IMPLEMENTATION QUOTES


	TEAMING:

	~The assistant principal is actively involved and dedicated. There is a diverse representation of core members and peripheral team members. Our district coach is actively involved and offers valuable suggestions and ideas to implement at our school. The team believes in the philosophy of PBS and is committed to the success of the program. PBS issues are a priority to the team as witnessed through attendance and participation of team members. We use the data to determine what time of year, month, day, and location are troublesome and adjust our incentives accordingly. For example: Before Christmas break, a spike of referrals is common, so we implemented a holiday raffle which included bicycles, CD players, etc. The strategically planned incentives have reduced the number of referrals during those times as compared to the year before. We also take the data and spotlight expectations on the morning news show to re-teach the expectations that correlate with discipline referrals. We have faculty meetings, use email, the school morning news show, newsletters, and team leaders meetings. How often do you share this information? We share referral data monthly at faculty meetings. Any new incentive/rewards are shared at least once a week through the school morning news. Other information is shared as needed. The PBS core team is also available for individual teacher consultations as needed for frequent flyer children. Our team has the ability to work well together. We are able to listen to each others ideas. We all think on different levels (analytical, creative, spontaneous, etc.) We are able to compromise and work under pressure. We all want to be involved in the PBS program and are committed to enhancing personal growth of all our students. The same members have been involved since the beginning of the process. Stability of team members and administration is a key factor in the success of our program. Without the full support of the administration, our program would not be as effective and strong as it is.

	IMPLEMENTATION:

	~Expectations are taught daily in the classrooms and via the school morning news show. Our framed expectations can be readily found in all areas of the school. All teachers are encouraged to re-teach expectations as needed. Students are aware of which expectation they followed because staff members verbalize the positive behavior a student displayed as they award them with Wildcat cash. We have a variety of incentives to offer our students individually, by class, and school-wide. We use our data monthly to determine what areas we need to address.

	OUTCOMES:

	~Teachers are now able to spend more time on instruction rather than dealing with behavior issues in the classroom. Even though our total enrolled increased, our student data supports an overwhelming 98% of our student body with one or less referrals. After accumulating data for the past few years before and after PBS, the faculty and staff have been enlightened and encouraged to continue supporting PBS. As a result, it keeps staff morale up.

	OBSTACLES:

	~Teaching the staff “how” to utilize and use the program. We overcame this hurdle by providing them data and showing them that their efforts are worthwhile. Frequent re-training of staff was needed to improve in this area. We have seen spikes of behavior problems due to incoming students who have not been exposed to PBS in their prior schools. The classroom teachers address the expectations and how the PBS system works, any time they receive a new student. The repetitive promotion of PBS expectations on the daily morning news reinforces and sets the tone for the day. We are also considering “new student” assemblies to help with this issue as needed.

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