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.)? We feel our team works well because we have differentiated representation and everyone gives their input and everyone feels respected. The administrator’s role is to provide support whenever needed and to make sure that the fidelity of the PBS program is not jeopardized.

How does your team use data to make decisions on campus? We print the graphs and study them to determine and re-evaluate our school-wide goals. We pay close attention to the location and time of major offenses and try to determine a game plan to follow.

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 a PBS folder on our email system that we use to share information with the staff.  We also update the faculty at staff meetings on what the PBS team has discussed at the monthly meetings.

What do you see as the overall strengths of your team? Please provide details. We feel that communication is one of our strengths.  We will listen respectfully to everyone’s opinion. The staff at Thacker is always willing to help at all PBS functions.  We also have great attendance at our monthly meetings which provides the team with a lot of feedback and ideas.

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. The students have many opportunities to spend Max money.  We have a Max store and a Max school supply cart where the students can purchase toys or school supplies with Max money that they earned.  We offer Family Nights in which the students pay for their parents and family to attend with Max money.  We also have in-school celebration/dance parties for grades 3-5 in which the students purchase their ticket and food treats with Max money.  For K-2 students, they are awarded ice cream treats for following the school-wide expectations. 

Discuss the changes you have seen on campus since PBS implementation (e.g., data, climate, morale, etc.). After PBS implementation, referrals went down in the target areas.  Using minor infraction forms have also encouraged targeted behavior.  

What are some obstacles that your team has had to overcome?  Please explain the process for overcoming these hurdles below. One obstacle would be teacher buy-in.  Some still feel as though they are “bribing” the students.   We are continuing to come up with ways to get the staff to understand the need for consistency with the expectations. Another obstacle is overcoming environmental and community factors (what the student hears at home such as “if you get hit, hit back”.)