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PALM SPRINGS MIDDLE

DEMOGRAPHIC INFORMATION:

1. School District: Miami-Dade

2. Grade Levels: 6th, 7th, and 8th

3. Student Enrollment: 1400

4. Percent of ESOL Students: 17.07%

5. Free and Reduced Lunch Percent: 83.3%

6. Percent of Students With IEP's: 12.5%

School Website

TEAMING:

Positive expectations for student success everyday. Our PBS administrator’s (Mrs. Cortnye S. Arce) role on the team is very fundamental and optimistic; our SWPBS would not have been able to stay alive without her immense support. She believes in the fact that anything can be accomplished with students and teachers if high expectations are set for behavior and performance. She started in our school this year, and she has been very well respected and accepted on the team since the very beginning. Our SWPBS also has the great support of our principal Ms. Melissa C. Wolin and also the assistance of our other two assistant principals: Mrs. Niky E. Ruiz, and John Sthachan. Finally, our PBS team highly respects and represents our faculty and staff.

Our team uses data to make decisions on campus by analyzing incident locations, types, and interventions. The team and staff determine the strategies needed to implement the considered necessary plan to provide appropriate consequences.

Information is shared with the rest of the faculty by emails, meetings, and memorandums, on a weekly basis.

The overall strengths of our team are: 1- Our SWPBS administrator’s support and motivation. 2- Positive expectations and support of teachers, students, and parents. 3- High expectations to all students to obtain greater behavior and academic performances. 4- All students, faculty and staff are treated equally and with respect.

IMPLEMENTATION:

1- Rewarding students/staff: Doing good deeds can't go unnoticed at Palm Springs Middle School. It has to be our maxim. Students can get a chance to win prizes for their positive behavior, doing the right thing, and attendance during a school's drawing every week. To be eligible for rewards, on any specific day of the year, students who have been singled out by teachers for doing something good; will get a reward. The 100% attendance drawing is on the first day of each week during the morning announcements. Instead of simply scolding students for bad behavior, rewards allow teachers to reward positive behavior. Students are recognized for everything from stacking chairs and cleaning classrooms to helping a fellow classmate who has dropped an armful of books and papers. It has to recognize students for doing something positive. It can be showing respect or just doing anything positive at the school.

2- Teaching expectations and data-based decision-making.

OUTCOMES:

1- We have provided consequences without removing the student from his/her learning environment e.g. Saturday detentions. 2- We have rewarded students who have demonstrated positive behaviors. Students avoid getting minor infractions and/or referrals. 3- Teachers have better classroom environments, and can teach better lessons. 4- Teachers’ suggestions and ideas are taken into consideration when planning for success and/or when giving reasonable and logical consequences. 5- The administration is very supportive of PBS.

OBSTACLES:

1- Differentiate behaviors that are to be managed in the classroom (minors) and behaviors that will generate office referrals (majors) clearly define procedures and behaviors for Minor Infraction Reports. 2-Establish a system that matches the intensity of the disciplinary action with the severity of the behavior Example: fighting = suspension Example: tardy = detention 3-Maintain consistent responses to rule violations. 4- Establish and implement behavioral expectations for various locations, i.e. classrooms, offices, cafeteria, media center, hallways, bathrooms etc. Visible posters were created for each location. 5- New and veteran teachers coming from other schools that had never implemented the program. They were trained. 6-Six grade students not familiar with SWPBS.