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BIG CYPRESS ELEMENTARY

DEMOGRAPHIC INFORMATION:

1. School District: Collier

2. Grade Levels: Kinder through Fifth Grade

3. Student Enrollment: 973

4. Percent of ESOL Students: 9.4%

5. Free and Reduced Lunch Percent: 31%

6. Percent of Students With IEP's: 18.5%

School Website

TEAMING:

Our team works well because we are flexible and we support one another’s stress level and work load at various times throughout the school year. Another factor in our team’s ability to work well together is that we have a representative from lower and upper elementary, as well as an administrator, a counselor, our ESE specialist, and our school psychologist. The makeup of our team helps us to nurture one another and the project. We did experience a slight recession in a couple of our teammates’ outlook on the fairness of team-related responsibilities. As such, our coach (Assistant Principal) addressed this at one of our monthly meetings and we divided up the responsibilities differently. Since that meeting which took place before winter break, our team seems to feel less stressed. We are patient with teammates when they are unable to attend a meeting. Our coach usually types up the minutes and sends them to team members the next day.

Data is examined at each monthly meeting. We look at the times/areas wherein our behavior is primarily a concern or shows an escalating trend. Then we discuss ways to alleviate the upwards (increasing) inappropriate behaviors.

We share pertinent news at Faculty meetings and Team meetings which each occur once a month. News is also shared in our monthly newsletter. The newsletter is dispersed to all the staff and families.

The overall strengths of our team are due in part to the direction our coach receives from our District Coordinator and the inservices we have attended with other PBS Coaches throughout the state of Florida. The direction and the sharing help us to brainstorm ideas that we think might be beneficial to our learning community. I do think that our team could use one more member. We hope to persuade a Related Arts teacher to join next year.

IMPLEMENTATION:

Our team excels in the area of student incentives, student rewards and student recognition. The building expectations are used over and over again. We model our expectations in curricular lessons, and we use our morning news show to showcase our positive behavior referrals and restate building expectations that we see might need some refreshing.

OUTCOMES:

The data is much like assessment driven instruction; it provides a map or course of action that is authentic. The morale and the climate are up and down depending on the time of the year and the other stresses the staff and team are experiencing.

OBSTACLES:

When the building principal changes and the new administrator is not familiar with PBS or does not see the value, it does present a hurdle and it does affect the climate and morale of the team. I have spoken with other coaches who also see this as a hurdle. I believe that our central administration is beginning to promote PBS district-wide. This should help us to move forward next year.