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.)? Positive Expectations for Student Success Everyday. The leadership of our Assistant Principal, Mrs. Cortnye S. Arce on the team, the administrator who has been in charge of our School-Wide Positive Behavior Program for the past two years, has at all times been extraordinarily fundamental and inspirational. She believes in the fact that anything can be accomplished with students and teachers if high expectations are set for behavior and performance, and has constantly been effective in perusing task to completion. In addition, Mrs. Arce has also been extremely active and persistent on the daily morning and afternoon announcements in order to keep the program alive and to provide feedback on the latest updates for the students, faculty, and staff.
Our S.W.P.B.S. also has the support of Mrs. Rivera, one of our most involved team members, as well as, the encouragement of our Principal Ms. Melissa C. Wolin and assistant principals: Dr. Deveaux, and Dr. John Strachan. Administrators allow the team to work independently. Team members take serious responsibilities among the committee members; they are reliable and prompt with task assignments.
Finally, our PBS team highly respects and represents our faculty and staff. Team Leader: Orlando Rodriguez del Rey.

How does your team use data to make decisions on campus? Our team uses data to make decisions on campus by analyzing incident locations, types, and interventions. The team and staff determine the strategies needed to implement the considered necessary plan to provide appropriate consequences.
Data is inputted on a regular basis. 

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 with the rest of the faculty and staff on morning announcements, by emails, team and faculty meetings, and memorandums, on a weekly basis.

What do you see as the overall strengths of your team?  Please provide details.

1. Our S.W.P.B.S. administrator’s support and motivation.
2. Positive expectations and support of team members, teachers, students, and some parents.
3. High expectations to all students to obtain greater behavior and academic performances.
4. All students, faculty and staff are treated equally and with respect.
5. Team members take ownership of the success of the program implementation.
6. Individual teachers focus on specific objectives.

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/staff: Doing good deeds can't go unnoticed at Palm Springs Middle School. It has to be our maxim. Students have the chance to win prizes for their positive behavior all year round. To be eligible for more specific rewards , on any specific days of the week, month, or year, students who are singled out by faculty and staff for doing the right thing; receive rewards and their names are mentioned on the morning announcements . Also, The Fashion Friday Plus Reward for attendance is given to our students weekly, if they keep an attendance average of or over 97%. Instead of simply scolding students for bad behavior, rewards allow teachers to reward positive behavior. Students are recognized for everything from stacking chairs and cleaning classrooms to helping a fellow classmate who has dropped an armful of books and papers. It has to recognize students for doing something positive. It can be showing respect or just doing anything positive at the school.

• Teaching expectations and data-based decision-making.
• Buy-In from the students, faculty, and staff.
• spreading  of the program
• Bulletin Boards

Discuss the changes you have seen on campus since PBS implementation (e.g., data, climate, morale, etc.). We have provided consequences without removing the student from his/her learning environment e.g. after school, and Saturday detentions.

• We have rewarded students who have demonstrated positive behaviors. Students avoid getting minor infractions and/or office referrals.
• Teachers have better classroom environments, and can teach better lessons.
• Teachers’ suggestions and ideas are taken into consideration when planning for success and/or when giving reasonable and logical consequences.
• The administration is very supportive of PBS.

1. Differentiate behaviors that are to be managed in the classroom (minors) and behaviors that will generate office referrals (majors) clearly define procedures and behaviors for Minor Infraction Reports.
2. Establish a system that matches the intensity of the disciplinary action with the severity of the behavior
3. Maintain consistent responses to rule violations.
4. Establish and implement behavioral expectations for various locations, i.e. classrooms, offices, cafeteria, media center, hallways, bathrooms etc.  Visible posters were created for each location.
5. New and veteran teachers coming from other schools that had never implemented the program. They were trained.
6. Six grade students not familiar with SWPBS. They have been oriented.
7. Some challenges with buy-in from a small group of students.
8. Parents who do not understand what SWPBS is all about. On our first open house they were given information regarding the program.
9. Make new teachers aware of the fact that minor infractions are to track down behavior problems and not academic issues.