How does your team use data to make decisions on campus?  All decisions made on our campus are based on data.  When we started to look at making changes to our original PBS plan, we first looked at the data to see where our specific needs were.  During our monthly team meetings (Core and team), the data is reviewed to identify specific areas (time, locations, grade levels. teams) of need. From this bimonthly review, decisions are made in regards to rewards and various strategies.

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 from the PBS meetings are shared through team meetings and at our Leadership Team meetings.  Team meetings are held twice a week and the Leadership meeting is held monthly.  Of course, at any time a teacher or team has a specific question in regards to discipline data, they can meet with one of our deans or with administration to review that data.  The data is also shared school wide through email.  This allows each individual teacher and staff member a copy of the information for their personal review.

What do you see as the overall strengths of your team?  Please provide details.  Forest Grove Middle School’s overall strengths would include the ability to work cooperatively as a team, look “outside the box” for rewards and funding, and that we view the PBS process as a school wide process that includes instructional staff, non instructional staff, and clerical and other school employees.  We understand that it takes an entire school to make a change and that everyone must be part of that change.  When we made the commitment to adjust our PBS plan to include our PBS Bark Cards, many teachers and staff members were involved in that creation of the criteria for each level.  From there, each team has worked with the students to encourage them to reach for their card, thus increasing student performance, discipline, and attendance. 

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. Our team excels in the area of rewards, both for students and teachers.  Students are rewarded daily by teachers through the use of the Bulldog Bucks for following our school expectations.  They can trade those bucks in for various items at the school store.  These items range from school supplies, school gym uniforms to specially designed treats such as a Valentine’s Day pouch with goodies or a Christmas stocking with treats.  Teachers and staff are also rewarded monthly.  The PBS team will provide a continental breakfast several times through out the school year, specifically during “stressful” moments such as semester exams and FCAT week.  The team will also have a silent drawing for a dozen roses, a winner from each team/department at Valentine’s Day and a similar drawing for a Christmas plant at Christmas time.  This year, the PBS team also rewarded teams that were able to use alternative behavioral strategies on selected day to decrease discipline referrals and time away from instruction.  These teams were able to choose from a various rewards such as movie passes, a homemade lasagna lunch provided by the principal, or a continental breakfast provided by PBS team members.

Discuss the changes you have seen on campus since PBS implementation (e.g., data, climate, morale, etc.). Since starting PBS, our school has decreased the number of discipline referrals, causing an increase in time on teaching in the classroom.  Students have a clearer understanding of the school wide behavioral expectations in all areas.  Teachers and staff are able to use a common language when speaking with each other, district staff members and most importantly with parents in regards to discipline.  Teachers have also increased their understanding and ability to analyze discipline data, helping them to make a positive change in students’ behavior.  Teachers and staff now work together, instead of independently, when presented with challenging behaviors from their students.

What are some obstacles that your team has had to overcome?  Please explain the process for overcoming these hurdles below. Our biggest obstacle since starting the program has been the rezoning of our school district.  This shift in zones has changed our population for both students and teachers.  Our school went form having a student population of 1200 students to just under 700 this year.  This has resulted in the lost of teaching positions, sometimes during the school year.  To overcome this obstacle, we have worked continuously with the Leadership team and the PBS teams to make sure that all stakeholders have a clear understanding of the reward systems (Bulldog Bucks and PBS Bark Cards). We are also committed to helping any new members of our school community (teachers, staff, students and parents) understand the data as they make decisions on a daily basis in regards to discipline.