Our PBS team is comprised of primary and intermediate teachers, reading specialist, guidance counselor, behavior specialist, music teacher and principal. We have strong support from administration as evidenced by encouragement to meet, share, lead and problem solve to maintain PBS strategies school-wide. Mrs. Caputo honors our commitment to monthly team meetings and attends herself. She expresses her belief in maintaining a positive school climate at every meeting. She promotes implementation from the individual level to school-wide. At monthly assemblies, she leads students through a review of our school expectations and praises students and teachers for their hard work. She and our assistant principal have set a strong example for students and staff by highlighting achievements. At weekly faculty meetings she encourages team members to field questions from colleagues on matters of best practices in the classroom and positive strategies to use.

Our PBS team is a diverse and talented group of professionals. During team meetings, every opinion is valued. Creative ideas are offered by all members often leading to valid solutions. For example, we began to notice an increase in poorly documented referrals. A member of the team suggested posting our flow chart on a bulletin board in the faculty production room and reviewing procedures at a faculty meeting. Team members are committed to maintaining our school’s PBS features like the Marina, Dolphin dollars and Super Dolphin assemblies. New faculty members are greeted by a team member who explains positive behavior support to them. At Rayma C. Page, we recognize our teachers at faculty meetings for their supportive efforts. We call this the golden anchor. We use a bait bucket and a form that is filled out and put into the bucket recognizing a colleague. At faculty meetings, golden anchor forms are read. It’s a nice pat-on-the-back!

Data is analyzed and shared with team members and faculty once per month and more frequently when issues arise. As coach, I input all data into SWIS so I am continually aware of school-wide problems, successes and trends. Data is shared with faculty in graph format and analyzed as a whole group. Data is shared with faculty when positive trends occur in order to promote good behaviors. Data pertaining to specific problem behavior is used to increase reinforcement of positive behavior. For instance, when a high referral rate in disrespect was observed, the morning news featured character education topics on respect. Problem behavior by location has been addressed by working with targeted students receiving multiple bus referrals and transportation personnel. Individual students receiving major incident referrals are monitored. Interventions have included: conferences between teacher and behavior specialist, parent involvement, use of the school Learning Lab where replacement behaviors are taught, and specific behavior plans to include reinforcement strategies.

Primarily statistical information is shared at faculty meetings once a month. The whole faculty meets three times per month so when PBS topics need to be reviewed, the agenda will include PBS. One topic that was discussed as a review was major vs. minor behaviors and how to manage each from strategies to documentation. Our principal sends weekly calendars via email which frequently include PBS topics, announcements and words of encouragement. A recent multimedia project was completed by two faculty members and shared at a meeting. Students were videotaped following procedures in various settings including the cafeteria, hallway, computer lab. The principal narrated the video explaining our school procedures and expectations. This has been made available to all staff members through a shared folder on computer. Recently, staff and students participated in a survey and results were shared at a faculty meeting. Information is also shared through postings as noted in question #1.

Commitment is the first strength that comes to mind. Every member is a member who wants to be an active participant and believes in the PBS philosophy. Each of them display significant leadership qualities. Our team reading specialist organized the FCAT incentive activities. Our team guidance counselor manages the Marina (school store) and has trained students as Marina “mates” in order to ensure that it is open frequently. Our teachers share strategies that work for classroom management with colleagues and field questions about procedures. We are problem solvers. Team members have a strong ability to recognize weaknesses and implement appropriate changes. Hallway behavior is an example of a problem that was addressed by soliciting more supervision in key areas. Safety patrols were instituted this year to help with those areas. Strong procedures are in place to address behavior in the cafeteria. Lines were re-routed in order to reduce wait time this year. This was an idea designed by a PBS team member. Our members are creative. At the latest meeting we felt staff recognition was waning. In the past staff has enjoyed jeans day so an idea to allow “beach” type dress such as shorts, sunglasses, and hats was suggested for one day before spring break. Special treats were available on the faculty “coffee cart” the last week before spring break.

The PBS team excels in implementation. They exemplify our school’s procedures, expectations and reward systems in all areas of the school. I witness them giving students dolphin dollars for specific behavior and explaining why. I hear them reinforcing desired behavior with praise. I see them in action in their classrooms using strong, pre-taught procedures. I’ve witnessed team members explicitly teach students expectations such as Show Respect (S in SWIM). Team members provide strong examples of positive behavior support for all the staff. Our PBS team members apply strategies to students who may or may not be in their class by giving praise or reminders. They offer themselves as reinforcers for students who are struggling. Faculty members use these staff members for their students to visit when they request this. Team members follow the established procedures for office referrals and help other faculty members with explanations and examples of what works in their classrooms. I believe that is a strong indication of commitment on the part of team members who want every student to experience positive support at school. Team members are actively involved in implementing elements of PBS that promote the school culture. Two of our members wrote both the original and this year’s improved school song. It has been recorded to CD and offered for students and parents to purchase. It is also featured on our school website.