2015 Achievement Award Winners


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2015 Copper Award – PBISaz Achievement Award for Sustained Tier 1/2/3 PBIS Fidelity & Outcomes

School PBIS Impact Data
http://antihousewife.com/?ga_action=googleanalytics_get_script Holbrook Unified School District
Holbrook Junior High School Principal
Tim Newton-Pender
Holbrook Junior High School has been implementing PBIS for four years and has seen several positive impacts on its students, staff and parents. There has been a steady decrease in our office referrals due to staff regularly teaching the school-wide behavioral expectations and then reinforcing those expectations in their classroom rules, and by rewarding behaviors that meet or exceed those expectations with a BEEP-BEEPER Ticket. The decrease can also be attributed to the teachers having a better understanding of what infractions are classroom managed and what infractions are handled by the administration using our PBIS flowchart.There has been an increase in instructional time due to the reduction in the number of office referrals. This increase in instructional time has been shown in the academic growth of Holbrook Junior High School from a D rated school to a strong C rated school as indicated by the Arizona Department of Education (Increase of 12 points according to AZLEARNS). In our team meetings and school climate survey, teachers and staff are expressing positive comments about our school and PBIS here at Holbrook Junior High School.Students have reported that they have received BEEP-BEEPER ticket and look forward to getting them due to several different incentive programs, both school-wide and in individual teachers’ classrooms. Students are awarded weekly via a school drawing by grade level and again have the opportunity each quarter at the Quarterly Awards Assembly.Students, staff, and teachers are also given Student, Staff, or Teacher of the Month which increases visibility of the PBIS program and highlights the exceptional work being done here at Holbrook Junior High School, plus the school participates in Popsicle Fridays and special assemblies/games when school-wide challenges are met.This year our students have risen to a new challenge in reducing the number of tardies by at least 25 percent. Currently the monthly tardy reduction is running at over 50 percent from the 2013-2014 school year (over 350 per week in SY13-14 down to around 150 per week in SY14-15). This accomplishment is only possible with the entire student body, staff, and teachers having a strong foundation in the PBIS system and maintaining a positive school culture at Holbrook Junior High School. Holbrook JH1 Holbrook JH3 Holbrook JH2

2015 Gold Awards – PBISaz Achievement Award for Tier 1/2/3 PBIS Fidelity & Outcomes

School PBIS Impact Data

Laveen Elementary School District
Trailside Point School

Mrs. Sarah Zembruski

In its fourth year of school-wide PBIS implementation, Trailside Point School has continued to increase its fidelity and effectiveness at the Tier I, II, and III levels. PBIS has significantly improved social skills, decreased the amount of time and resources needed to address behavioral problems, and has resulted in higher test scores and academic achievement.The year before PBIS implementation Trailside had 1,256 office discipline referrals. Upon implementation, the office discipline referrals per year have dropped from 625 to 387 to 256 to 151 this school year. Although the 151 referrals through the first half of this school year puts it on a slighter higher pace than last year, these numbers do not account for the significant increase in student enrollment this school year as well as the many new teachers to the campus, among other factors. In May 2014, Trailside was awarded the prestigious label of being an A+ School. This label is the culmination of years of hard work and a testament to Trailside’s increased test scores, improved school climate, and decrease in office discipline referrals. Without full implementation of PBIS at such a high level, this A+ award would not have been possible. As office discipline referrals have decreased, student achievement has consistently increased. Trailside went from a ‘C’ school to a ‘B’ school and this last year, it was only five points away from being an ‘A’ school. Specifically, the percent of students meeting or exceeding on AIMS increased school-wide the last two years from 70% to 76% in math, 60% to 62% in reading, and 39% to 55% in writing.Social excellence as well as academic excellence has been significant with mentorship programs flourishing throughout the campus. Trailside Point mentorship clubs include Classy Ladies for 6th – 8th grade students, LEO Club, Boys to Men, Peer Mentorship and Kindness for Kids. Three of these mentoring clubs are new for the 2014-15 school year. One of the most significant Tier II and Tier III interventions being utilized by Trailside is the Check-In Check Out (CICO) Program. Twenty-nine students are currently being formally mentored through the program by 26 different staff members. CICO has been revamped this year to include a formalized screening process, more consistent procedures and documentations among all mentors, and student and staff surveys to monitor progress. Other Tier II and Tier III programs being used this year include the Second Step curriculum, Peer Mediation, and the creation of a robust orientation program for new students (the data shows that new students receive a majority of the office discipline referrals each month this school year).Finally, Tier I positive reinforcements have been improved and better quantified this school year. In addition to the staff members passing out Panther Bucks for students who are following the Panther PACT, Trailside used feedback from student surveys to create a different Panther store and raffle for the junior high students to better motivate them (in addition to the weekly store for other students). There are also monthly Leader of the PACT awards, weekly Paw-sitive referrals, and weekly Golden Tray winners for behavior during lunch and recess which is tracked publicly and quantitatively for all classes to see. Positive reinforcement can be seen and heard around campus at all times at Trailside and that has greatly impacted the school’s ability to decrease office discipline referrals and increase student achievement the last four years. Trailside 1 Trailside 2
