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 teams works very well together, we have a core group of organizers and are supported not only by our PBS team, but the whole school in general.  We have two administrator’s that participate in every aspect of the PBS team, and are hands-on.  They provide data as well as supervision during fundraisers.  We have a large PBS team, so we are able to specify our incentives, fundraisers and lessons for every class/grade in our school.

How does your team use data to make decisions on campus?  Our referrals are inputted on a daily basis, and our data is updated regularly.  We are able to easily identify at-risk students and provide behavioral support on an individual basis through mentoring.  If we notice a certain location is receiving a large amount of referrals, we plan as a team to provide support and additional coverage for that location.

How do you share information with the rest of your faculty (e.g., emails, newsletters, meetings, etc.)?  How often do you share this information?  We communicate our information through team meetings, and e-mail to the entire school.  We share this information approximately 7 – 10 times per year.

What do you see as the overall strengths of your team?  Please provide details.  The biggest strength of our team is the relationships we have built with each other, students and other teachers.  The relationships benefit our students in a very positive way and provide a wonderful example on working together to accomplish goals.  Whenever we have a fundraiser, our team is completely hands-on, we skate with them on skate night, we wear the same t-shirts, we dress up in dragon costumes, and we do it all.

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.  We recognize student success quarterly both academically and behaviorally.  We have a token system (dragon diamonds) that we utilize on an on-going basis that provides immediate recognition.  We discuss teaching expectations at team meetings, and are working towards providing the entire staff with lesson plans and further support in middle school.  In our middle school, we provide mentoring for our at-risk students, allowing the student to choose his or her own mentor.

Discuss the changes you have seen on campus since PBS implementation (e.g., data, climate, morale, etc.).  The overall climate in our school has changed in the last few years since the implementation of PBS.  In this year, our referral rate has drop dramatically and teachers are using positive reinforcement regularly and students are not missing class time.  The teachers in our school believe in PBS (buy-in) and parents are even starting to use the techniques at home.

What are some obstacles that your team has had to overcome?  Please explain the process for overcoming these hurdles below.  We have had several hurdles this school year.  Our school did not make Adequate Yearly Progress; therefore, we had to devote a lot of time to programs to satisfy district requirements.  Our staff and team simply did not have the time to meet on a regular basis.  Another obstacle we faced was participation.  Our team participates on a regular basis; however, because of the extra work needed for the district, many people were stretched to their limits.  Despite these hurdles, we managed to succeed and even improve the overall morale in the school.