How does your team use data to make decisions on campus? When our team looks at our SWIS data monthly, we discuss it thoroughly.  We look for where the “hot spots” are on campus and what behaviors have the highest incident record.  As an example, early in the year we recognized that our car riders at dismissal were a “hot spot.”  To help alleviate some of this we decided to start handing out our “pawsome” slips for good behavior.  The result was that students would see the designated teacher writing the pawsome slips and they would settle down, give the signal (three fingers representing Respect, Responsibility, Ready to Learn) and hopefully earn an entry into our weekly drawing.   This has cut down on incidents in car line significantly.  By looking at what behaviors are the most prevalent we haven able to discuss ways of dealing with that behavior and to fine tune our immediate and long term responses to those behaviors.

How do you share information with the rest of your faculty (e.g., emails, newsletters, meetings, etc.)?  How often do you share this information? Our PBS team shares information in many ways with staff.  After our monthly PBS meeting, PBS members discuss the topics from our agenda with their teams during grade level team meetings.  At this time they also share information on the SWIS  report.  Another way we impart information is through our edushare drive on the CCPS networked computer.  Any teacher can access the PBS folder that has activities/lesson plans relating to our monthly character traits.        

What do you see as the overall strengths of your team?  Please provide details. The overall strengths of our PBS team are many.   Our first strength is our commitment to PBS.  Many of us are the original members who participated since its inception and are dedicated to making PBS work at Lake Park Elementary.  Our second strength is our ability to work together.  Team members are willing to take on responsibilities and see them through to fruition.  Another team strength is our supportiveness of one another.  Ideas and suggestions are welcomed and discussed in a positive atmosphere.

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. Student rewards:  These rewards serve as an instant recognition for desired/expected behaviors and encourage students to stay on task.  Individually, our students are rewarded for an outstanding display of our 3 Rs: Respect, Responsibility, Ready to Learn.  In addition to verbal praise, they earn a “Pawsome Student” award which is in duplicate format.  One copy goes into our special award box for a weekly drawing, and one copy goes home to parents.  The drawing is held on Friday mornings and is broadcast on the morning news.  The lucky winner gets a $10 gift certificate, compliments of our PTO.  In addition, five students are chosen to be the “Pawsome Pledgers” to lead the school in the Pledge of Allegiance for the following week. Collectively, classes are given “Panther Pride” slips daily in related arts classes and at lunch/recess.  Classes can earn a #1 (WOW!), #2 (GOOD), or #3 (Keep Trying).  Classroom teachers keep track of the #1s earned by recording them on their PBS chart.  When the chart is filled, the class earns an award.  Teachers are at liberty to choose, or have the class vote on the reward. Choices include: a popsicle party, movie/popcorn, extra computer time, additional recess, game day, etc.  Staff rewards:  Staff members can “compliment” each other through our “Pawsome Staff” recognition program.  Awards in duplicate can be filled out by any staff member to acknowledge the hard work, outstanding effort, kindness, etc. of others.  One copy is placed in the staff member’s school mailbox, and the other copy is entered in our weekly “Pawsome Staff” drawing.  The winner can choose a prize from our treasure chest. Teaching Expectations:  On the first student day, grade levels follow a rotation schedule to the common areas around the school. (cafeteria, car rider area, playground)  A PBS team member addresses the students as to the appropriate expectations/behaviors for each area.  This approach ensures that the expectations are presented identically to all students. At the beginning of the school year, and as needed throughout the year, videos featuring our LPE students exhibiting proper behavior in various areas/situations are featured on our morning news program.  In addition, teachers are provided with lesson plans that correlate with our monthly character trait.  These can be accessed through our CCPS edushare networked drive.  Videos downloaded from unitedstreaming.com are also available from our edushare drive.

Another unique method of reinforcing character traits and positive behavior is done by our glorious Art teacher who performs on the morning news as “Miss Manners.”   She is an eccentric character who is both entertaining and informative. Data Based Decision- Making:  SWIS reports are analyzed at monthly committee meetings.  Members use the reports to identify frequency of behaviors/locations and to recognize “problem” areas at a school-wide level. We discuss current policy implementation and brainstorm new ways to solve recurring problems.  SWIS information is then passed on to the grade level teams by the committee members.

Discuss the changes you have seen on campus since PBS implementation (e.g., data, climate, morale, etc.). Since the introduction of PBS, the most noticeable change has been in the climate of our school.  Before PBS, there was no real sense of individual, classroom, and school pride.  With the introduction of our 1, 2, 3 slips for related arts and lunch recess, we have noticed that classrooms are working together to accomplish a common goal.  This has helped the students have a sense of group pride.  There has been a reduction in student referrals.  Student morale has improved and per our SWIS data, we are seeing less disruptive behavior.  A more positive school climate is noted with students receiving rewards for positive behavior.  Negative behavior is dealt with through the reteaching of our expectations.  Staff morale has grown as well, with all stakeholders receiving training and “buying in” to Positive Behavior Support. 

What are some obstacles that your team has had to overcome?  Please explain the process for overcoming these hurdles below. One obstacle we had to overcome was how to incorporate rewarding our staff into our PBS program.  To do this, we came up with a weekly “Pawsome Staff” recognition. Another difficulty was how to introduce new students to PBS throughout the year.  We created an Ambassador Program where upstanding fifth grade students give a welcome tour to new students and explain the LPE behavior expectations.  Ambassadors are selected based on an application process.  Through the generosity of our PTO, blue and gold sashes were provided for our student Ambassadors to wear as they carry out their duties.  In addition to the welcome tours, the Ambassadors also set the example of expected behaviors in school-wide assemblies.  Standing in front of the group, they show the expectation symbol of raising 3 fingers in the air.  Students recognize this symbol and become quiet and attentive. Posting our PBS expectations on the outside walls of our school was a challenge.  Our laminated posters were not sturdy enough to withstand the weather, thus needing to be frequently replaced.  After presenting our need to SAC (School Advisory Council), metal signs with our expectations were purchased and hung in prime locations. (car rider area, bus loop, playgrounds) In order to reward more students, we added “Pawsome Pledgers” to our weekly student drawing.  In addition to the gift certificate winner, we also pick 5 students to lead the school reciting the Pledge of Allegiance on the morning news.