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CROOKSHANK ELEMENTARY

DEMOGRAPHIC INFORMATION:

1. School District: St. Johns

2. Grade Levels: PreK-5

3. Student Enrollment: 525

4. Percent of ESOL Students: .02%

5. Free and Reduced Lunch Percent: 75%

6. Percent of Students With IEP's: 30%

School Website

TEAMING:

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.)? Mr. Willets is 100% in support of our school wide positive behavior system. We have a diverse group of teachers which represent each grade level including ESE. Teachers on our PBS Team have many years of experience with dealing with behavioral support and understand the community in which we serve.

How does your team use data to make decisions on campus? We document all behaviors using SWIS. We discuss the data at our bi-weekly team meetings, with parents throughout the school year, and at the district level. We also use this data to determine where children should be at specific times and places. This data is used to target specific areas of behaviors, situations, and time of day.

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 school wide with the faculty/staff at monthly meetings as held by administration. During our team meetings, entire faculty and staff are invited to participate. Data is reviewed as well as school wide behavior support. Monthly data is reviewed and compared to previous month's data. We are able to show our behaviors that need to be reinforced and/or re-taught.

What do you see as the overall strengths of your team? Please provide details. The diversity of grade levels represented as well as the expertise of our ESE teachers and speech and language pathologist. Each member participates fully with the implementation of our schoolwide behavior system and understands the importance of PBS.

IMPLEMENTATION:

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. Rewards- Cougar Bucks, Cougar Pride Store, Golden Paws (given to classes for demonstrating PAWS), trivia questions during morning announcements, afternoon announcements, drawings for staff for gift certificates for participating with the cougar bucks.

OUTCOMES:

Discuss the changes you have seen on campus since PBS implementation (e.g., data, climate, morale, etc.). Attendance and suspensions have tremendously decreased over the last year. School climate has changed and the perception from the community has become positive. Parents say they feel welcome at our school. 90% of our students have displayed the character pillar of respect to adults as well as peers. Each student understands the school's expectations and prides themselves in meeting those goals.

OBSTACLES:

What are some obstacles that your team has had to overcome? Please explain the process for overcoming these hurdles below. We need to focus on developing lesson plans for teaching PBS and strategies for implementing the plans for school wide expectations. We need to continue to utilize SWISS data to drive our PBS focus. Our faculty and staff need to continue to become familiar with the office discipline referral and tracking forms. 73% of our faculty and staff have indicated a need to receive additional information and/or training on reducing problem behaviors in the classroom. 78% of our faculty and staff would like additional information and/or training with working more effectively with students with behavioral concerns.

ARTIFACTS:

Coming Soon (VIDEO)