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.)? Two PBS core teams. Both teams are very dedicated and believe in the PBS philosophy. Several members on the teams have studied applied behavioral analysis, one is a National CABA. Team #1 composed of Administrators, Student Support Specialist (CABA), ESE & Gen. Ed. Teachers, & Parent. Focus staff trainings; creating PBS Lesson Plans; Business Partnerships; coordinate and run activities for incentives and to finance PBS; PBS advertisement, & presentations. Several members regularly participate in meetings and comply with assigned roles. Team #2 composed of all Administrators, All Guidance Counselors, and Student Support Specialist (CABA), School Psychologist, Attendance Officer, & School Mental Health professionals. This team is a diversity of professionals familiar with data analysis. Primary team focus is to analyze data from the Red and Yellow area of the data triangle. The team looks at previous interventions & plans needed interventions. New this year is our School Based Collaborative; this team applies interventions to students in need, and those that are referred from the “PBS Team #2”.
How does your team use data to make decisions on campus? SWIS data determines what students participate in special PBS incentive events. Data drives the decision making process for student and staff interventions.
How do you share information with the rest of your faculty (e.g., emails, newsletters, meetings, etc.)? How often do you share this information? This has been a huge stumbling block for our school this year. SWIS data & ideas/interventions are presented/modeled/practiced at staff meetings. Staff meetings rarely occur this year. The Principal is making changes to the schools plan to have more frequent (within contractual hours) staff meetings.
What do you see as the overall strengths of your team? Please provide details. Diverse group of members. Members willing to take on specific roles. Teams ability to use data for decision making. Commitment and support of PBS philosophy. Several team members step up to tasks without being asked. Communication through e-mail has been quite successful (in that we have run into road blocks with “time” issues). |
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.
Brainstorming; making things happen with short periods of preparation (as a whole team sitting at a table); enthusiasm and dedication to PBS. Team works diligently on training staff & students (we share a common goal of using the PBS website information “power points” to help train and retrain).
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Discuss the changes you have seen on campus since PBS implementation (e.g., data, climate, morale, etc.). SRMS was originally built to support 1,000 students. The steady increase in student population appears to be a significant factor. S.E.R.T. (The suspension expulsion review team) has also tightened up on requirements for students with behavior problems to transfer from their home school to a more restrictive placement. With that said, we are keeping many of our “frequent fliers”. We attempt several tiers of intervention that require much more support and monitoring then what we have experienced in the past several years.
Overall climate and morale really isn’t that bad. This school truly bonds together to work out issues; great open communication. |