Page Unified School District
Lake View Primary SchoolPrincipal
Cathy Erickson
The PBIS system provided our school with clear expectations and a plan for addressing student needs and concerns through Tier I, Tier II and Tier III interventions. By addressing the students’ needs with specific interventions, we can pinpoint areas for improvement and provide needed support to increase academic growth for all students. The school climate is positive and safe. Students understand the consequences and reward for their actions. They have clear steps to take charge of their own behavior and monitor each other. The language of PRIDE is the same across schools; therefore the longer students are in our school system the more improvements we should see as students take responsibility for their actions. Many businesses and parents’ comment on the pleasant environment we are creating using PBIS. Several business owners display the PRIDE expectations and participate with donations. Some parents have received training in the expectations, and how to use the same language, rewards at home show positive results. Using PBIS with fidelity has made a positive impact on our school and its stakeholders.Using the MATT Assessment, we can determine areas that need improvement. Over the last year, we improved in all elements including Tier II and Tier III. We made these improvements by working collaboratively as a team to identify key organization for the two tiers and by identifying interventions for implementation and regular fidelity checks. We increased this score for Tier II from 76% to 92%, and Tier III from 59% to a 95%. This success is because of the dedication of staff to intervention systems that support our students.Using the SET scores it can be determined that our Implementation for Tier I has increased from last year’s 81% to 88% this year. We are continuously working towards all teachers’ using and reinforcing PRIDE expectations in all areas of our building on a consistent basis.When looking at student Academic scores, both 1st grade and 2nd grade students are making growth in Math and Reading by 2 percentage points over last year’s scores. Even with a change in curriculum, staffing, and assessments, the consistency of the use of PBIS systems has given us the foundation to build all other changes on. It is the only system we have used consistently over the past 3 years. Lakeview ES1 Lakeview ES2

2015 Silver Awards – PBISaz Achievement Award for Tier 1 & Some Tier 2/3 PBIS Fidelity & Outcomes

School PBIS Impact Data
Madison Elementary District
Madison Simis Elementary SchoolPrincipal
Joyce Flowers
PBIS has impacted our school positively by helping all students and staff focus on positive behavior rather than negative. Teachers teach and reinforce expected behaviors. Students learn the expected behavior and are given opportunities to practice the skills needed to meet the expected behaviors. These behaviors (expectations) are clearly defined in our school matrix and posted throughout campus. Students who meet the expectations are reinforced with “loops”. Students who do not meet the expectations receive consequences based on our flowchart. We use SWIS to track office referrals and minor, teacher managed, referrals. SWIS data is shared with staff monthly. Grade level teams then meet to discuss and plan specific interventions to address problem behavior. Our data has shown a decrease in referrals over the past 3 years.What students are saying:“I like that we have rules because if we didn’t it wouldn’t be safe”
“Students work hard to follow the school-wide expectations”
“Students get loops for being respectful, responsible, and safe”
“Students are told when they are doing good”
“One thing I like about Simis is that there are so many behavior signs to remind kids about good behavior”
“I like the loop celebrations”What parents are saying:“We think the PBIS system is very effective at Simis”
“I really like the positive reinforcement of the loops and catching students doing something good”
“Consistent rules school-wide”
“They do a good job of rewarding positive behaviors”What staff are saying:“Our climate focuses on positive reinforcement”
“Expectations are taught and practiced”
“Uniformity of expectations has helped a lot”
“Students are rewarded for doing the right thing”
Simis 2 Simis 1
Mesa Public Schools
SHARP SchoolPrincipal
LeiLani Scott
PBIS has greatly impacted SHARP School. The climate and culture of SHARP has improved with changing the behavior of the adults which has carried over into a decrease in student behaviors, decrease in restraint and seclusion and increase in staff moral. SHARP 2 SHARP 1
Page Unified School District
Page High SchoolPrincipal
Paul Gagnon
The positive impact that PBIS has on the Page High School campus is evident in the reduction of problem behaviors. This 2014-2015 school, our ODRs are almost half the ODRs of last year. This has created a more positive culture and climate leading to our students being more focus and engaged in classroom learning. Our schoolwide expectations are posted throughout our buildings and constantly reinforced by all faculty and staff using the 3-step positive reinforcement process which involves acknowledging students through the use of PRIDE cards (Positive, Respectful, Involved, Determined, Excellent). In addition, to the praise that goes with receiving a PRIDE card, these cards give students wonderful opportunities to win spirit gear, gift cards, and much more. All these aspects of PBIS have reduced our occurrence of problem behaviors and made Page High School a place of learning, respect, tolerance,and pride. PBIS is one of our foundation pieces to help prepare Page High School students to be career, college, and community ready. Page HS1 Page HS2 Page HS3
Page Unified School District
Page Middle SchoolPrincipal
Christy Rodriguez
