~The administrator is supportive of PBS. The team leader has a behavioral background and works with a representative team, including influential teachers who are committed to implementing PBS. The school advisory council has helped fund PBS in the past and it is recognized as a top priority for our school.

The team looks at SWIS data at least monthly And we use that as the first item on the PBS meeting agenda. Everything else we do we try to relate back to the data. We plan booster activities at specific times of the year based on our data

At faculty meetings we use a projector to show SWIS data to the staff. We stick with the big 5 reports. Prior to parent conferences we tell teachers to let the office know if teachers are having a meeting regarding behaviors and we print the SWIS individual report for the teacher. If the teacher needs support in reviewing SWIS data with the parent, the student support specialist will do that. Also, our SST (pre-referral intervention team) will review the students with the most frequent problem behaviors at our meeting. We use a function-based approach by looking for patterns regarding possible motivation for these students. We generate a list of students via SWIS and make sure they have some individual behavioral intervention.

Commitment of the faculty in using expectation language, and daily individual reinforcement and group contingencies. Also, we make a “big deal” of PBS by using our communication systems – school-wide TV to conduct raffles and highlight a particular behavior we are working on school-wide.