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LIBERTY ELEMENTARY

DEMOGRAPHIC INFORMATION:

1. School District: Charlotte

2. Grade Levels: pre-k to 5th

3. Student Enrollment: 769

4. Percent of ESOL Students: 0%

5. Free and Reduced Lunch Percent: 54%

6. Percent of Students With IEP's: 26%

School Website

TEAMING:

Our administrative support is excellent, and has strongly attributed to how smoothly not only team meetings run, but overall implementation in general. We have a broad representation of staff, but would like to increase to a student representative. We are also going to create a sub-committee to help plan the reinforcer events. One overall strength of our team is that each idea is listened to and pros and cons discussed in a professional manner, before the idea is dismissed or acted upon further.

We have used data to determine which students are eligible for some of the events, as some are tied to no ODR’s within a certain amount of time. We use it with faculty as starting points for brainstorming sessions. Our team reviews SWIS data to look at trends and compare to last year, in an effort to chart our overall progress. We are currently discussing why we have not seen a marked decrease between last year’s data and this year’s. Since LES is a cluster site for the EH program, we are attributing this to some “frequent flyers” in the unit, and are working on more intensive interventions with those students.

We use faculty meetings to disseminate information and data. However, this is not the forum we usually use to invite their feedback. We have found that an hour or so meeting on teacher workdays is more effective to have meaningful discussions about PBS. We also use email to ask for feedback. We would like to expand this to a PBS board and have this as a goal for next year.

Our overall strengths lie in our leadership. In addition to the administrative support, we have a team leader who is also a behavior specialist, and her grasp of the PBS concepts and belief in their effectiveness is contagious to other staff members. She is also comfortable using data fluently and guide others in that process. Our team does not really believe in obstacles. We may have a few minutes of silence as we all consider the ramifications of a potential obstacle, but in the end, the ideas for overcoming it or working around it begin to flow. We don’t stop at just identifying the problem, but also identify the solutions.

IMPLEMENTATION:

Our team excels in planning and organizing reward events that students enjoy. We pay attention to the needs of the school, students and staff alike, and respond to what is happening in our environment at the time.

OUTCOMES:

For the most part, we have seen teachers freed up to focus on teaching, rather than behavior! We can hear the use of the expectations and rules embedded in the daily vernacular now, and behavior is no longer the “hot topic” it once was. Teachers feel like they have another tool or motivator for students.

OBSTACLES:

The staff at the Star store began to notice that some classes were coming in with large numbers of Starbucks and others were coming in with much less. (To their credit, they quickly put some of the items on “sale” when those classes came in!) We realized that we needed to retrain the staff in how and when to pass out the Starbucks, and set aside an hour for this at a teacher work day. We have also had our share of those “dissenters”, who don’t believe in rewarding students for doing what they “should be” doing anyway, and have retrained on this topic itself. Luckily, the momentum that PBS has gained has gone a long way in carrying those non-believers along with it, and turning them into believers! We decided early on to let that speak for us, rather than pushing it strongly on those staff members.