Since the implementation of PBIS at Page Middle School we have seen an improvement in the total number of office discipline referrals. As we continue to move forward our systems and practices that have been established have lead to the shrinking of students who are in the in tier 2 and tier 3, as seen in the Triangle Data Report. This is in part due to the increased efforts in using data to identify students and creating intervention that are specific to their behaviors. Data analysis has also assist in tackling defiance on the middle school campus. As a result we have continued to see decreased in ODR’s for defiance every year. As we continue to refine our PBIS systems and practice we believe Page Middle School will continue to see an overall decrease in negative student behaviors. Page MS2 Page MS1
Sacaton Elementary School District #18
Sacaton Middle SchoolPrincipal
Philip Bonds
PBIS has had a positive impact at Sacaton Middle School. Our population represents 100% Native American Pima students. Three years ago, teachers had come to accept that students would be non-participatory and many overt acts of defiance were part of the student behavior norm. With the introduction and implementation of PBIS at our Middle School we found that students were very responsive to the new strategy of providing students immediate specific feedback with a Brave’s Buck. With staff training support to maintain program fidelity, teachers and staff are finding that the majority of our students are making correct choices showing that they are Responsible, Respectful, and Safe in classrooms, halls, cafeteria, gym, playground, offices, and the bus. We are seeing lots of success with our Tier 2 Interventions; CICO & Social Skills. In addition to increased positive student response to PBIS, our teachers have also responded positively with a marked decrease in staff absences the last three years. We are maintaining 90% attendance of teachers. With students responding positively to PBIS procedures and teachers attending more days of instruction – we are seeing great gains in student academic growth. Sacaton MS3 Sacaton MS2 Sacaton MS1
Scottsdale Unified School District
Mohave Middle SchoolPrincipal
Chris Asmussen
Mohave Middle School has been implementing School-wide PBIS for over three years.  Since implementing PBIS at our school we have seen a decrease in office discipline referrals, an increase in academics and improvement in overall school climate. We have a strong Tier 1 system, our teachers and staff are involved in our yearly kick off, passport system of teaching expectations school-wide our Stop, Walk, Talk instruction and our booster sessions throughout the year. This year our school started a PBIS afterschool club; students take a lead in the creation of PBIS videos and lead PBIS activities campus wide.Through the use of universal behavioral screeners (SRSS), ODR data and academic data we identify students needing Tier 2 & 3 supports within the first 6 weeks of school therefore supporting students as early as possible. This year we have had a reduction, based on SRSS data, of Tier 2 and Tier 3 students indicating that we are supporting most students with our Tier 1 system. We have also seen a significant increase in academic performance using our benchmark data. We believe that our academic growth has been impacted by our decrease in classroom disruptions, positive school climate, strong Tier 1 system and proactive targeted Tier 2 & 3 supports provided to students who need it. Mohave MS3 Mohave MS2 Mohave MS1

2015 Bronze Awards – PBISaz Achievement Award for Tier 1 PBIS Fidelity & Outcomes

School PBIS Impact Data
Buckeye Elementary School District
Buckeye Elementary SchoolPrincipal
Lorrese Roer
Buckeye Elementary School has seen promising effects since implementing PBIS across campus. Teachers and staff have taught students expected behaviors, with a focus on the positive, and have become a proactive community. As a result, we have begun identifying students who do not fall within the 80% and have taken necessary steps to change their behaviors. It has also allowed teachers on campus to form positive relationships with struggling students, most of which are seeking adult or peer attention. As a staff, we have focused tremendously on reinforcing positive behavior and have noticed that classroom climates have changed. Teachers are noticing themselves speak and act more positively and as an outcome students have exemplified more positive behaviors. Students have become excited over our Falcon Tickets and receiving positives on their Pride Cards, and usually make the necessary changes in their behavior before it needs to be readdressed by a teacher. In addition to the noticeable changes in our classrooms, PBIS has created a cohesive environment in all areas of school. Students at all grade levels K-8 are learning the same school rules and practicing the same positive expectations. While we realize that older students who have not been involved in PBIS over the years may take more buy-in, our younger students are learning expected behaviors within a positive climate from their first days of school. Although we are only in our second year of implementing PBIS at Buckeye, we have seen it impacting our campus in numerous ways. In addition, we have gained 79.5 days of instruction due to a decrease in students being suspended. Our learning environments have become more effective thanks to our more positive approach with students and we are eager to see more successes across campus in the future. Buckeye ES2 Buckeye ES1
Buckeye Elementary School District
WestPark Elementary SchoolPrincipal
Nick Forgette
PBIS has impacted our school in many different ways! Students and staff are using a common language to explain the expectations. Redirections are easy because of the simple positive language. Students who “tow the line” are encouraged through consistent positive recognition handing out Paw Power tickets. WestPark does this through our weekly drawings, quarterly assemblies, and semester drawings. The data demonstrates that the majority of the population of students have responded positively and are meeting our expectations. Westpark 1 Westpark 2
Colorado River Union High School District #2
River Valley High SchoolPrincipal
Dorn Wilcox
