What makes your team work so well?  Please discuss in detail (e.g., what is your administrator’s role on the team, how is staff represented, etc.)? Our team works so well, because we all have a common goal:  to facilitate student learning through campus wide behavioral improvement.  The PBS team meets monthly to discuss and plan future reward activities, as well as provide feedback about prior activities.  Staff input is gathered at monthly staff and department meetings, and administrative support is the ultimate key to success:  administrative representation is present at every PBS meeting, and administrators provide financial backing, valuable ideas, and an encouraging sounding board for other PBS members.

How does your team use data to make decisions on campus? SWIS data is analyzed on at least a monthly basis, but students with multiple referrals may be specifically targeted.  Data drives decision making: as the frequency of behavior increases during certain times of the year, intervention are then planned in a proactive manner

How do you share information with the rest of your faculty (e.g., emails, newsletters, meetings, etc.)?  How often do you share this information? Information is shared daily through debriefing ath the end of the school day; monthly at department, PBS, and faculty meetings, and through e-mail as needed

What do you see as the overall strengths of your team?  Please provide details. Our team’s greatest strength is its cohesiveness and representation of all of the faculty.  Every department has an equal number of representatives, plus non instructional and administrative personnel who serve the entire school.

In what areas of PBS does your team excel (e.g., rewarding students/staff, teaching expectations, data-based decision-making, etc.)?  Please provide details below.  While our team as maintained the integrity of the PBS system by teaching expectations and using the data to drive decision – making, the area in which we truly excel is in rewarding students.  Because the rewards are based on student input (via interest inventories, surveys, and discussions).  Students want to earn them; they find participation in the reward both fun and fulfilling, since they themselves helped to create the rewards!

Discuss the changes you have seen on campus since PBS implementation (e.g., data, climate, morale, etc.).  Since the implementation of PBS, the school climate has definitely improved.  Though we strove to create a positive learning environment for both students and staff, the posted signs, teaching of expectations, and consistency of reward dissemination has made the school climate even more welcoming and conducive to learning

What are some obstacles that your team has had to overcome?  Please explain the process for overcoming these hurdles below.  The main obstacle faced by our PBS team was the question of how to meet the needs of two very different and distinct populations (emotionally handicapped and mentally handicapped) housed in separate buildings within one school.  We overcame this hurdle by having equal staff representation from both departments and recognizing that each has unique needs which might require unique rewards.