1. 1 Building Faculty Involvement

2. 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. 3 Decreasing Problem Behaviors Staff commitment is essential Faculty and staff are critical stakeholders 80% buy-in/consensus must be secured 3-5 year process

4. 4 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

5. 5 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

6. 6 Strategies Use the existing database Use a team planning process Conduct staff surveys Develop an “election” process for the completed plan

7. 7 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.)

8. Time Cost of a Discipline Referral (Avg. 45 minutes per incident) 1000 Referrals/yr 2000 Referrals/yr Administrator Time 500 Hours1000 Hours Teacher Time250 Hours500 Hours Student Time750 Hours1500 Hours Totals1500 Hours3000 Hours

9. Instructional Days Lost (August-March)

10. Instructional Days Lost Per 100 Students

11. 11 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

12. Average Referrals Per Day Per Month

13. Multi Year Office Referrals per Day Per Month

14. 14 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

15. 15 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

16. 16 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

17. 17 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

18. 18 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

19. 19 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

20. 20 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