IMPLEMENTATION QUOTES


	TEAMING:

	~a. Our team is a representation of all school personnel who work with students and staff at Belcher. Mrs. Roth, as administrator, is equally involved as everyone else on the team, but is there to make sure that ideas and implementation of PBS stays within the guidelines or our philosophy. Our strength as a team is that we are all able to generate ideas, give opinions, based on our roles within the school environment. a. Data is shared at Team Leaders, PLC’s, and grade level meetings. Particular areas of concerns, specific to a grade level, can then be addressed with the personnel who have the most contact with those students. We also use our referrals to address behavior concerns, look for patterns, and determine possible interventions. a. Information is shared at grade level meetings, faculty meetings, emails, newsletters, and on our morning “Belcher Bobcats News”. a. Our team is a strong representation of the staff who works s with our students. We are particularly good at generating ideas and problem-solving issues that effect students across all grade levels. As a result, there is a positive balance of implementation of PBS throughout the grade levels.

	IMPLEMENTATION:

	~We feel that we excel in all areas. We reward students and staff with Belcher Bucks, courtesy apples (for cafeteria behavior), school bus safety cards (bus behavior), and PE tickets for appropriate participation. Our teaching expectations are taught in a variety of ways. We have “peer pairs” during lunch where we pair the student with role models for appropriate socialization. We have character traits buttons for our students. We use our STEP students to promote “character words” on BBN. In data-based decision making, interventions are put into place based on areas of concern as reflected on referrals. We have also implemented “SOC” (student of concern) notes for teachers to inform our guidance counselor of students who are observed to be in need of extra support socially, behaviorally, or academically.

	OUTCOMES:

	~Data: for the 05/06 school year we had 84 fewer referrals than the previous school year. The number of in-school suspensions decreased by 19 referrals and out of school suspension increased by only 6 referrals. There was a 6% increase in the number of referrals that black students received compared to 6% decrease for white students. We are continuing to strive to decrease the number of referrals for all subgroups. The use of PBS continues to create a safe and positive school climate. We were awarded Model School status with our PBS project. Our staff will be attending CHAMPS training for 06/07 school year during our pre-school training. We will be implementing the CHAMPS philosophy of having a proactive and positive approach to classroom management. CHAMPS will align itself with our current PBS system, with their goal of developing students who are responsible, motivated and highly engaged in meaningful tasks. Climate: PBS sets the “look and Language” of our school. The expectations and the manner in which they’re stated and displayed creates consistency across all areas. Students can be seen following hallway and cafeteria rules and demonstrating safety traits. Morale: Students are eager to earn recognition (and not simply for the “monetary value” of the Bucks). The awareness that all school personnel are looking for demonstration of positive behavior elicits that extra effort that might be difficult for students to demonstrate (particularly ESE) in less-structured areas. Teachers and staff have the tools it takes to reward and reinforce positive behaviors. It changes the mind set to “catch’em doing good”. It ties into the goal of positive recognition instead of negative intervention.

	OBSTACLES:

	~Some of the obstacles that we had to overcome were the initial implementation of PBS, ESOL and distribution of Belcher Bucks. Like any new initiative, it takes time for all personnel to adjust to the new process. By using PBS, classroom teachers had to develop their classroom procedures to tie into our school-wide expectations. This process took time and the PBS core team had to continually review the expectations with the staff.

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