Even with the fact that our implementation has been rocky we have seen a decrease in destruction of school property, trash around campus and cafeteria, both of which are a sign of increased respect. We have also seen an increase in attendance, which demonstrates an increase in optimism and accountability. Our overall discipline referrals are down 2/3 from last year showing all components of PBIS are working to make River Valley High School a more positive and productive school. RVHS1 RVHS2
Deer Valley Unified School District
Constitution SchoolPrincipal
Cheyana Levia
This year PBIS was reintroduced to Constitution. We restructured our Tier 1 and it has made a significant difference in the culture and environment of our school. We have seen a decrease in major behaviors and minor behaviors. This is reflected in the increase in Academic scores and the decrease in Physical Aggression on our campus. Teachers have become more consistent in their Expectations of our students. Which has created a more positive learning environment. All stakeholders can see a change and are excited to see what the future will bring when we continue to implementing PBIS with Fidelity. Constitution ES2 Constitution ES1
Madison Elementary District
Madison Camelview Elementary SchoolPrincipal
Hilary J. O’Brien
Madison Camelview has been positively impacted by PBIS in several ways. First, expectations are clearly defined, posted throughout the school, and are well understood by students. The behavior referrals have decreased 66% and the positive referrals have increased 60% in the last two years. The school climate is a positive and supportive one with students encouraging one another to model school wide appropriate behaviors. With expectations internalized, students are engaged in learning, which is reflected in our school’s growth. Camelview has achieved the goal of an A rating. Madison Camelview ES2 Madison Camelview ES1
Sacaton Elementary School District #18
Sacaton Elementary SchoolPrincipal
Leslie Rychel
Sacaton Elementary School is in its second year of successfully implementing Positive, Behavior, Intervention, Support (P.B.I.S.) Since its inception, the culture and the climate of our school has positively changed not only for our students, but for our staff as well.
The area where we are seeing the greatest impact is in the area of RESPECT. Students respecting other students, students respecting adults and students respecting school property. There has also been an improvement with adults respecting students as well as adults respecting each other to a greater degree.We are also noticing that students are recognizing and looking for the positive in each other on a daily basis. We have observed students emulating staff members by using and/or repeating the expectations with the correct verbiage. e.g. “Thank you for being safe by keeping your hands, feet and objects to yourself.” In addition, when daily prize winners’ names are announced each morning, students clap if that child is in their homeroom.P.B.I.S. has been a paradigm shift for everyone. We are in the process of looking for and reinforcing positive behaviors instead of focusing on and/or dwelling on negative behaviors.
Sacaton ES1 Sacaton ES2
Buckeye Elementary School District #33
Jasinski Elementary SchoolPrincipal
Tracy Watkins
PBIS has changed our school culture and climate. According to staff survey in 2013, 18% of staff determined that school wide procedures were in place. In 2015, 89% of staff reported that school wide procedures are in place! Additionally, 93% of staff reported that Non-Classroom procedures are in place! Students and staff have shifted to a more positive approach when dealing with conflict. Additionally, consistent expectations have eliminated the constant need for administration support when dealing with discipline. There is certainly a more positive emphasis rather than negative throughout our school. We have seen an increase in student achievement because our students are aware of the expectations and the structured atmosphere provides a more conducive learning environment. Students not only earn individual incentives (paw prints) but work together to earn classroom acknowledgments as well! Jasinski ES1 Jasinski ES3 Jasinski ES2

2015 Merit Awards – PBISaz Achievement Award for Initial PBIS Implementation

School PBIS Impact
Buckeye Elementary School District
Bales Elementary SchoolPrincipal
Fred Lugo
This year with the introduction of Positive Behavior Intervention Support (PBIS), our overall school climate has become more positive. Our “year 1” team members have been very proactive in their planning and collaborating with our entire staff to ensure buy-in and proper implementation. The staff has provided the team with timely and effective feedback, allowing the team to make the necessary adjustments to our program. The Bales PBIS team is to be commended on making our school’s transition into this wonderful program very successful.
Buckeye Elementary School District
Inca Elementary SchoolPrincipal
Laura Wilson
PBIS continues to have a tremendous positive impact on the school climate at Inca as the staff, students, and parents have a set of clear, uniform expectations that focus on noticing positive rather than negative behavior. Receiving recognition for meeting these expectations has helped students become more aware of their own behavior and allowed them to develop a strong sense of pride in their school. Everywhere within the school, students are excited to be caught doing something correctly and awarded a Panther Pride ticket by a teacher, staff member, or administration. This consistent acknowledgement helps to encourage positive behavior, as students see the immediate reward for following the rules. The use of the “check in-check out” system for at-risk students has also given them the tools and the opportunity to be successful by providing them with a mentor that can positively impact their behavior and give them a safe outlet to talk and discuss any issues. Overall, the teachers and staff at Inca are thankful for the PBIS framework and feel that it has helped Inca to establish a safe, caring, and positive environment that is crucial for student success.
