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| DEMOGRAPHIC INFORMATION: |
| 1. School District:
Osceola
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| 2. Grade Levels: 6th - 8th |
| 3. Student Enrollment: 1013 |
| 4. Percent of ESOL Students: 20.73% |
| 5. Free and Reduced Lunch Percent: 76.7% |
| 6. Percent of Students With IEP's: 17.57% |
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| School Website |
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| TEAMING: |
The PBS Committee at Parkway Middle School is comprised of teachers, behavior specialist, behavior tech, data entry specialist, two administrators and a dean. We have combined talents that ensure the success of our team.
Through the use of incident reports, behavior problem totals and district-wide behavior issue reports, we are able to compare and contrast the discipline referrals completed year by year and use the decreasing data to motivate our staff and students to continue the PBS Program. We address issues using the data provided to make decisions across campus.
Through the use of tri-monthly newsletters, monthly meetings and constant e-mails on First Class (our district wide e-mail system) staff is constantly reminded of our progress and encouraged to share suggestions with the committee.
Motivation: Our team is constantly motivating others to continue their good work in and out of the classroom. Models: Our team is a living model of our school-wide expectations (P.R.I.D.E.) and exhibit daily positive attitudes. Organized: Our team is organized, punctual and extremely responsible. They complete their duties and responsibilities in a timely manner and with a smile. |
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| IMPLEMENTATION: |
Our team has established a series of incentives and rewards for both staff and students. We have the PBS Store, Staff Sunshine Table, Ray of Sunshine Table, Monthly Cooking the FCAT, Power 95.3 Dance and Basketball Game (Teaches vs. DJ’s), “No Referral Challenge” (BBQ for 600+ students and teachers), 102 Jams End of the FCAT Bash, much more to come! Expectations are displayed around campus, both in and out of classrooms. P.E.P. Plans (Procedures Expectations Practice) are visible and comprehensible. Also, P.R.I.D.E., is repeated on our morning announcements on the intercom by our assistant principal on a daily basis as a reminder to follow the school-wide expectations. |
| OUTCOMES: |
| Discipline Data has decreased compared to the first year of implementation. Compared to 2005-2006, we had 1,670 discipline referrals processed, whereas 2006-2007 we have 1,313 discipline referrals processed thus far. The school climate has also improved significantly. Teachers, assistants, office personnel, custodians, cafeteria staff, students and parents are aware of PBS on campus and are encouraged on a daily basis to share positive feedback and build relationships among each other. Faculty and Staff have established morale through decision making, positive relationships with administrators, constant practice of positive rewards and incentives, expressing appreciation publicly through newsletters, e-mails and announcements. |
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| OBSTACLES: |
| Staff buy-in: At the beginning of our journey, we confronted somewhat of a resistance to change from our previous discipline referral processing to the new process of PBS. With training, providing examples and modeling, teachers, two years later have assimilated the information and have come to a consensus of PBS and how it works. |
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