IMPLEMENTATION QUOTES


	TEAMING:

	~The Tyrone Elementary PBS Team represents a variety of grade-level staff, ESE teachers, Administrative staff, and Support staff. The team is led by a Support Staff member and Administrative members are active in maintaining the SWIS database as well as handling all office referrals for discipline. Throughout each school year, additional staff is encouraged to join the PBS team and expand implementation of the program. Each classroom at Tyrone Elementary has a poster with our building-wide (HAWKS) expectations that also provides space for the teacher and students to add their classroom expectations to the poster. In addition, each classroom has a Commitment to Character poster with the monthly Character Education traits. HAWKS expectations are reviewed daily on the news show with students and staff. Data is stored and compiled using SWIS. This data is then used to assign volunteer mentors to students in need of extra support. Data is used to initiate discussions with staff regarding the success of the PBS program and identify areas in need of change. Data is used to locate problem locations in the school; times behavior problems occur during the school day and targeting students in need of support. Information about PBS, data, and other issues are shared in monthly PBS team meetings. In addition, data and information/strategy sharing are provided to staff and Student Advisory Committee members on a quarterly basis. Staff meetings are also used to provide training and problem-solving for teachers when looking for ways to further implement or modify their classroom behavior management programs. Tyrone HAWK expectations are shared daily with the students and staff via the morning news show. The school newsletter is utilized to promote building-wide expectations as well as explaining the use of the program and any techniques or information that families may find useful. Community business partners are made aware of the PBS expectations and model usage via Tyrone Elementary’s Community Liaison. Tyrone Elementary is even exploring the possibility of having some of the business partners place posters in selected areas with the HAWKS expectations and Commitment to Character traits. The Tyrone Elementary PBS team works very well together. Each member takes an integral part in maintaining the workload of managing a building-wide behavior program. All members work together in and out of meetings to make our program work. Team members encourage school staff to use our common language for reminders to students and encourage students in following the school’s expectations. The PBS team is enthusiastic, supportive, and willing to implement new strategies and ideas to better our school.

	IMPLEMENTATION:

	~Tyrone excels in using data in making decisions for modifying the PBS program, identifying target students who require additional assistance, and in promoting the program to teachers and staff. Reinforcement to students is another exceptional area. Students are reinforced daily by use of the HAWK pride awards. Students not only receive a tangible reward, but also get some valuable praise from administration and hear their names on the public announcement system at the end of the school day. The other area of excellence is reinforcement of school staff. An “Apple” tree is used to remind school staff when they go above and beyond by their peers and administration. The monthly apple recipients are then entered into a drawing for tangible rewards.

	OUTCOMES:

	~Since implementation of PBS, Tyrone Elementary school has had a reduction in school discipline referrals, bus referrals, and cafeteria incidents. PBS has led to a common language and use of more consistent and identifiable behavior management strategies. In addition, since implementation, staff and students are more invested in creating a safer and securer learning environment for all. Other positive outcomes of the PBS program are the development and use of Classroom Guidance, Kid Connection program (counseling resource), Building-wide Character Education program, implementation of a Peer Mediation program, and the creation of a behavior management program for the cafeteria that is consistent with many of the teachers’ classroom behavior management programs.

	OBSTACLES:

	~Difficulties have come from parent involvement and consistency in use of the PBS model. Continuing dialogue with staff and ongoing strategy and implementation trainings are tools that are being used at Tyrone Elementary to overcome the obstacle of consistent use. In addition, having HAWK expectation posters in every classroom as well as repetition of the expectations on a daily basis, continue to assist in regularity and consistency in modifying student and staff behavior. The Family Involvement Committee is instrumental in considering ways to involve parents and disseminate information to parents about behavior management and PBS. Finally, the school newsletter has been an excellent tool in communicating and sharing information with parents.

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