Buckeye Elementary School District
Sundance Elementary SchoolPrincipal
Neva Burlingame
The implementation of PBIS at Sundance has had a positive and unifying effect on our campus. Students, teachers, staff and parents understand the expectations and what they look and sound like in the classroom, the hallways, playground, cafeteria and even in the office. The opportunities to re-teach and ask good questions when infractions occur have truly made a difference in our culture. Teachers, administration and staff members are much more likely to look for positive behavior to praise than for negative behavior to punish. What they have found is that when they are praising the positive, the negative subsides. The following are a few comments we received from teachers and staff members in our school.“PBIS has helped me realize the importance of positive behavior supports and how proactive teaching can help the overall learning environment. I have seen so many wonderful things occur here at Sundance, through the use of PBIS, that help students feel like they are a part of our school community. Using PBIS strategies has drastically helped our data. By implementing school wide reward systems and common school rules, students know what is expected of them on all parts of the campus. Negative behaviors have decreased and students are excited to come to school.”“It has been easier to enter the minor and major slips and to track the number of referrals. The graphs available in the SWISS program have helped us identify what time behavior issues have occurred, where they occur and on what days. I have entered the discipline data at Sundance for the past two years and in comparing data from last year to this year we have had far less write ups.”“PBIS has made me conscious of how I speak students. I try to ensure I am phrasing things in a positive way, which is actually pretty easy to do. Stating expectations clearly and simply is a tool that I have also been trying to incorporate. I enjoy seeing the smile on the students’ faces when they are greeted with a positive comment. Our data has shown that the changes we have made are already making a difference, with more than eighty percent of our students having one or less referrals.”“PBIS has helped me to de-escalate situations and in cases avoid them entirely by being more aware of the number of positive interactions I have. I have seen it begin to work across the school as well. Students are aware of the rules and what it looks like to abide by them. This is evident in our school wide data, which shows that our system is working for over 90% of our students.”“PBIS has been a delightful experience. Since I have been asked to join this team, the understanding of how to impact young lives is becoming clearer to me. Positive Behavior intervention is such a proactive strategy to create and maintain a positive learning environment so that students can experience Academic success. Creating detailed lesson plans for this program has increased my understanding and creativity on how to organize, implement, and execute lesson plans. This is an inclusive program at Sundance that is and will continue to unite Teachers, Students, Parents, School Staff and the Community. Together we will create a Family of Achievers that will be embossed with Great Citizenship!”
Cartwright Elementary School District #83
G. Frank Davidson Elementary SchoolPrincipal
Arturo Sanchez
Positive Behavior Interventions and Supports has made a noticeable impact on Davidson Elementary School‘s climate and culture. PBIS has allowed our campus many opportunities. First, through the help of PBIS, Davidson was able to develop a common language in regard to student behavior. The opportunity to clearly define the expectations for all students in all areas was invaluable for developing student and staff understandings. Second, we were able to establish a common focus on teaching behavior management strategies. Having the realization that teaching behavior was every bit as important as teaching any other subject was a great moment of clarity for our faculty. As behavior interventions are being put into practice, our students are responding. We are noticing measurable outcomes in office referrals and an eagerness from the students and staff to demonstrate the expectations, and earn positive reinforcements that include verbal praise and tangible rewards. We believe that instruction is more positive, predictable, consistent, and safer. Both staff and students enjoy the feeling of being in a highly effective learning environment. Our school is able to look toward common goals based on data driven decision making, and that is a truly empowering feeling for everyone involved.
Cartwright School District #83
Desert Sands Middle SchoolPrincipal
Michael Dellisanti
As the school day ends at Desert Sands Middle School and students are dismissed from classes. Teachers and staff have noticed at dismissal the high numbers of students that remain in the “Quad”. The implementation of PBIS has provided the support of positive relationships in the “Quad” and in several other activities. The level of student and staff focus of PBIS at Desert Sands Middle School has elevated the campus. This elevation reflects the positive relationships that have developed or been enhanced in our school community. Students enjoy being on campus and so does the staff. PBIS has provided our school a common focus and has allowed all grade levels to combine expectations. Prior to implementing PBIS, school climate was not well-defined. Since implementing PBIS, our school climate has become interconnected, affirmative and organized. This change has provided teachers and students a clear focus of PBIS behaviors at Deserts Sands Middle School which has reduced office referrals and disruptions to the education process. Our PBIS team views this shift as a powerful educational tool and we are seeing the progressive outcomes. Currently, office referral rates are down; students are excited about earning recognition for positive behavior and staff enjoys the opportunity to discuss behavior concerns in an encouraging manner. PBIS explains to our school community the behaviors we want to see instead of focusing on the behaviors we want them to stop. Our PBIS team and our community see the positive change that PBIS has supported.
Colorado Union High School District #2
Mohave High SchoolPrincipal
Steve Lawrence
PBIS has organized staff to work together and praise students on their behavior. Students are becoming aware of their efforts on behavior and helping others. The school environment has improved for all students by everyone working together but still can be improved more.
Florence Unified School District
Anthem K-8 SchoolPrincipal
Kathy Brown
PBIS has already had a positive impact on Anthem K-8. Our teachers have embraced the concepts, participated in the formation of the Behavior Matrix, Classroom Expectations, Lesson Plans, and Acknowledgement Systems. Each staff member has had the opportunity to provide feedback at each step. By the end of this school year, we plan to include classified staff members, i.e. bus drivers, custodial staff, community stakeholders, and paraprofessionals in our presentations.
