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 team works well due to the representation from all members of our faculty and staff in the team.   In addition, we have regular meetings, where we adhere to our timeline, which is derived from our action plan.

How does your team use data to make decisions on campus? We use the data to determine where best to focus our efforts.  If it seems that most of the discipline referrals are happening at a specific time, such as lunch or recess, we brainstorm, as a team, how we can work to help alleviate this issue.  Meetings with non-instructional staff, to determine best ways of handling disciplinary issues during lunch and recess are one example of how we have worked at being consistent in our message and pro-active so that small incidences do not snowball into larger and more complex problems. In addition to that, we use data pertaining to individual students in order to create plans to assist these students when they enter our Tier II level.  I have attached a behavioral form that was used by one of our students when he was in the Tier II level.  Through the use of data, observation, and communication with the student and parent, we very quickly were able to move this particular child out of Tier II and into a more classroom-based chart.  This seemed to be more beneficial for this student, as he tends to be highly sensitive to the thought of others knowing that he is doing anything that is different from the remainder of the class.

How do you share information with the rest of your faculty (e.g., emails, newsletters, meetings, etc.)?  How often do you share this information?  Typically, we share information gleaned from SWIS through email.  Because our faculty meetings do not occur at regular intervals, this method is consistent. What do you see as the overall strengths of your team?   Please provide details. Vast representation, the ability of team members to listen to one another, and the willingness to go beyond what is traditionally requested are all strengths of the members on our team.

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.

• Class-wide rewards for following expectations.
• Faculty recognition/reward for class expectations being followed.
• Using data to reach decisions regarding staff development/areas to boost PBS implementation.
• Pledging to our PBS expectations daily prior to the Pledge of Allegiance is a daily reminder of expectations.

Discuss the changes you have seen on campus since PBS implementation (e.g., data, climate, morale, etc.). Being able to have a daily pledge affirms PBS expectations in every student’s mind.  The referral numbers have decline, morale has continued to be high, and the climate of the campus is one where instruction is not impacted by negative behavior of students.

What are some obstacles that your team has had to overcome?  Please explain the process for overcoming these hurdles below. There have been some faculty/staff members who have not embraced PBS as fully as we would hope.  This, we have noted on survey results that have been emailed to employees by our team leader.  The approach that we have taken is to help these employees understand what PBS entails, by inviting them to be part of the PBS team.  In this manner, the employee gains ownership of the process, utilized PBS, and can, eventually, become a positive faculty role-model for others.