IMPLEMENTATION QUOTES


	TEAMING:

	~Our school-wide behavior plan, put together by a team of administration, teachers, mental health personnel, and paraprofessionals, has been developed and perfected as a team effort. Every administrator, teacher, and paraprofessional at Polk Life and Learning Center is involved with weekly behavior training. Our administrator is actively involved in planning, training, and implementing our behavior plan. The core PBS leaders plan, design, and facilitate our Behavior training. Staff feedback drives the process. Ample time allows for role-play, discussion, questions, and answers. At least monthly, the PBS team reviews our discipline data and makes decisions and appropriate changes to our implementation of PBS on campus. Teachers may use data in IEP meetings and discipline decisions. Information sharing occurs at weekly behavior training and on an individual basis with staff members. Communication is open at all times to discuss more effective strategies and necessary adjustments to implementation. What do you see as the overall strengths of your team? Administrative support – Principal is active and involved in decisions and follows up on our plans. Longevity of staff at PLLC – Most staff has been here over 7 years. Crisis team (Crisis Prevention Institute certified personnel – nonviolent crisis intervention) All teachers trained and certified in CPI by on campus certified instructors Consistent and ongoing weekly training with staff Clear expectations of students and staff Communication via inexpensive small two-way radios School-wide behavior plan Teaching of monthly social skills – school-wide Intermittent and weekly rewards for students Frequent communication with parents.

	IMPLEMENTATION:

	~Our administrator is actively involved in planning, training, and implementing our behavior plan. Weekly behavior training for staff provides for consistency of implementation, appropriate information for particular challenges and best practices. After reviewing data, behavior trainings address any behavioral needs. For example, the findings from a survey of the staff and the results of data analyzed by our guidance counselor regarding the number of students diagnosed with ADHD, led to training and implementation in how to be more effective with ADHD students. This training will extend over a few weeks with follow up, observation, and feedback by administrator. Polk Life and Learning Center uses a wide range of reinforcement strategies, including classroom level, school-wide level, and intermittent reinforcements by non-classroom staff. During 2006-2007 school year, the team is implementing a program called “Spotting for Gold”. Weekly, gold coins that can be traded in for items of choice are given to students who meet expectations. Monthly Celebration Staff Meetings include giving positive feedback to staff and special gold coins are given for outstanding examples of going beyond the call of duty. Enthusiasm and pride in our program is the result.

	OUTCOMES:

	~Initially, staff awareness improved concerning their influence on student behavior. Progressively, staff has increased knowledge and implementation of effective practices producing an ongoing improvement in student behavior, and resulting in more positive environment for staff and students. We changed our office referral from the district one to one that included antecedents, behaviors, and consequences so we could better determine causes and outcomes. Overall, we continue to see a decrease in office referrals each year. 96.4% of Polk Life and Learning staff identified our school as a safe and orderly environment, compared to only 76.7% of the remainder according to the district summary results for 2005-2006.

	OBSTACLES:

	~Systemic and individual resistance to change is our most prominent obstacle. People are creatures of habit. Persistence and continuous training/feedback over the years has produced change. We have made progress with data collection, though it remains a difficult component for some staff.

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