 | | | | | | | |
| | |
|
|  |
| | |
| NARCOOSSEE COMMUNITY SCHOOL |
|
|
|
|
|
|
 | | |
 | | |
| DEMOGRAPHIC INFORMATION: |
| 1. School District:
Osceola
|
| 2. Grade Levels: K-8 |
| 3. Student Enrollment: 1803 |
| 4. Percent of ESOL Students: 10% |
| 5. Free and Reduced Lunch Percent: 39% |
| 6. Percent of Students With IEP's: 13% |
| |
| 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.)? Administration is present at every PBS monthly meeting. We meet in
the Principal's office, which makes it obvious that we have his 110%
support with this program. Our team is represented by: PBS Coach,
Administration (at least one at each meeting, usually Principal), SAC,
PTa, ESE teachers and staff, K-8 and Special Area teachers, both
Elementary and Middle School Deans.
How does your team use data to make decisions on campus? The team looks at data monthly to determine problem areas, and acts.
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 have monthly team meetings. This is announced to the faculty as
well as team members, and all are encouraged to add to the agenda
of the meeting. Information is shared through e-mail, word of mouth,
school calendar, etc.
What do you see as the overall strengths of your team? Please
provide details. Our overall strength is that we are embracing PBS with proactive
thoughts. Our school has not traditionally had a lot of behavior
problems, but as we grow we need to ensure that does not change.
In fact, our number of referrals has declined although our population
increased. |
| |
| 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.
Rewarding Students: Bear Bucks, spending Bear Bucks on various
activities or things throughout the year. Socials, ice cream, school
supplies, store, iPod raffles, etc. Grade levels have also created their
own PBS activities.
Teaching Expectations: The Bear Expectations are posted all over
the campus, inside and outside in the form of posters and banners,
and T-shirts. When asked, the students DO know the expectations.
|
| OUTCOMES: |
| Discuss the changes you have seen on campus since PBS
implementation (e.g., data, climate, morale, etc.). This is our first year implementing PBS on campus, but you can see
banners and posters everywhere that show what we expect from our
students. We all speak the "same language" - Be Respectful,
Encourage Others, Act Safely, Respect All, Strive for Success. |
| |
| OBSTACLES: |
| What are some obstacles that your team has had to overcome?
Please explain the process for overcoming these hurdles below. NCS is new to PBS, so we have to continuously work on "buy in" from
some staff members. Minor Infraction Forms (MIFs) were ordered in
a timely manner, however they did not arrive until many months later.
In the meantime we attempted to use single-sheet photocopies of the
MIF with mixed success. They did finally arrive, and are now being
used regularly and are found to be useful. Due to "information
overload" at the beginning of the school year, we were also a little
confused about the roles of each member of the team. We now have
monthly agendas, and more organized and productive meetings. |
| |
| ARTIFACTS: |
| |
| Expectations Rules 2 (PDF) |
| Parent Involvement (PDF) |
| Referral Process (PDF) |
| Rewarding Staff and Students (PDF) |
| Teaching Students (PDF) |
| |
| |
|
 | | |
 |
| | | | | | | |
| |
|
