty involvement. The available data can then be presented at staff meetings to discuss whether there are problem areas that need further attention or whether the data accurately reflect the problems encountered at the school. This information may not only build faculty participation but provide the team with an established baseline to compare across years.
When, what, where, who, how questions
Using a team planning process to build faculty involvement. Adaptations of team planning processes such as the Planning Alternative Tomorrows with Hope (PATH) process may be helpful in assisting a school team to identify the critical features of their ideal school and/or student. The process also assists school personnel to discuss how they feel about their schools’ current behavior plan and other issues.
Conducting staff surveys to build faculty involvement. A simple survey may be developed to get feedback from staff about 1) whether they believe the school has a significant number of behavior problems, 2) whether they believe an effective school-wide process exists, 3) whether they would be willing to develop a more effective process, 4) the types behaviors that most concern them; and, 5) how they currently address problem behaviors in the classroom at the school-wide level.  
D. Developing an “election” process for the completed plan. This fourth strategy is important for getting approval or election of the completed school-wide plan developed in Step 4 of the process. Between the initial commitment and final approval of a plan, it is also suggested that the team developing the school-wide plan present ideas and progress to the faculty for comment and approval prior to getting started on implementing the plan.

6. 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.)

7. Time Cost of a Discipline Referral (Avg. 45 minutes per incident)
1000 Referrals/yr
2000 Referrals/yr
Administrator Time
500 Hours
1000 Hours
Teacher Time
250 Hours
Student Time
750 Hours
1500 Hours
Totals
3000 Hours

8. Instructional Days Lost
(August-March)

9. Instructional Days Lost Per 100 Students

10. 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

11. Average Referrals Per Day Per Month

12. Multi Year Office Referrals per Day Per Month

13. Use a Team Planning Process
Planning Alternative Tomorrows with Hope (PATH) is a way for diverse people who share a common need to align their…
School’s vision, purposes, and goals
Understanding of a situation and its possibilities for hopeful action
Actions for change, mutual support, personal and team development, and learning

15. P.A.T.H. PATH Allows Teams to… PATH is Not…
Make a commitment that change will be accomplished
Develop an action plan of steps that need to take place in order to insure change
PATH is Not…
The answer to all problems
A guarantee
A quick fix solution to complex human and/or organizational problems

16. Identify Common Values
Discuss the use of the Dream frame—purpose and “how-to”
Ask the whole group to identify common themes or values reflected in the dream info.

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. Reflection Questions Answer these questions about your SW-PBS team:
About what percent of your staff have bought into PBS?
What did or did not work to get faculty buy-in?
What does your team need to do to get more faculty input on the critical elements?
How does your team share data with the faculty?
What strategies might help you get greater faculty buy-in?

24. Congratulations!
You have completed Florida's PBS Project School-wide Positive Behavior Support Module 3: Building Faculty Involvement.
If you would like a certificate of completion please print this page.
We hope that you enjoyed the training module!