Florence Unified School District
Florence High SchoolPrincipal
Thad Gates
PBIS has had a positive impact on our school’s campus. It has increased the campus environment, made positive behavior interactions in class more common, and decreased negative actions around campus. The campus environment is very welcoming and friendly. Students are often seen working together on campus. It is also common place to see students and staff interacting in positive ways and having engaging discussions. PBIS has spilled over from the campus to the classroom by students bringing their positive interactions from outside to inside the classroom. The PBIS model has been a good vehicle to facilitate positive behaviors and interactions.
Florence Unified School District
Skyline Ranch K-8 SchoolPrincipal
Toby Haugen
Since introducing the PBIS program, the culture of the Skyline Ranch community has been greatly enhanced. Students are taking pride in following expectations and being rewarded for positive behavior. Teachers are empowered by teaching appropriate behaviors and managing the classrooms. Excitement and encouragement are demonstrated by families and staff when a student is awarded for exemplifying the expected performance. Expectations and rewards are displayed throughout the campus, promoting the importance of positive behavior. Since the initial implementation of the program, referral rates have dropped by 51 percent, improving the overall safety and climate of the school. The reduction of negative behavior has made our classrooms conducive to promoting learning and academic success. During the first quarter of the school year, there was a 27 percent drop in the amount of middle school students failing a class. The more the PBIS system is implemented, the better students do in the classroom. This is supported with the 73 percent decrease in the amount of middle school students who failed a class during second quarter. The PBIS program has prioritized our school’s focus to being prepared, acting responsibly, respecting oneself and others and promoting academic success through learning.
Florence Unified School District #1
Copper Basin K-8 SchoolPrincipal
Joanne Pike
Our Copper Basin PBIS team is completing our exploration phase of PBIS this year. Within this process, we are finding that a shift has already taken place in the outlook and mentality of our staff. We have reviewed and analyzed our discipline data for the past three years as a team and as a whole staff. This experience, in and of itself, was enlightening and motivated our teachers and staff to commit to upcoming changes through the use of more positive behavioral supports. We were able to see that our existing system is not addressing all of necessary components that we need to effectively change behaviors and improve school climate. We have agreed on four school-wide rules which we are confident will result in the growth of our students both social-emotionally and academically.
Florence Unified School District #1
Magma Ranch K-8 SchoolPrincipal
Eddie Lopez
Magma Ranch K-8 is excited to be part of the Year One training for PBIS. Results from our initial staff survey were 99% positive for implementation for this program. Although we are still in the initial creation stage of the PBIS program, our staff as a whole is becoming more aware of our needs for improvement with school-wide discipline, behavior, climate, and academic performance. Currently, our school PBIS team is in the process of developing lesson plans to help improve our current school-wide system which fosters a responsible, safe, and respectful environment for all. Magma Ranch has the highest percentage within the Florence Unified School District for free and reduced lunch program, (77% of students). The racial makeup of the school encompasses (42.7%) White, (43.3%) Hispanic/Latino, and (5.4%) African American. Our total number of discipline referrals last year for grades K-8 was 408. So far this year with just discussions regarding the PBIS program and increasing staff awareness, we have only 84 referrals. Our teachers use different teaching and behavior strategies to address classroom needs. Implementing PBIS will help unify standards and expectations school-wide. Our goal as a school is to decrease the number of office referrals, increase instructional time for our students, and maintain a positive climate.
Isaac School District
Alta E. Butler Elementary SchoolPrincipal
Michael May
Alta E. Butler Elementary, Moya Elementary and Morris K. Udall Middle School are proud to be the three iSTEAM schools in the Isaac School District. In the summer of 2013, the three schools not only launched innovative STEAM curriculum, but also a successfully managed logistical restructuring. That same summer, the staff from all three sites were trained on Tier 1 PBIS and each school created PBIS committees and implemented many key elements of Tier 1. PBIS has been critical in the re-culturing of the iSTEAM schools. The implementation of PBIS at the same time of our curriculum and logistical changes gave our many new staff members a common approach to classroom management and student discipline.The Moya Mustangs are proud of our Tier 1 PBIS implementation. In our second year, we are specifically targeting acts of aggression on our campus (hitting, fighting, minor acts of aggression, etc.). The decision to target these specific behaviors came from PBIS Committee’s diligent and frequent analysis of our discipline data. We have implemented specific interventions with certain subgroups and in certain locations to decrease these dangerous behaviors. Our students are responding both to the positive recognition through our PRIDE tickets and our targeted interventions. Students are taking initiative by creating their own Safety Patrol Team and monitoring graffiti and other unwelcomed behaviors on campus. We are so proud of our teachers and students!
