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Module 3: Building Faculty Involvement 2 Objectives Understand why staff need to be committed to decreasing problem behaviors and increasing academic.

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Presentation on theme: "Module 3: Building Faculty Involvement 2 Objectives Understand why staff need to be committed to decreasing problem behaviors and increasing academic."— Presentation transcript:


2 Module 3: Building Faculty Involvement

3 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

4 3 Decreasing Problem Behaviors Staff commitment is essential Faculty and staff are critical stakeholders 80% buy-in must be secured 3-5 year process

5 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

6 5 Strategies Use the existing database Use a team planning process Conduct staff surveys Develop an election process for the completed plan

7 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.)

8 Time Cost of a Discipline Referral (Avg. 45 minutes per incident) 1000 Referrals/yr2000 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 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

12 Average Referrals Per Day Per Month

13 Multi Year Office Referrals per Day Per Month

14 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… Schools 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


16 15 P.A.T.H. PATH Allows Teams to… 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

17 Identify Common Values

18 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

19 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

20 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

21 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

22 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

23 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

24 23 Reflection Questions Answer these questions about your SW-PBS team: 1.About what percent of your staff have bought into PBS? 2.What did or did not work to get faculty buy-in? 3.What does your team need to do to get more faculty input on the critical elements? 4.How does your team share data with the faculty? 5.What strategies might help you get greater faculty buy-in?

25 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!

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