IMPLEMENTATION QUOTES


	TEAMING:

	~Our team works well together for many reasons. The primary reason is the desire to do the best for kids. Other reasons are: The positive attitude “Whatever it takes” attitude Bring ideas and implementing them Very proactive Aren’t afraid to look at problems to discover the solutions Continuing training, especially for teachers new to our school Support staff part of the solutions The administrator’s role on the Core Team includes: Data cruncher/analyzer Ring Leader Constant reinforcement of expectations (TV, Hallways, etc.) Positive Attitudes Willing to listen, make a decision as a team, and implement Keeping the team focused We communicate and share PBS data and information with our staff through: Faculty and Staff Weekly Newsletters E-mail Grade Group Meetings Individual Meetings Faculty Meetings Core Team Sharing Our PBS Core Team has many strengths including: Varied grade levels represented Each team member brings their own strengths Ability to have an open and honest discussion Proactive – project “pitfalls” and think/come up with solutions Flexible • All are willing to speak for the rest of the faculty Administration makes everyone feel comfortable

	IMPLEMENTATION:

	~We excel in many areas. The primary area has been school buy-in. Our team has worked hard to ensure that all people, students, teachers, staff, and parents bought into the PBS system. We have kept the rewards varied and interesting to the children. Our “Bobcat Lunch” in particular has been well received by the children. For 40 Bobcat Bucks, the children have all-you-can-eat pizza and ice cream party with a theme. (i.e., baseball, karaoke, mini-field day, etc.) We have also worked well identifying problems, potential “pitfalls”, and concerns, and then coming up with solutions, work-arounds, etc. to target that area of concern. We have been very proactive.

	OUTCOMES:

	~The changes have been extraordinary! The climate of the school has totally changed. The students are better mannered and behaved. For example, before PBS, our front office staff would tell children and classrooms many times (20+ times a day was not uncommon) to be quiet as they were walking in the hallways. Now it is uncommon for the front office staff to reprimand the classrooms at all. The climate of the school is much better. The children know the expectations and the expectations are school-wide throughout every grade level. The data for referrals has been tremendous as well. We had over 800 referrals the year before PBS was implemented. The following year we dropped to just over 500 referrals, with an increase of about 100 students. (approximately 800 – 900) The second year of PBS we maintained the just over 500 referrals with another increase of almost 100 children. (1,024) This year we had 461 referrals with another increase of children to 1,105 students. We have focused our resources on our frequent flyers, and have seen progress with them. Last year 2.5% of our children had over 30% of the referrals. We implemented two separate programs, including the Behavior Education Program (BEP) and we saw a drop in the number of “frequent flyers.” However, we have also learned that different programs work with different children. Our frequent flyers this year, 1.3% of the children had over 40% of the referrals.

	OBSTACLES:

	HURRICANES! We added six new classrooms, mid-year, this school year. Four of the classrooms we opened when we came back from Winter Break Larger student population Portables

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