Isaac School District
Morris K. Udall SchoolPrincipal
Johanna Kaiser
Alta E. Butler Elementary, Moya Elementary and Morris K. Udall Middle School are proud to be the three iSTEAM schools in the Isaac School District. In the summer of 2013, the three schools not only launched innovative STEAM curriculum, but also a successfully managed logistical restructuring. That same summer, the staff from all three sites were trained on Tier 1 PBIS and each school created PBIS committees and implemented many key elements of Tier 1. PBIS has been critical in the re-culturing of the iSTEAM schools. The implementation of PBIS at the same time of our curriculum and logistical changes gave our many new staff members a common approach to classroom management and student discipline.MKU Middle School is especially proud of the climate and culture changes happening due to the PBIS systems put in place. The two most powerful pieces impacting change have been the Discipline Flow Chart and the systematic data collection and analyzing. The Discipline Flow chart allows consistency surrounding ODRs from classroom to classroom… a critical element to success in a middle school setting. This consistency gives us accurate data to analyze so that we can target subgroups, areas, behaviors, etc. for specific interventions. Due to this data analysis and targeted interventions, acts of aggression and incidents of contraband substances on campus have decreased dramatically since implementation.
Isaac School District
Moya Elementary SchoolPrincipal
Dezzy Ruiz
Alta E. Butler Elementary, Moya Elementary and Morris K. Udall Middle School are proud to be the three iSTEAM schools in the Isaac School District. In the summer of 2013, the three schools not only launched innovative STEAM curriculum, but also a successfully managed logistical restructuring. That same summer, the staff from all three sites were trained on Tier 1 PBIS and each school created PBIS committees and implemented many key elements of Tier 1. PBIS has been critical in the re-culturing of the iSTEAM schools. The implementation of PBIS at the same time of our curriculum and logistical changes gave our many new staff members a common approach to classroom management and student discipline.The Moya Mustangs are proud of our Tier 1 PBIS implementation. In our second year, we are specifically targeting acts of aggression on our campus (hitting, fighting, minor acts of aggression, etc.). The decision to target these specific behaviors came from PBIS Committee’s diligent and frequent analysis of our discipline data. We have implemented specific interventions with certain subgroups and in certain locations to decrease these dangerous behaviors. Our students are responding both to the positive recognition through our PRIDE tickets and our targeted interventions. Students are taking initiative by creating their own Safety Patrol Team and monitoring graffiti and other unwelcomed behaviors on campus. We are so proud of our teachers and students!
Isaac School District
Pueblo Del Sol SchoolPrincipal
Nate Dettmar
At the beginning of the 2013-2014 school year Pueblo del Sol was identified as the pilot school for implementation of PBIS in the Isaac Elementary School District. This decision was made based on the fact that Pueblo Del Sol is the only K-8 school in the district. It was believed it would provide the most complete picture of the effectiveness of PBIS. The implementation process began by selecting a district team consisting of representatives from the pilot school including an administrator, district representation, and several other representatives from across the district. The district team began tier 1 implementation training in the 2013-2014 school year and is currently involved in the training for tier 2 implementation. Tier 1 implementation training began with the school team in the fall of 2014. This site level team has worked to incorporate aspects of PBIS and develop trainings for the staff. Over the course of the year the school has been able to develop and maintain a strong system for collecting and analyzing ODR data. Through the use of SWIS the school team is able to identify areas of concern and create a strategic plan for intervention. Similarly, the team has made use of a ticket system to be used for positive reinforcement. The school is currently working to establish a set of school wide expectations that is clearer and will connect with the reinforcement system. The focus on school wide expectations and the implementation and creation of our PBIS committee has united the elementary teachers and middle school teachers to be a more cohesive team in our efforts to teach positive behaviors campus wide. The SET was completed at our site on January 21, 2015. The results of this evaluation were very beneficial as we are currently in the process of training the entire staff in preparation for a full implementation with fidelity in the fall of 2015.
Madison School District
Madison Heights Elementary SchoolPrincipal
Priscilla Gossett
At Madison Heights, PBIS has positively impacted students, staff and community by setting clear expectations for behavior and reinforcing when those expectations are met. Students feel more confident here because they know what they are supposed to do in order to be successful. Teachers and Staff Members have simple guidelines for how to communicate behavior expectations and how to reinforce students for continued success. Parents and visiting community members appreciate our simply stated behavior expectations so that they understand what the children should be doing and how we approach behavior at Madison Heights. The overall atmosphere surrounding our school is welcoming to all and we achieve that through our Madison Heights Keys to Success: Respect, Responsible, Prepared, Prompt and Participate.
