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.)?  The team consists of faculty from all grade levels, as well as guidance, social worker, ESE liaison and administration. We share a common belief system and goal for improving our school’s climate for staff and students alike. On our campus, PBS has become synonymous with “Terrier Pride” – a positive movement that has permeated PCMS events and groups, in a proactive, educative way.

How does your team use data to make decisions on campus? We follow the data to its logical conclusion. We look at the SWIS graphs each month, as well as other data gathered through SASI, surveys and faculty votes.

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 during “Team Time” at least once per month.  The monthly school newsletter has a section devoted to Terrier Pride activities.  Flyers get posted on walls of hallways to promote upcoming events, procedures and expectations. Information is also given over PA and Terrier TV as part of daily announcements.

What do you see as the overall strengths of your team?  Please provide details. We have consistently demonstrated whole team active involvement in the planning and implementation of school wide PBS activities.

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. Through Terrier Pride, we have offered a variety of rewarding activities that are enjoyable to students and staff alike. Our skills have increased when it comes to determining effective reinforcers for the different grade levels, as well as staff. We are more comfortable collecting, analyzing and using data to guide decision-making. We teach character development during homeroom time. SWIS data is used to select which aspects of “good character” are taught.  

Discuss the changes you have seen on campus since PBS implementation (e.g., data, climate, morale, etc.). By all accounts, teacher morale has improved. Students have found positive reasons for coming to school and are very aware of the importance of doing what they are supposed to do as students in our school family. They feel more valued and appreciated for who they are, and, as they feel better about themselves, are better able to do their best on a daily basis.

What are some obstacles that your team has had to overcome?  Please explain the process for overcoming these hurdles below. One ongoing hurdle is: faculty buy-in for new staff and some of the “old” staff. Through careful planning on the part of our Pride Team, faculty have come to enjoy the PBS activities, not resent the time they may take from instruction and have incorporated PBS concepts and expectations in other school groups and activities.