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 core PBS team has almost all grade levels represented, as well as guidance, special areas, and administration. Our principal has been very involved in the PBS project and attended most of the team meetings. This made it very easy for the team to make quick decisions and complete projects in a timely manner.

How does your team use data to make decisions on campus? We collect, analyze and share data with other staff monthly. We also allow staff to analyze their classroom and grade level data and then provide assistance in using that data to improve behavior. We target specific students, behaviors, locations, times, and staff members as needed.

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 faculty meetings where we share information and provide training. We also meet with grade levels and individual teachers as needed. We have a monthly newsletter that shares information with staff, students and parents. E-mails are used several times a week to share important PBS information.

What do you see as the overall strengths of your team?  Please provide details. The team is organized and is able to follow through on projects. The team is very dedicated to PBS and believes that it works to improve school climate and student behavior.

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. Our PBS team excels in rewarding students, staff, and parents for demonstrating expected behavior. Our school-wide token economy has been used to improve student behavior. Students earn tickets and are able to purchase items at a weekly ROAR store. Staff and parents also earn tickets and are entered in a monthly drawing to win prizes.

Discuss the changes you have seen on campus since PBS implementation (e.g., data, climate, morale, etc.). The data shows that we have increased student time in the classroom by 220 days due to decreases in suspensions and detentions. The climate and morale has improved greatly school wide. Everyone uses common language and knows what the expectations are. Staff is also much more aware of the need for data collection.

What are some obstacles that your team has had to overcome?  Please explain the process for overcoming these hurdles below. Time has been a factor. There have been too many things to do and not enough time to do them. Some staff has also been a little resistant to documenting minor infraction forms.