We have kept the same core group of PBS members, since initially being trained in the summer of 2005. In addition to these members, we have added new staff members who are very familiar with PBS, as well as behavioral strategies for positive change. We have broad representation from all groups within staff – administrators, therapists, teachers, behavior specialists, and non-instructional staff. We have complete administrative ownership for PBS, due to the fact that all of our administrators attended training, and attend meetings regularly.

Using data, we make pro-active decisions, based upon that data. For example, most recently we reviewed our data and determined that most of our incidences of major referrals involved disrespect. We decided that we need to use instruction with the students to help correct this behavior. We downloaded some videos from United Streaming, including ancillaries, which can be accessed from our shared Instructional directory on the computer. Teachers can use this information if they deem it necessary within their classrooms.

We share information via emails, weekly calendar, faculty meetings, and through our closed circuit television morning show. We share information gathered on at least a monthly basis.

Our team works well due to the professionalism and knowledge that many faculty and staff members on our team provide. Because we have wide representation, we are stronger, too. We are able to make decisions collaboratively, fine-tune ideas that need refining, and create solutions to obstacles within our path as a PBS team.

We have worked diligently to create a PBS program that is simple, educative in nature, and uses readily available rewards so that our students, parents, and staff are not overloaded on PBS itself, and burn out. We have continued to improve on rewarding faculty and staff, as well as refining our student rewards. We use data in order to determine next steps for educating students in staff in the areas where we need more education.