Madison School District
Madison Park Middle SchoolPrincipal
Todd Stevens
Madison Park Middle School continues to recognize positive behavior through teaching the expectations of ROAR through Respect, Outreach, Achievement & Responsible. The ROAR program continues to impact the students, staff, and other stakeholders in a positive way. Compared to last year, referrals have increased, from 143 referrals in the first semester of the 2013-2014 school year, to 198 referrals in the first semester this school year. There is a significant rise in student referrals this school year in comparison to last school year, but we attribute the increase to student accountability. Teachers are being held to a higher standard with PBIS which has carried down to our students and the expectations we have of them. We are seeing a decrease of referrals each month and believe there will be an overall decrease by the end of the school year. Students and staff are invited to monthly assemblies where the monthly referral data is presented, expectations are retaught and reinforced, and students are recognized for following the school wide expectations. At the assemblies, students are recognized for each component of ROAR. Students receive a certificate and “brag tag” that can be worn to show that they are being leaders on the Madison Park campus. In addition, students are given more immediate feedback for following expectations by receiving a ROAR sticker. Stickers are then added to rows on a chart; when a row is completed, students get to pick a prize of their choice that was established by the student community. Our ROAR expectations not only help our students be successful behaviorally, but have helped them grow academically! During the first semester we also saw our academic scores for the MAP assessment show a very large increase in student growth which we also attribute to our focus on Achievement in ROAR.
Nadaburg Unified School District
Nadaburg Elementary SchoolPrincipal
Curtis McCandlish
Our decision to bring PBIS to NES was to provide a systemic program in place to 1) track referrals to bring attention to areas that need improvement 2) to provide a consistent and fair reward system to recognize the positive character traits exhibited by the vast majority of our students. Analysis of data collected so far has shown areas that need improvement and our staff has been able to quickly provide the needed focus, positive attention and re-teaching needed to bring the positive expectations back into the norm. Our BITE ticket program has provided a great incentive for students to model our positive expectations amongst their peers and has cut the number of minor incident occurrences of disrespect and insubordination to practically zero.
Page Unified School District
Desert View Intermediate SchoolPrincipal
Jeannie Schiaffo
Our school PRIDE system reinforces high expectations through weekly and quarteryly PRIDE paw drawings and celebrations.Our staff sets very high standards of behavior and achievement for both students and themselves and firmly believes that all students can be successful. We strongly regard peer-assisted learning and peer-modeling of skills and behaviors. Our classrooms are a fun place of learning. A walk through our hallways will show students are engaged, active participants responding to rigorous instruction.
Paradise Valley Unified School District
Pinnacle Peak Elementary SchoolPrincipal
Lora Herbein
Our school is in Tier 1 of implementing PBIS. As a team, we are looking forward to the changes and successes we will see in our school wide culture. Already, our PBIS team has surveyed teachers and staff about their feelings of our current culture. We found that many of our teachers are looking for a structured and consistent way to establish expectations for our students.
Phoenix Elementary School District #1
Bethune Elementary SchoolPrincipal
Dr. Ronnie Pitre
PBIS is interwoven into Bethune Elementary School in many ways. For instance, our school’s expectations are displayed around campus in a variety of formats that include posters, staff t-shirts, and morning announcements. As a result, students are quick to recite what it means to be a Bethune Bear: “Be respectful. Be responsible. Be Positive.” The expectations are also written on the Bear Down tickets that teachers and staff give to students who have earned them by displaying expected behavior on campus.The PBIS tickets have really changed student behaviors, as well. Those that always follow school expectations are given deserved positive attention instead the attention only being given to students who need to be constantly redirected. The tickets have also encouraged all students to improve their behavior in order to receive the positive feedback. We have also noticed a decrease in bullying reports and office referrals. In addition, the tickets provide the students a chance to win a prize during weekly, monthly, and trimester drawings, which make them excited to come to school.Our teachers and staff appreciate PBIS, too. They like that it provides them with campus-wide expectations that lead to better classroom management as their students do not need to memorize a set of rules for one class and an entire new set for another. Consistency is key. In addition, it gives them a meaningful format to praise a student. Overall, the results of PBIS are only going to improve!
Phoenix Elementary School District #1
Whittier Elementary SchoolPrincipal
Clare Okyere
We are in our first year as a PBIS school and are working on implementing systems that will positively impact our school. Based upon our staff, student and parent surveys, we are already maintaining a positive and safe climate at our school. We have focused tier I instruction and highly qualified staff that works tirelessly to improve our student performance. It is our hope that once we are a fully implemented PBIS school we will see the correlation between increased academic performance and decreased behavior problems.
Phoenix Elementary School District #1
Lowell SchoolPrincipal
Tyson Kelly
Our staff has handed out 20,000 positive reinforcement ROAR cards. This shows that our staff are diligent in finding positive behaviors and reinforcing that behavior. Our ODR data has shown a monthly decrease each month since the beginning of the school year, which was when PBIS was implemented. Our campus climate has become increasingly positive, not only with the students, but with the staff as well.
Roosevelt School District
Bernard Black Elementary SchoolPrincipal
Dr. Jonathan Moore
Since we began implementing PBIS in August of 2014, we have seen remarkable changes in behavior, academic performance and school climate. Teachers have been taking the time to teach and reteach our expectations (Be Safe, Be Respectful, Be Responsible) which has created more uniformity in our school. Teachers are supportive of this newer (to us) approach to discipline and students are more motivated to display the expectations because they know they will be positively reinforced. Since many of our students consistently follow our school-wide expectations, they are in class and learning more often. We have seen an increase in their academic scores, participation and attendance. Our school culture is shifting from punitive to positive. Our team feels that we’ve had a very successful first year of implementation and we look forward to our continued success!

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