FLPBS Site Redsign


WOODLAWN BEACH MIDDLE

DEMOGRAPHIC INFORMATION:

1. School District: Santa Rosa

2. Grade Levels: 6 - 8

3. Student Enrollment: 908

4. Percent of ESOL Students: 0.3%

5. Free and Reduced Lunch Percent: 8%

6. Percent of Students With IEP's: 12%

School Website

TEAMING:

The dedication of our team members has proven to be essential in our functioning as an effective team. Administrators and coaches have allowed for creativity to ensue by giving the team a license to grow and develop as the year has progressed. Our principal gave our team great autonomy in designing and planning events this year; never did not encounter the word “no” from administration. Each member of our team appreciates and respects each other. We are a cohesive group and have a solid understanding of our strengths and weaknesses.

We have a database developed by our principal that tracks behaviors which resulted in ODRs. We try to find problem areas, such as the hallway or bus, to target and reward. We reanalyze the data collected from the problem areas after targeting in order to deem effectiveness of team efforts.

We share PBS information with our staff at faculty meetings, department meetings, and grade level meetings which meet once weekly. An article is also submitted for our monthly school newsletter which all staff members and students receive. Email is also a common method for communicating what the team is doing.

The overriding strength of our PBS team is the commitment of our members. Our team met during the summer after training without compensation to work on our action plan. Each member readily volunteers to help whenever necessary. We are an innovative group with a strong sense of leadership. Ideas flow and bloom at every meeting and are always met with enthusiasm and respect.

IMPLEMENTATION:

Our team excels in rewarding students. We have a “cat cash” reward program in place. Students earn cash for displaying PROOF positive behavior, and they can spend it on a cart that comes by each morning. We also use tokens as entry to surprise parties (see photo attachments) where students get to dance to the tunes our in-house DJ plays or hang out with their friends, while enjoying a snow cone or a chocolate fountain. Students who wear their PROOF bracelets are treated to random rewards, like “first in line” at lunch or a special snack. We also designed a whole-class referral process whereby someone (a sub, another teacher, et. al.) can notice a particular class being PROOF positive. We have “pop parties” for these classes where we interrupt the class and distribute freeze pops for all of the students.

OUTCOMES:

Our school dealt with some difficult issues this year. The students came together as a community and provided strength for each other. This type of morale in a school setting is essential for students to feel safe and supported. It is clear in the hallways and classrooms that students are more willing to help their teachers and peers. Students are aware that having a positive attitude and approaching situations in an acceptable manner will help all parties involved. The data shows that referrals are down from last year, meaning the students are receiving more face to face time with the teacher who is not having to process office discipline referrals.

OBSTACLES:

Our main obstacle was getting the faculty involved. With such a small team from a large staff, we found it difficult not to be autonomous. We brainstormed ways of incorporating all teachers and staff members into our program. We had pre-school workshop outlining the program; we gave everyone “invitations” to give to students for the PROOF parties. We also have a suggestion box for ideas, which spawned our whole class referral initiative. As a result, we find our staff is always willing to pitch in wherever they are needed, whether to cover a class or chaperone an event. We have an amazing, PROOF positive staff!

ADDITIONAL MATERIALS: