2019 Achievement Award Winners

Cheatham Elementary has been implementing PBIS for the past few years and over that time we have seen our culture and climate change significantly. Our behavior management has become streamlined and efficient allowing teachers to better focus on positive behaviors. This past year we focused on strengthening our tier 2 interventions. As a result, we have seen a decrease of greater than 50% in office discipline referrals compared to the previous year.

Implementing PBIS in our school has positively impacted us in many ways. Using consistent expectations amongst all staff has unified staff, students, and parents. Even guest teachers are familiar with language and school expectations. This also cuts down on the amount of time it takes to discipline because all students and all staff use the same language (RISE to Success). This has helped all adults to connect with any student. We have established clear routines and procedures for all students. Our procedures and expectations have led to high levels of accountability and reinforcement. When students are rewarded for good behavior, certain language is used so that they can remember to do the same in the future. Our reteach has been successful and all staff have participated. We have a strong use of data to guide our reteach and solution statements at our monthly meetings. Implementing PBIS has also positively impacted our parents. They are using the same language and expectations at home and it has tremendously helped the students to RISE to Success at school.

Trailside Point Performing Arts Academy creates a positive culture and engaging environment by implementing PBIS throughout the campus. From arrival to dismissal, the students at Trailside Point consistently demonstrate the Panther P.A.C.T. Staff, students, parents, and community members have participated in and observed these school wide expectations being followed with fidelity. Since the implementation of PBIS, the number of Office Discipline Referrals at Trailside Point decreased from 1,280 in 2012 to far below the national average on a yearly basis. Most importantly, TSP has become a wonderful place to learn and work for staff and students. Each month, the PBIS team meets to analyze data which drives instruction and behavioral interventions so all students succeed and are provided the interventions to be successful. PBIS at TSP has changed the culture in a positive way for staff, students, parents, and the community as a whole.

PBIS has continued to improve Vista del Sur Accelerated Academy’s culture the past eight years by focusing our attention on the positive behaviors students exhibit versus the negatives. We have increased our fidelity of positive reinforcements through the use of the BOQ and feedback from ISSET. ODRs have decreased this year by 11.2% due to the consistency of skill teaching at the Tier 1 level and additional supports such as Restorative Justice Circles, Check in Check Out and Mentoring at the Tier 2 level. Vista Tigers consistently increase their passing rates in both ELA (83.3% passing) and Math (84% passing) on AZMerit due to the link between positive reinforcement and academic achievement.​

Wow! has PBIS changed our school culture and climate. There are many different types of administrators, I consider myself a culture guy. I had the opportunity to be a teacher at Skyline Ranch over 10 years ago. Culture then was as bad as it could be. Classrooms were overcrowded, we were understaffed and disciplinary referrals were through the roof. Now that was over 10 years ago, and a lot has changed. I left Skyline Ranch in 2008 and back as an Assistant Principal I am the School Coordinator and Coach for PBIS. I can see firsthand the difference in culture, number of referrals and the unity that PBIS has brought to our school community. Teachers and staff members use the same vocabulary. Our BARK expectations are utilized and posted throughout the school. Parents love the the school-wide expectations and fully support PBIS. Parents attend our quarterly celebrations support their Tier II and III children and are member of our PBIS team.

BARK emanates from Skyline Ranch. Our referral data trends downward with 7 out of 11 months being lower than they 2017-2018 school year. Our Tier I system is not perfect but through data from the SAS and TFI’s we have made adjustments. Our Tier I meetings are efficient and focused on school-wide intervention. Our Tier II and III meetings are focused on specific students, their progress and data and adjusting to what the data reports. We currently have 21 students on CICO & 76% of students meeting goals (80% of pts; 80% of days) . We use CICO and other Tier II interventions like social skills classes, Lunch Bunch, mentors and other incentives. We have released close to a dozen of past CICO students to self-monitoring or back to Tier I entirely. We have 2 students on Tier III and through data from our TFI know that we need to improve on Tier III. What we are finding is that we need more personnel who can create CBI’s (Collaborative Behavior Inquiries). We are beginning to incorporate SEL which go hand and hand with PBIS. I feel once we have both running smoothly the Skyline Bulldogs will be unstoppable.

The full implementation of the PBIS program has continued to have a positive effect on the Rogers Ranch community by developing, enhancing, and sustaining the cooperative climate and culture of our school. The continuance of an SRO on our campus has bridged the gap between our community and law enforcement through personal interactions, relationship building, and law-related lessons. The creation of a BST (Behavior Support Team) to our campus has helped teachers and staff with our Tier two and three students. The BST team has positively supported our campus in providing effective goals, interventions, and strategies. School wide data demonstrates a decline in disciplinary referrals, when compared to data of previous school years. As a result, there has also been a significant reduction in the number of instructional days lost and an increase in overall academic achievement. Additionally, the number of office discipline referrals our students receive is significantly lower than the national average among schools with similar enrollments sizes. Our PBIS program has provided our school with a common set of expectations, systematic set of procedures, and multi-tiered set of incentives in order to reach the emotional and behavioral needs of all students. The effective implementation of PBIS culminated in our school achieving the A+ Arizona School of Excellence label as determined by the Arizona Education Foundation.

PBIS has made a positive impact on our school through creating and implementing a universal documentation system to track minor behaviors. First, PBIS created a behavior flow chart for teachers. This provides consistency on how student behaviors are addressed. Second, we designed a minor incident report to track student behavior. The form we created not only tracks behavior, but serves as communication among administration, parents, teachers, and students. Third, implementing a universal behavior system from the bottom up, we have shown how this positively impacts student behavior. Through streamlining our behavior system, we have created a favorable and supportive school culture and community.

Southwest Academy is a private therapeutic day school that supports students with social/emotional, behavioral,and cognitive disabilities as well as students with autism and traumatic brain injuries. Southwest Academy’s
guiding principle is “we will never give up.” All staff at Southwest Academy are deeply committed to developing innovative strategies for ensuring that the children in our programs are not left behind. Maintaining high expectations for all students is critical to supporting academic and social-emotional growth and preparing students for success in post-secondary education, in careers, and as productive citizens of a changing 21st century world.

The PBIS framework has given our school the structure and common language with which to teach our students to be STARS by demonstrating Safety, Teamwork, Accountability, Respect, and being Scholarly. We use our
STARS behavior matrix to teach and reinforce expectations. Our STARS expectations are embedded throughout our program to support generalization of new skills. In addition to teaching our school-wide expectations, we use behavior data and the problem-solving process to provide students who exhibit a need for
additional supports with evidenced-based interventions. Ultimately our goal is to ensure that our students can be successful in a less restrictive learning environment and reintegrate back to their traditional and mainstream
campus.

We began to implement PBIS in 2014 and we continue to see behavioral and academic progress. Specifically, our behavioral data indicates a reduction in referrals to our Crisis Intervention Behavior Stabilization (CIBS) room, indicating that students are increasingly able to self-regulate and exhibit behaviors consistent with our STARS expectations. Importantly, less time in the CIBS room results in an increase in the amount of instructional time available to students, supporting academic growth. In addition, we have been able to reintegrate more students to their home school settings, indicative of significant social-emotional growth.

The 2019 – 2020 school year finds us regularly re-teaching not only the staff but the students through our Riverview 101 program to continue the success we have experienced. Our foundation has allowed us to develop an extensive system of identifying students for Tier II and addressing their specific needs appropriately through our SAP, CICO, and other Tier II interventions. We are extremely proud of what we have developed at Riverview and wish to present the system that has allowed us to become infinitely more effective at educating our students and getting them back on track.

We have had several ups and downs with regards to behavior in the last several years. However, with the implementation of PBIS, our school has created a system to better prevent behaviors and to universally respond when they do occur. While we are still growing and learning with PBIS, we have seen a steady improvement in annual data. ROCK (Respect, Ownership, Caring, and Keep Safe) has become embedded in the school and each year new ideas and wrinkles are helping the school to improve over previous years.

Fireside Elementary adopted PBIS as our school wide behavior support framework since its opening in 2012. As a community, PBIS supports our climate and culture of teaching our students to be upstanding citizens and create a positive and safe environment for all students to learn and grow socially, emotionally and behaviorally. It is empowering to see how our students, staff and families reward each other for being Safe, Positive, Appropriate, Responsible and Kind (SPARK) in all areas of their lives. The common language used within our school allows for all staff, students, and families to understand the expectations and know the value of being SPARK. PBIS gives us the opportunity to reward student models while simultaneously redirect student behavior through proximity reinforcement. We can successfully support, reteach and respect students each and every day through the use of our PBIS framework. We have a dedicated team of representatives from each grade level and school administration that work conscientiously and purposefully to adjust our processes, review and interpret data, reflect on our practices, provide feedback to our students and staff, and communicate continuous improvements in our framework. Consistently collected behavior data is an important tool to determine and inform our staff where student support is needed and helps ensure successful implementation of PBIS. We are then able to focus on the areas of the school and/or expectations that need to be retaught, determine which students would benefit from Tier II support, and continue to ensure fidelity of our SPARK framework schoolwide. As an A rated school in the state of Arizona, the implementation of our PBIS framework has positively affected our ability to protect instructional time which translates to high levels of student academic achievement. Additionally, we are able to continue to maintain high levels of civility within our school and accompany our Be Kind citizenship program. We credit PBIS for a huge piece of why students want to come to school and why our staff loves to work here. At Fireside, we are Safe, Positive, Appropriate, Responsible and Kind. We are Fireside!

Carminati continues to implement PBIS, as we saw huge benefits with the full implementation to the school last year. The attitudes of staff, students, and community members in and around Carminati remains positive and upbeat due to the continuation of PBIS. Our staff and students are still focusing on being “Bucket fillers” and are rewarded for following the four school-wide expectations: Being Safe, Being Responsible, Being Respectful and Being a Scholar. Focusing on positive behaviors has lifted spirits and helped redirect problem behaviors. PBIS has given all staff a common language to use with all students. It has allowed our staff to reward positive and good behavior and build a community that includes students, teachers, parents and community. This year at Carminati, the PBIS committee and the Student Council team have worked closely to ensure students and staff are aware of the PBIS expectations and are rewarded with items that are meaningful. This connection of PBIS and Student Council has given both the teachers and students a voice to determine what and how “Golden Ticket” winners will be rewarded, what will be sold at the Cobra Cash Store, and what the Positive Dress Down day themes will be. Along with the use of our Carminati PBIS Handbook, which includes student and teacher behavior expectation matrices that allow students to monitor their own behavior and teachers to ensure they are using our common language, teachers are using Class Dojo campus-wide. Every teacher, staff member, and adult on campus has the ability to positively reward students with Class Dojo points. A main focus this year has been to get Special Area teachers committed to using Class Dojo and the improvements we have seen in behavior are encouraging. Teachers then use these Dojo points to reward with Positive Choice Celebrations and Alternate Dress Down Days. The PBIS Committee continues to meet and look at behavior trends as well as plan celebration activities to reward those students who follow the PBIS expectations. In looking at our 17-18 and 18-19 school discipline data, we have seen a decrease in ODR rate as well as a decrease in Problem Behaviors. While these results are encouraging, Carminati Elementary School is still learning and refining our systems and processes in PBIS. Each month, we celebrate positive student behaviors at our Carminati Corral. It is a time where the whole school and community come together and celebrate students who have received Golden Tickets. As you can see, the continuation of PBIS throughout our school community continues to make Carminati a place “where all kids count!”

At Fees College Preparatory Middle School (FCPMS) our mission and vision are an integral part of our school. Our mission is ‘We are committed to creating a school that knows no limits to the academic success of each student’, while our vision states that at ‘Fees College Prep, a diverse community of learners, consistently strives for educational excellence for all, in a safe and respectful environment. These two statements are fundamental as we discuss the implementation of PBIS in our school. At FCPMS students are asked to be on FIRE each and every day. This acronym ties into our school mascot, the Firebird, and stands for Fearless, Integrity, Responsibility and Excellence. This school year we implemented a philosophy called Right To Teach. Right To Learn.” This simply means that our teachers have the right to teach, and student that want to learn have the right to learn at our school. In addition, our number one referrer for ODR’s were our students. This is directly in line with pushing “if you see something, say something” within our student body. Our school utilizes the Second Step program every Friday during homeroom in order to provide our students with social-emotional learning. Positively reinforcing behaviors on campus are an integral part of our success, which is done through the use of Golden Tickets, Positive Behavior Referrals, Friends on Fire Awards, and BonFIRE events once per quarter. Golden Tickets are given to students anytime a staff member notices a student being ‘On FIRE’ and exemplifying school-wide expectations. These Golden Tickets can be used at our Firebird Store to purchase items of each student’s varied interests, choices or incentives within the classroom. Positive Behavior Referrals are given by staff members who recognize students who exemplify positive behaviors on campus. Each time a staff member recognizes a student, parents are notified of their child’s success and the student is asked to come to the office to be recognized by administration. The Friends on Fire Award is an opportunity for students to place merit with fellow members of their student body who are demonstrating behavior that is ‘On FIRE’. These Awards are turned in to administration who then meet with and honor the student who has demonstrated exemplary behavior on campus. BonFIRE is a student earned invitation, in which the event varies each time it occurs. Each month our PBIS committee meets and analyzes our school-wide discipline data in order to modify and adjust our practices in order to better meet the needs of our students. We utilized surveying both students and staff about PBIS practices to gain a better understanding of what improvements we can make to FCPMS’s PBIS program.

We foster a safe, respectful, and responsible environment where students are ready to learn at Thew Elementary. PBIS has brought a positive impact, providing a strong curriculum that includes character education and school-wide social skills with the addition of secondSTEP. Upon its implementation, PBIS at Thew has a designed structure for students and staff by, creating and following a student behavior matrix along with a discipline flow chart, staff expectation matrix, and classroom PBIS management plans. The Thew PBIS committee meets monthly to assess discipline data and identify the needs of our students. Based on those needs, expectations are practiced and reviewed during morning announcements. What makes Thew unique is the positive impact PBIS has had on students, parents and teachers since its implementation. Staff has been trained to look for and acknowledge positive behavior of students. “Bulldog Bravos” are given when students demonstrate school wide expectations and expected on campus behavior. These Bravos can be used to purchase items students have requested at our PBIS store on Fridays. Added to this, students also have the opportunity to earn Positive Referrals when they are seen showing the 4 B’s: Be Safe, Be Respectful, Be Responsible and Be Ready. When staff writes a positive referral, those students are celebrated during morning announcements, and an administrator makes a call home to notify parents of this accomplishment. The positive referrals are then put into a raffle where those students that are drawn eat lunch with the principal. Parents are sometimes caught off guard and pleasantly surprised when they find out a school administrator is calling with positive news. It has been a nice reminder to everyone at Thew that there is far more positive that happens on campus, and positive referrals are one way we communicate that to our families. Overall, PBIS has helped Thew Elementary School to meet its vision of Building Futures…Every Child, Every Day.

At Holdeman Elementary School our vision is to provide a safe school community that is committed to excellence. We aim to attain our goals by providing equal emphasis on supporting both academic and social achievement. Student and staff behavior matrices were developed collaboratively with all staff during a dedicated summer workshop session. Identified expectations in all areas of the school were developed under the four tenets Be Safe, Be Respectful, Be Responsible and Be A Learner. Reinforcement and recognition for following our school-wide expectations is demonstrated by all staff who regularly reward students with “Positive Paws”. Students are then celebrated weekly at our school wide school pep rally through drawings and daily incentives in their classrooms. Our PBIS Committee supports our school-wide vision and goals by providing classroom teachers and staff with ideas, tools, materials and by sharing with colleagues updates from data analysis meetings. Knowing that PBIS success is dependent on the involvement of all stakeholders, our parents receive PBIS communications in our school newsletters monthly as well as through Remind text communications weekly. Across our school, we provide student-level, classroom-level and teacher awards to recognize hard work and effort. Our master schedule is built to include a weekly 30-45 minute period for implementation of our social emotional curriculum (SecondSTEP®) and time for “Positive Choice Celebrations” (PCC). Our focus on strengthening our implementation of Positive Behavior Interventions and Supports has proved successful and transformational. To emphasize our work in positive interventions we took on the task of focusing as a staff on building relational connections to students. Our site was trained and adopted Capturing Kids’ Hearts® processes and tools which are intentionally designed to assist in building rapport and relationships with students to help them feel valued. That intentional positive intervention aligned with a specific curriculum designed to teach social and emotional skills has led to a 36% reduction in behavior referrals. Problem behaviors such as Minor Aggressive Acts, Defiance and Bus Violations have had significant reductions in office discipline referrals between 2017-2018 and 2018-2019. Our commitment to focusing on student and staff relationships, continued positive interventions and celebrating academic and behavior successes with each of our students is making a significant difference across campus. We continue to strive to make progress in supporting our students’ social achievement. Through the work of our committee when analyzing our data, it was identified that one location in need of re-teaching and modeling of our Be Safe, Be Respectful, Be Responsible expectations is our playground. For the next school year we will continue partnering with Playworks® to provide our students and staff with tools with which to problem-solve and work well with others during “unstructured” recess time. We also have partnered with Future For Kids which brings mentors to high risk students at Holdeman twice a week for the majority of the school year. Taking everything into account, it comes down to people and not programs. Overall, at Holdeman Elementary School our staff has fully embraced the concept of taking care of our students’ social emotional needs through Positive Behavior Interventions and Supports, and that is the reason our learning community is undergoing such a positive and impactful transformation.

At Nevitt Elementary School students pledge to take care of themselves, take care of others, and take care of this place. Nevitt incorporates the program Capturing Kids Hearts as part of our total PBIS approach. Through this program, our students strive to be an asset to the school and correct their own behaviors. It is typical to see students helping each other when in need, using positive language when talking about or to a peer, and showing compassion for their classmates. Students are able to self regulate using checks and fouls, as well as the skills learned in the Second Step (our district’s SEL program). Staff members hold students to the highest of school-wide expectations: Be Safe, Be Respectful, and Be Responsible and with that, the students rise to the challenge. Students are praised for their positive contributions to the school by receiving Nevitt Knight Golden Shields which are posted in the main hallway for everyone to admire. When assessing data, Nevitt’s PBIS Committee evaluates trends and patterns monthly. School-wide discipline data is shared with the staff monthly as well as our staff and student PBIS survey results (done twice yearly) and our school has seen a steady decline in student discipline referrals indicating that our PBIS program is proving successful. Our students are simply the best and we are extremely fortunate to be able to help shape their minds and hearts on a daily basis.

Since Ward’s Inception in 2006 we have had a working PBIS program entitled PRIDE. The PRIDE program stands for Preparation, Respect, Integrity, Dedication and Excellence. The implementation of this particular PBIS program at Ward is based on the ideal of heightening our ability and refining our attitude to achieve excellence. Our positive discipline plan is based on the belief of reinforcing what children do well. When children are fulfilling the behavioral expectations of the school, they will be informed and rewarded with a blue PRIDE ticket. Children can then save up these tickets and then redeem them for lunch with the principal, a visit to the prize box, dress down day, a spin on the Wheel of Wow, spend them at the Blue Ticket Store or other additional recognition opportunities. This year we have redeemed over 25,000 blue tickets through our PRIDE program Ward believes that when the PRIDE expectations are taught, modeled, and consistently reinforced all children have the capacity to follow them and therefore be successful. This is evidenced by our very low number of discipline referrals (there were only 6 the entire 18-19SY). Ward is in our third year of using the Second Step Social – Emotional Learning Curriculum. We have noticed a growth in the student’s coping ability with a variety of strategies being used. Additionally, we now have a common language used across all grades and curriculum by all staff. This allows for open, concise and productive conversations between staff, students and parents. Ward was awarded an A+ by the Arizona Education Foundation this year.

At Wood Elementary School there is a universal language in place for students to be safe, be respectful, be responsible, and be a learner. These PBIS expectations are displayed throughout the Wood classrooms, hallways, and common areas and are directly taught to the students in the natural location during a campus tour every quarter. Furthermore, students are educated on Social-Emotional Learning once weekly through the school-wide implementation of the SecondStep program. Wood School is in the second year of implementation of the Capturing Kids’ Hearts program. As a Capturing Kids’ Hearts school our teachers use relationship building models to develop high-functioning and inclusive classrooms. Students develop a classroom social contract, share ownership of reinforcing appropriate behaviors, affirm one another, and feel valued in our classroom settings. Last year’s Playworks training has allowed for our recess staff to maintain a recess with increased safety, inclusive games for all children, effective transitions, and healthy play. Students are recognized for following the expectations daily with specific praise, PACK tickets, and positive behavior referrals that reinforce the desired behaviors. With PACK tickets, students may redeem prizes weekly at the school store or contribute to a class collection of tickets towards a class prize. Wood teachers and administration regularly communicate with parents when students are demonstrating PBIS expectations. Parents are notified of every positive behavior referral and are invited to the monthly PBIS assembly when their child is going to receive recognition. At the monthly PBIS assemblies individual students, class groups, and staff members are recognized. In addition, the staff remains just as communicative with parents through our tiered PBIS discipline system – which includes Think Time, Positive Choice Academy, and when warranted, Office Referrals. The PBIS Committee at Wood meets once a month to review existing Office Discipline Referral data, to determine trends, identify and support tier II and tier III students and to collaboratively develop suggestions for continuous improvement to our school-wide PBIS. At Wood School we are continuously striving through reflective practices and data analysis to improve our PBIS in order to continue growing our school into a safe and wonderful place to be.

Davidson continues to implement all three PBIS tiers with fidelity. We have also implemented behavior along with academics into our Multi-Tiered Systems of Support (MTSS) weekly meetings. This ensures that our students on CICO are monitored on a regular basis. Our Tier 3 FBAs have been beneficial in implementing behavior plans and supporting the teacher and the student in the classroom. We will continue to implement PBIS for the 2019-2020 school and look forward to seeing positive results.

The 2017-2018 school year was our Year 1 rollout. The 2018-2019 school year was our Tier 2 implementation. PBIS has persisted in positively influencing the culture and climate of Sahuaro High School. Through consistent review of our PBIS data, we were able to identify the areas of success and areas of growth. Our staff’s level of buy-in has continued to grow as their knowledge and perception of PBIS matures.
From year 1 to Tier 2 implementation, we continue to identify areas of need. Moving from our highest need of addressing aggressive acts to implementing a substance abuse program. This program addresses our current need to reach our students in a non-exclusionary manner. From year 1 where 3% of our population exhibited problem behaviors to 1% the year after and now consistently less than one percent every month, we credit our ever-growing positive climate and culture for these successes. As always, we will continue to work toward reducing disproportionality of subgroups with regard to negative behavior and believe that PBIS will modernize this process. We are committed to Tier 2 and 3 implementation of PBIS, with fidelity, and look forward to analyzing the impact with regard to our academic performance in hopes of reaching the Gold!

Acacia’s culture is positive, rigorous, and revolves on themes of kindness and respect for our school community. We strive to honor learning while celebrating “The Whole Child” daily. It is vital to us to sustain a positive climate where people feel welcome, included, and that they are a valued member of the Acacia family.

To sustain and build on our collaborative, positive, and safe culture, we adopted the School-wide Positive Behavioral Intervention & Support (SW-PBIS) initiative. Our PBIS initiative, “The Acacia Way,” utilizes three clear expectations for the behaviors: Use my words, Respect others’ personal space and all aspects of the Acacia community including myself.
We are currently in our second year of full PBIS implementation. All staff (including our Head Start Program) are a part of the expectations and celebrations. The transition to PBIS was a natural one for our staff, families, and those who already attended a school embedded with positives, celebrations, and high expectations. We chose to adopt PBIS as a way to keep students on track academically, socially, and emotionally. It is the job of the whole staff to implement evidence-based behavioral practices with fidelity and accountability.

PBIS Committee:
PBIS is managed by a committee of impactful voluntary and passionate stakeholders: administration, classified and certified staff, and parents. The committee’s role is to oversee all aspects of PBIS that includes, but is not limited to: recognition, celebration, behavioral expectations and routines and data analysis to help reinforce the expectations. In addition, the PBIS team works with teachers and school staff to plan opportunities to review and reteach expected behavior throughout the year. The PBIS team works together to meet with all new students on a monthly basis. This is a time to give explicit instruction on The Acacia Way so that students are armed with our expectations. Even though students receive a classroom reteach every quarter, we have found so much benefit to building those relationships right away.

PBIS Alignment/Impact:
Acacia’s Rachel’s Challenge Program dovetails into the Acacia Way PBIS program. This program encourages Random Acts of Kindness, valuing being a unique member of society and respect for all. For the last six years, students and staff have constructed and displayed paper chains made of kindness statements throughout the year. Our school vision, “We are Acacia, and together we can do anything!” was written six years ago by staff and is displayed on our school marquee. It is also a part of our Acacia Way Pledge. This pledge is said proudly every morning on live announcements
As a school, we are so excited when our Acacia Way expectations are making an impact at home. First grade parent, J. Anderson, states, “The Acacia Way is such a big part of Acacia’s culture. We use the Acacia Way at home!” Michelle B, parent of a new 4th grader, took notice of the consistent practices when she stated, “They bring forth what is called The Acacia Way, which our daughter has been awarded for being helpful to others, caring for more than just herself and taking care of the school she goes to. Our daughter incorporates this at home with her brother. It is amazing.

PBIS has positively impacted Ocotillo Elementary with continued reinforcement of common expectations of our students in each area of our campus. During the first week of school, every classroom played the PBIS videos and each student participated in the campus rotation, where expectations where modeled by staff and students in the hallways, cafeteria, restrooms, and the playground. Throughout the year, our social worker held a new student orientation each month to show the new students our PBIS videos and introduce our Bulldog Pledge. Ocotillo Elementary had an increase in the number of students enrolled from the 17-18 school year to the 18-19 school year. Although it appears that the number of Aggressions ODRs has slightly increased, our ODR per student enrolled dropped in 18-19 by 12%. Since our initial implementation of PBIS at our school, we have continued to experience a decrease in office discipline referrals (ODR) and a steady increase in student achievement. In fact, our ELA AzMERIT scores increase by 3% and our Math AzMERIT scores jumped up 8%! We are eagerly waiting for our school label to be assigned by the State Department of Education! We have increased the use of student think sheets, reflection sheets, buddy-rooms, check in/check out with school staff and administration and have now developed an accountability system to better track these interventions. When we emphasize the positive behaviors, both in the individual classrooms, and in the common areas, we utilize the student discipline system far less frequently. Our parent survey data shows that 89% of our parents believe our teachers and students respect one another. 85% of our parents believe their child is safe at our school. 82% of our parents believe students respect each other’s differences at this school. Our student survey data shows 88% of our students feel safe at our school. 91% of our students feel that the adults keep them safe at the school. 82% of our students believe the adults treat them fairly regardless of background. Ocotillo Elementary is proud to serve as a model PBIS school for our district, hosting meetings and walk-throughs with fellow principals, and serving on the district PBIS/Climate & Culture team.

PBIS has been a great addition to Robles for the last 2 years. We have seen a significant change in the student and staff climate and culture. Students have clear expectations and they know what the positive and natural consequences to their actions are. The reward system has given our students the motivation to do well and be respectful and kind to each other and to our staff.

Our PBIS program has created a profoundly positive impact on our campus. We have seen changes on many levels at our school site and are thrilled with our progress thus far. The area where we have seen the most growth is in the realm of discipline and behavior. All of our students have a very clear understanding of our three school wide expectations and there are signs around our campus that encourage students to act in these ways. Our staff loves these visual reminders and faithfully reference them when positively praising students. With this simple layer of support, we have seen our discipline referrals drop substantially. We have been successful in using our data from the School Wide Information Systems (SWIS) to identify and intervene in problem areas.This has helped to decrease the amount of referrals, and encourage new learning for our staff. In addition, we have recently implemented the PBIS Rewards App. This has enabled and inspired our staff to more frequently reward students for their positive behavior. It has also increased student buy in to our program because they can set point goals, check their totals, and view our school store online. Through PBIS, we have shifted our focus to proactive instead of reactive, from negative to positive and reteaching behavior instead of punishing behavior. These changes have resulted in an improved culture and climate for all stakeholders.

In the past three years Mountain Vista Academy has been implementing Positive Behavior Intervention Strategies School-Wide. As the District’s alternative K-12 school, students are referred to MVA for a number of reasons, including those with Emotional Disabilities for our ED-P program, students with conduct disorder for our BEST (Behavior Education Skills Training) program and CR (credit recovery) programs, as well as students who, in lieu of long term suspension are sent to our school. Mountain Vista is a relatively new school that opened 3 years ago. Previously the students who attended alternate programs took little pride in their academics, behavior and their school. With the implementation of PBIS we have seen a drastic change in our student’s perception of school as well as their behaviors. Students take pride in attending MVA and proudly ROAR (are, RESPECTFUL, OPEN-MINDED, have a positive ATTITUDE, and are RESPONSIBLE) across campus. The school-wide expectations, ROAR, are taught across all areas of both academia and non-academia as well as being integrated into daily behavior charts and progress reports. Students receive ROAR points through PBIS Rewards for displaying our school-wide expectations. Throughout the school we utilize PBIS Rewards in a variety of ways. Our Credit Recovery program utilizes points for the purchase of snacks, tickets to events and various other items, while our EDP and BEST programs utilize their points for weekly raffles and in their classroom store. Through community and parental support, we have been able to provide a plethora of rewards that students look forward to receiving at our school-wide raffles. Assemblies have taken place that include games and prizes with a continued emphasis on teaching ROAR. This year we held a ROARi-intation as well as a JeapROARdy game. ODR’s (Office Discipline referrals) have decreased by 60% in the last two years. As we continue implementing PBIS we look forward to seeing a significant increase in academic performance and a decrease in behaviors, both minor and major, for all students.

San Tan Heights K-8 School is an elementary school that serves about 770 students in Kindergarten through 8th grade. Implementation of PBIS has positively impacted our school’s campus, prior to PBIS we were a school lacking in pride and culture. PBIS has helped us build a school culture and the effects are showing! As our behavior decreases, our academic achievement increases, we are now a B rated school. Teachers use a common language to talk about behavior and there is a consistency about responding to behavior that wasn’t present before we implemented PBIS. Our students understand and strive to meet or exceed our SOAR expectations.

PBIS has grown tremendously at Laveen Elementary School over the past several years. The change is not only evident through our data but can also be observed through our positive school climate. Establishing a structured PBIS program enhanced staff and student attitudes, decreased discipline data, and helped identify students who could use more individualized interventions. At Laveen Elementary School we believe that our students are better able to learn if their social-emotional needs are met. To assist with this, we added Second Step, a social-emotional curriculum, to our Tier 1 interventions. Second Step teaches self-regulation strategies, social skills, and helps students identify and express their emotions in a more positive way. This school-wide intervention helped decrease the amount of students who receive Tier 2 and Tier 3 interventions. Other interventions that we utilize include a middle school girl’s group that focuses on self-esteem, a mindfulness/yoga room, check-in/check-out, and mentoring. As a PBIS team, we are constantly growing and modifying our program to meet the needs of our students.

PBIS on our campus has helped to create a positive environment with students to provide a consistent way to discuss expectations and appropriate behavior with all students. Students on our campus can easily recite our school wide expectations. Staff and Teachers incorporate the expectations in classrooms, on the playground, in assemblies, etc. These processes have helped our staff be on the same page and communicate to each other about student issues so as a staff we are better able to deal with such issues. We are able to have discussions with students regularly about what respect looks like, what it means to be responsible, and how we are safe. We also find that using PBIS, we can start developmentally appropriate ages and build on them from year to year. PBIS can be used with all students; mainstream, special-ed, higher level behavior students, etc. Our students love receiving Compliment Tickets and earning rewards for appropriate behaviors. We believe PBIS helps with a decrease in bullying incidents, lower rates of discipline, especially repeated behaviors, as well as allowing us to work with specific interventions and plan for students that have higher needs or home life situations that do not breed automatic appropriate behavior. Last year at Coyote Trail, we really focused on bringing in Tier 2 interventions and individualized behavior plans to help students that need that extra reinforcement to meet the expectations consistently. PBIS creates a positive environment and allows for encouraging positive, appropriate behavior, while helping to model and correct inappropriate behaviors in a constructive way. Each staff member receives a Coyote Trail Elementary PBIS Handbook so that contains teaching tools, acknowledgement system, redirection suggestions, behavioral referral flowchart, “paw”sitive behavior intervention support process, copies of our forms and expectations in the different areas of the campus, when to start a behavior plan, resources, and why it’s important to focus on teaching positive social behaviors.

The PBIS framework is an active part of our school culture at Rattlesnake Ridge. The implementation and practice of PBIS has had a tremendous impact on our school climate. PBIS has given the students and staff a common language to clearly define, discuss, and demonstrate expected behaviors in various locations around campus. This allows us to not only make sure the students clearly know the expectations, but ensure the fidelity of the PBIS model among staff members. As a staff we are using data from behavior screenings, classroom behavior plans, and other assessments to match students to interventions (based on their needs) at the tier 2 level. We regularly acknowledge and recognize students who are acting appropriately and making good choices. The students love this recognition and positive reinforcement. PBIS has created a positive environment, which has led to a decline in negative behaviors and lower rates of discipline incidents at our school.

As specified in the criteria for the PBISAz Bronze Award, I am providing you with office discipline referral information from August 2018 to April 2019. After reviewing our school’s data, I noticed that for each month reported, the average number of referrals per day per month were below the 25th percentile. Our school was averaging less than one referral per day, which is remarkable for a school our size. This tells me that PBIS is well established at our school and effective. One other item that stands out is our Triangle Data Report. When viewing our Triangle, it clearly shows that the large majority of our students (over 95%) were responding to Tier 1 supports/interventions and that we only had a very small portion of our students represented in Tier 2 (3.96%) and Tier 3 (0.44%). In early May of 2019, we conducted the Tiered Fidelity Inventory (TFI). At Tier 1, we scored 83% regarding the implementation of PBIS school-wide. The results of the TFI also support that Tier 1 of PBIS is well established at our school and has contributed to a positive climate.

Lincoln Elementary school became a PBIS school three years ago. Becoming a PBIS school has made a positive impact completely shifting the way that teachers manage behaviors on our campus. All teachers at Lincoln have high expectations for students academically and behaviorally. To help ensure that students are meeting these expectations we have enforced our cougar code which is a staff created matrix that outlines each expectation for focus areas around campus. At Lincoln we spotlight students by creating videos to demonstrate what these expectations look like around campus. This opportunity allows students to show leadership and responsibility. PBIS has allowed Lincoln teachers and staff members to create a common language. When there is a behavior incident, we utilize the cougar matrix allowing the students the opportunity to reflect on their behaviors and take ownership of their choices. Creating a system for PBIS has not only helped students take ownership of their choices, but it also has helped us focus more on academics. This shift from managing behaviors and consequences to being proactive with teaching behaviors has allowed us to grow over the past 3 years on our state ELA and math assessment. Over the past 3 years, we have shown significant reduction in the amount of students who have been minimally proficient on both the ELA and math portion of the AzMerit.

Longfellow Elementary implemented PBIS 3 years ago. Since the implementation we have seen tremendous changes in behaviors. The severity of behaviors has changed drastically. In 2016-2017 behaviors were so elevated that calling district security to deescalate was not uncommon. In 2018-2019 it is no longer common to have to call district security to assist with student misbehaviors. There has been many factors that have led to Longfellow being in this spot. After analyzing behavior data with the team, it was obvious that there was a need for not only PBIS but trauma informed training for all staff as well. With this, Longfellow also started a calm room during the 2017-2018 school year. This intervention was helpful for many of our students and is still being used today but not as frequently due to a reduction in need. From the 2017-2018 school year to 2018-2019 we have seen an overall reduction in the number of ODRs that have been written which can be felt by all teachers on our campus. The reduction in behaviors has allowed our teachers, aides, and administration to focus on improving academics not just behaviors. Through the data analysis we also recognized that an area of need was recess. In 2017-2018, Longfellow also implemented Playworks as an intervention for reducing the amount of playground incidents. The implementation of our PBIS system has created a positive culture in which teachers feel more prepared to intervene with behaviors instead of just giving consequences for behaviors.

Mohave Valley Junior High School has worked tirelessly over the last two years on solidifying our PBIS Tier 1 by enhancing rewards and celebrations to specifically include academic and attendance goals for targeted students. Staff has participated in intentional professional development which supports our PBIS- targeted management techniques and strategies, restorative practices and learning to recognize and respond to students impacted by traumatic stress. We continue to create a positive educational environment with clear behavioral expectations and celebrations for all students. Overall office referrals and suspensions continue to decrease as our fidelity to our PBIS structures increase. We have realized an 18% increase in school attendance as we provide alternatives to suspension and restorative practices. ROCK (Respect, Ownership, Caring and Keeping Safe) is our PBIS focus at Mohave Valley Junior High, and this has positively changed the culture and climate at our site as we continue to work towards the best and least disruptive educational experience for our deserving student population.

PBIS has created a very kind and respectful climate at Copper View Elementary School. The school-wide expectations; also known as the Bark Expectations, are visible throughout the campus so the students and staff can always refer to them and know what is expected of them at all times. The students, staff and families all have a common language when it comes to what behavior we are looking for. PBIS has helped to maintain respectful behavior among the students. They know what behavior they need to follow and they know they will be recognized for that.
When the students are following the expectations school wide they spend more time in the classroom learning. This means that students are able to perform academically because they are in the classroom where the need to be. Discipline is also decreased because the students know the procedures and what will happen to them if they are not following the expectations.

Over the 7 years we have implemented PBIS we have been able to use the data to make decisions where we see a place of improvement. An example is when we started to see an increase of discipline concerns during 2nd grade morning recess. Within the PBIS committee we spoke with the 2nd grade team and suggested that we take the students from the play structure to the open field. We followed the data and we soon saw a decrease in the discipline during this recess time.
Overall PBIS has been a wonderful program to create a school wide culture that is respectful and kind and our committee really helps to make sure this happens. The Copper View Bulldogs Expect the Best and Succeed!

The implementation of PBIS at Aguilar is bringing about more and more positive collaborative supports between parents, students, and teachers. Our school has chosen to invest in the social, emotional, and physical value of play by utilizing the Playworks curriculum. The Playworks training has given many older students the opportunity to lead younger students in structured play activities. Playworks has also given teachers positive and engaging strategies to use both in the classroom and during transition times. In addition to implementation of Playworks, our school website shares PBIS information with parents and the community. Also, surveying parents and staff (SRSS) continues to provide the PBIS team with valuable information to better understand the strengths and weaknesses of PBIS at Aguilar. Students have also been surveyed to identify a variety of incentives they would prefer to use with their behavioral “Positive Paws”. Additionally, a separate menu of incentives was developed for the 5th grade to use their “Positive Paws” to create more buy-in from students. As a PBIS Team, we have been making data-based decisions to try to reduce office discipline referrals and provide FBA and PBIP plans for students who have had multiple behavior problems and are in need of Tier 2 and Tier 3 supports. Other plans we have implemented to support Tier 2 and Tier 3 students are a Check & Connect mentorship and Sensory Room for students who need a structured and supervised room to calm down. We continue to use the PBIS Positive Referral form to provide an opportunity to recognize students with positive behavior. While in our third year of using the Second Step social – emotional learning curriculum, we have noticed growth in students’ use of coping strategies and a common language used by all staff across all locales. We are excited about our progress as a school this year, and we are looking forward to future growth as well.

We are excited to be able to apply for the Alternative Bronze School Award. Getz School (a special needs preschool that services over 350 students per day) is a vibrant place of learning for all students. PBIS has been introduced in all of the classrooms to ensure that a common language and signals are used by all to reinforce the positive behavior expectations of Being Safe, Being Respectful and Being Responsible. In the upcoming school year we are adding the behavior expectation Be Kind. To expand on classroom implementation, the PBIS Team developed and implemented a system for encouraging kindness and allowing preschool students to generalize this concept. After that point, each classroom teacher gave Kindness Keys at least weekly to students who exemplified this behavior trait. These expectations are reinforced inside and outside the classroom. PBIS Posters have been placed around the campus this year in all common areas. PBIS has yielded many positive outcomes. First, our classroom level expectations are more straightforward so students have been able to follow along easily. Behaviors are well defined and posted in the classroom. The result has been more consistent, positive messages across all classrooms from teachers, support staff, and anyone else visiting our amazing school. We have also integrated our social-emotional learning curriculum into our PBIS expectations and are using it in the language of our IEP goals. We have partnered with a community agency that also comes in weekly to provide modeling the social-emotional learning curriculum with our staff and students. This continuity of vocabulary and expectations provides continued reinforcement and understanding. We have an active PBIS committee (including teachers, psychologist, administrator, Instructional Coach, PBIS Coordinator and Program Coordinator for Family Resources) that meets monthly to identify trends and have discussions about how to make our PBIS program stronger. We are also working on ways to engage our parents and families and to share this information. Parents are reporting that their children are using the PBIS language that we have taught them at home and that is evidence that the PBIS program is working. Lastly, staff has experienced students making connections to the expectations resulting in a more positive and safe environment for all.

Hudson Elementary School provides a respectful and nurturing environment committed to academic excellence and student success through a structured learning environment. We embrace Social Emotional Learning in all grade levels through the use of Second Step curriculum which is a Tier 1 PBIS Universal support for all students at Hudson delivered by the classroom teacher and/or counselor. We take it a step further to address the needs of Tier 2 and Tier 3 students who need more targeted and intensive supports by having the counselor create small groups based on SEL needs. The implementation of PBIS has allowed us to strengthen and nurture the development of positive self-esteem through our PAX Leadership program. The PAX program is based on the Latin word, PAX, which means people have productivity and peace, and they are happy and healthy. Each month students are nominated to be the PAX leader of the classroom. Another result of PBIS is the Positive Behavior Referral used by teachers to recognize good behavior in the classroom and around campus. The teacher fills out a simple form explaining why the student is being recognized that tie into our school-wide expectations including safety, respect, and responsibility. The positive referral is then turned over to the administration and family is called to share the comments. The student and the principal film a video announcement where the comments are read to the entire school and the student receiving the referral gets a coupon for a free McDonald’s Happy Meal. As a result of the BoQ survey the Hudson team is creating a staff positive referral program. Hudson Elementary’s commitment to PBIS has enhanced and empowered the teaching and learning community in a positive manner.

The implementation of PBIS across the Rover Elementary campus allows for our school mission of inspiring every child and every adult to be excelling learners, empowered individuals, responsible citizens, and effective contributors every day possible. Rover Elementary has seen overall behavioral growth, improved academic effectiveness for all learners, and positive climate improvement throughout our campus due to the implementation of PBIS. Current 2018-2019 behavioral data demonstrates Rover is well-below the national averages for discipline referrals; most notably we experienced three consecutive months with zero office discipline referrals. During this time-frame all students were able to be innovative thinkers in their learning environments. PBIS supports that have attributed to our successful reduction of discipline incidents include: common language amongst staff, students and families, weekly school wide recognition and celebrations of citizenship and the continued implementation of a research based social – emotional learning curriculum that promotes strong teacher-student bonds. At Rover, every child has the opportunity for an equitable educational experience because of the implementation of our individualized approach to the Positive Behavioral Interventions and Supports program.

PBIS has positively influenced the climate and culture at Palo Verde High Magnet School. This year PBIS data has been effectively collected and shared to support the continued buy-in and sustainability of the program. The increase in the use of the positive recognition cards more than tripled this year. Data for the positive recognition program was shared frequently to inform and encourage teachers as well as students to follow and support our school-wide expectations. In addition, the data about specific expectations as well as discipline reports were analyzed to gear lesson planning and teacher focus to improve areas of concern. Data was shared with the administration team in order to support teacher coaching and training. Teachers reported that they saw a decrease in negative behaviors in their classes and felt more of a systematic support for offering interventions for struggling students. Overall, our discipline has decreased, and the use of our positive recognition program as well sustainability has drastically increased.

Hurley Ranch has been able to make great strides with staff and students changing our culture by utilizing PBIS and KOI as the main vehicle to do so. We presented data to teachers regarding ODR’s and had in-depth discussions analyzing this data to drill down to the needs of our students. We continually came to the consensus that we needed to meet students at their current level of need (indicated by the data) rather than aiming our instruction and interventions at where we felt the students’ skills should be based on their age and other factors. These discussions taking place within the PBIS team and the whole staff shifted the mindset on campus and led to considerable decreases in ODRs from December until the end of the school year. As the mindset of staff shifted, we provided support to our highest need grade levels by developing professional development support for classroom management, transitions and systems within our 6th and 7th grade classrooms during weekly grade level meetings and increased support for individual teachers. Our ODR analysis indicated a need to address issues involving unstructured time, so the PBIS team implemented a campus wide restroom break schedule to limit the instances of students walking campus without direct supervision. We also overhauled our lunch procedures this year by placing recess before lunch and requiring teachers to supervise recess. This has greatly decreased issues taking place during unstructured time. Lastly, we responded to our climate survey data regarding bullying by not only initiating PBIS Anti-Bullying lessons but by also having a door decorating contest to show the campus wide effort to address bullying.

Chaparral Elementary has been implementing PBIS for the past three years however, within that time there has also been three different principals and almost a 50% turn-over with staff. Due to these reasons it was critical that we reestablished our PBIS team to ensure all staff members knew how to implement the PBIS Tier I supports with fidelity. Our school-wide expectations for all are to be respectful, be responsible, and be safe. Our committee was comprised of a grade level representative from each grade, a couple classified staff members, administration, a parent representative, and a district PBIS coach.

We started the year by training our entire staff including all classified members in the PBIS framework. We discussed our flowchart of major and minor behaviors, how to track minor behaviors with students, and when they turn into an office referral. We went over all PBIS signage that has common expectations in each common area with staff and created a schedule for the first week of school to teach the students the expectations through modeling and classroom lessons that are in our school PBIS handbook. We also had videos created by former students for teachers to show expectations to their classes. During that first week of school, we had a PBIS kick-off assembly where we got the students excited about earning prizes for following our PBIS expectations. Staff buy-in was critical at this point and was a goal on our 90-Day Plan to have each staff member hand out 10 paw-some tickets a day to reinforce positive behaviors seen around campus. Students could also earn gold paws as a class for the entire class following expectations while on campus. Once a class earned 20 gold paws the principal would come to spin “The Wheel of Fun” and the class would earn class prizes such as a popsicle party or extra recess. Each week we pulled 10 paw-some tickets and students would be recognized on announcements, come to the office and receive a prize and have their picture taken for our school Facebook page. A note would go home to parents letting them know their child was exhibiting positive behavior on campus. Those ten students were randomly assigned a number on our hundreds chart and once a row got filled up on our hundreds chart those names were announced for an additional prize. In addition to weekly prizes we held quarterly assemblies, drew names in front of peers, and on Facebook live for the community to see students be recognized with bigger prizes donated from out school PTA.

The PBIS team met monthly to analyze behavior data by tracking overall incidents, incident types, referrers, and consequences that were given to students. We had huge celebrations as a team seeing the trend of decreased behavior from last year to this year. A trend that held all year long. Mid-year we noticed a decrease in participation of paw-some tickets being handed out and a correlation to behavior increasing. This is when the PBIS team established monthly sweeps to monitor Tier I expectations. This data was collected and discussed as a PBIS team and rolled out to the grade level teams to see what areas needed to be improved upon within specific grade levels. This had an impact on our behavior incidents decreasing towards the end of the year.

Throughout the second half of the year we noticed that behaviors on our matrix that were developed four years ago did not apply to our student population we are serving today. The team spent the remainder of the year updating the matrixes and lesson plans within the PBIS handbook. New signage for the school has been ordered and videos will be made over the summer. We look forward to relaunching our new behavior indicators in the 2019-2020 school year to support Tier I expectations as well as delve into PBIS Tier II supports to assist targeted students. PBIS plays a vital roll in maintaining a safe and positive culture on campus.

Manzanita’s vision is to L.E.A.D.: Learn, Engage, Achieve Goals, and Develop Character. In working toward that vision, we have established school-wide expectations. At a glance around campus visuals and learning tools are posted and referenced to support students. These matrices remind students how to be respectful, responsible, and safe in the common areas. The Manzanita P.B.I.S. team has created corresponding behavior videos of non-examples and examples for each campus wide. Providing clear expectations for these areas has helped reinforce positive behaviors on our campus. In addition, Manzanita has implemented a school-wide positive behavior intervention and supports system. This system provides personal recognition for students who exhibit positive behavior, as well as whole-class positive recognition, through our system of Mustang Bucks and Mustang Tokens.

As a school we recognized the need to provide additional supports for our high risk students. As a team we identified students eligible for Tier II interventions through analyzing school wide data and teacher referral. In the 2018-2019 school year, Manzanita implemented the Check-In /Check-Out Program. We collaborated with parents, teachers, staff, and students to determine effective interventions to target high risk behaviors. The program overall improved student accountability, provided additional structures, and supports throughout the school day. Student’s involvement in the program has increased student academic achievement in the classroom. Additionally, it developed positive relationship between school and home.

During the 2018- 2019 school year, Manzanita was given the opportunity to have an additional position allocated to support student behavior. As a result within our school we were able to be more consistent in our data entry and determine an accurate reflection of student discipline. In our data we recognize the increase in ODR incidents, which aligns to the increase in documented student discipline.

Through the implementation of P.B.I.S., our school community has significantly benefited. Our stakeholders who have visited our campus recognize the shift in the climate and culture because of the positive language, relationships, and interactions campus wide. Our common expectations set the stage for learning, emotional growth, and physical safety. In addition to establishing a school wide matrix we have developed a Manzanita Staff matrix. The matrix parallels to the student matrix, which has given our staff a platform to be more collaborative and build professional working relationships. Parents have complimented our school-wide system on how it has changed their child/children at home by helping them make decisions based on demonstrating respectful, responsible, and safe behaviors. P.B.I.S. has been a great addition to our campus and we look forward to the continued impact on our community.

Mountain View Elementary continues to see a positive impact with the school-wide implementation of Positive Behavior Interventions and Supports. During the 18-19 school year the focus for SWPBIS was to maintain a strong Tier 1 plan. The common expectations promoted through the Hawk’s RISE program provides the foundation for the keys factors of Respect, Integrity, Safety and Effort. These expectations have provided the opportunity to build relationships between staff, students, families and community members as Mountain View continues to work to become “the best preK-8 in the State”. A family event was held with over 30 parents and monthly PBIS award assemblies were regularly attended by parents, family and community members, including the Mountain View Community Collaborators group. With over 1300 pre-k through 8th grade students the need for shared expectations is vital and the PBIS structure allows for opportunities for Mountain View staff to be aligned across all grade levels with shared guidelines for behavior and learning.

Kingswood Elementary School – Home of the Knights has been on the PBIS journey for the past four years. Kingswood needed to have a culture that was positive and focused on improvement and accountability. Students didn’t have pride in their school and teachers didn’t want to be here. It was time for a change! We started with a movement and we called it #WeAreKingswood! From this, evolved our school-wide expectations which were quickly titled The Knight’s Code by one of our teachers and the next thing we knew, students were talking about being respectful, responsible, safe and learners and were being recognized for it. After working with KOI Education over the past two years we formalized what we had already started. We were doing PBIS-lite, but now we’re doing PBIS the right way for kids and our community. We have seen the changes in our culture and expectations as evidenced by our SET score. We are excited about this coming school year and look forward to seeing the positive changes spread to our academic and behavior data as we continue on this journey.

PBIS has positively impacted the staff and students at Poston Butte High School. Since adopting PBIS, we have seen high turnover in our administration team and teaching staff. Because of these challenges we saw a need to revitalize Tier 1 and Tier 2 systems while piloting Tier 3. Each Tier Team met biweekly throughout the year.

The Tier 1 team focused on cementing our recognition system, which includes scratcher tickets and a weekly drawing. Each staff member received 6 scratchers per week to acknowledge students for being safe, responsible, and respectful. Students “scratch off” a prize that include privileges like sitting in the teacher’s chair, or an academic boost like dropping their lowest quiz score. Students love getting scratchers and teachers often remark that they improve student motivation. To stretch the impact of the scratchers, we held a weekly drawing. Each Friday five used scratchers were drawn and 5 students and 5 staff members received prizes. These prizes got hand delivered and announced on morning announcements by the principal. The scratcher tickets have been enormously popular among staff and students. During the school year, over 17,000 scratchers were given out to students. 3,022 were turned into the drawing. Of the tickets turned in, 155 prizes were given to staff, and 151 prizes were given to students.

In addition, the PBIS team has focused on increasing Tier 2 and Tier 3 interventions. Multiple students have participated in the Check In Check Out program throughout the year. Because of the reluctance of some high school students to willingly participate in the program, the team designed several adjustments to improve student success. A few strategies we found that made success more likely are: have the first hour teacher be the student’s mentor, adjust the incentive (in one case pop tarts were the winner!), help the mentor and student develop an authentic relationship, and individualize the expectations on the CICO card. Our school also made adjustments to our Tier 2 academic support system which included an alternative to ISS and an improved spreadsheet that simplified attendance and tracking systems. We also used the PBIS Award winner page to find other high schools in the state who are using Check In Check Out. This allowed us to find new partners to collaborate with to help our tier programs grow even more. Our Tier 3 pilot has also been extremely successful. Our Tier 3 team has completed training this year and is moving forward to provide Tier 3 supports to more students.

Poston Butte continually develops improvements to PBIS as a team. We’re building culture and staff capacity as we work together to improve student outcomes. Our staff and students are Bronco STRONG!

This is the first full year of implementation of PBIS here at Walker Butte. Over the year, as PBIS has grown, we have seen a positive impact on our students through reduced discipline and better behavior. The amount of daily referrals have dropped throughout the year as we have done more training on PBIS. We have also started implementing meetings to analyze our data and figure out where our strengths and weaknesses are. This has allowed us to make adjustments to our program and provide support to staff in areas of need. All of this wouldn’t be possible without the implementation of PBIS.

Hulet’s motto is Helping Unique Learners Excel Together and PBIS has been the means to do this. Though we are in our first year of implementation, we recognize that this is a process and not a destination, however, our culture has transformed. A major benefit of PBIS is giving all teachers a common language for behavior both in the classroom and outside of the classroom. We have seen a decrease in major office referrals from our baseline year. The biggest impact of our PBIS program has been the implementation of Check In/Check Out. This has allowed all teachers the opportunity to build relationships with all students and allows us to focus our efforts on students who are behaviorally at risk. Through our implementation of CICO we have seen behavioral referrals from these students in our pilot program decrease. This has allowed us to tighten our Tier 1 systems while giving attention to our Tier II students.

Our PBIS framework has brought a great improvement to our school’s climate and culture. It has provided our staff and students with a common language and expectations campus wide. We have been working together to review data and determine the behaviors that are adversely affecting our school community. Our school community has become more vested in improving behaviors to improve our overall academic performance.
This our first year implementing PBIS fully school-wide. We have started with several processes that have garnered much success for our school team. One school wide process that we use is our behavior color chart. The behavior color clip chart has proven to be very successful for the students at South Pointe Elementary School. The students have been made aware that each color represents a skill or phrase that can best describe their day. The expectation is that each student be responsible for their own behavior and actions. Students are becoming aware of their own feelings and emotions as they recognize the direction of their day. The clip chart serves as a daily reminder for students to take control of their day and a visual to manage the day. We have seen students become excited to reach “Purple” on a daily basis. The color purple represents a student reaching the highest level on the chart. Students are recognized for this accomplishment with a bling celebration that goes on their clip.

With our school using the PBIS framework there has been a huge shift in student behavior awareness this year. Students are more focused on their actions and tend to support others on the purpose of PBIS. The verbiage for the PBIS expectations has become a part of our school’s culture. We now have a framework in place to guide us in managing the data for student behavior and a system in place that allows parents to track their child’s daily success. PBIS has been a great addition to what we do here at SPES. The program has allowed our students to hold themselves accountable for their actions and to continuously set new goals daily. As a school, we look forward to learning more about the framework and implementing Social Emotional Learning Competencies as we move on to the next tier of fidelity with PBIS. This Framework has changed our school’s climate and culture and has nothing but promise for our school community.

PBIS has made a huge impact at Aprende Middle School. Our school wide expectations teach the students how they should behave both inside and outside the classroom. Aprende continues to recognize and reinforce positive student behavior to create an environment that is consistent, predictable, and equitable. Students are excited to earn PBIS tickets and use them at our newly revamped PBIS store and our quarterly PBIS celebrations. Through changing what we offer at our PBIS store, we now have all grade levels excited to earn PBIS tickets. By rewarding them for good behavior with PBIS tickets, they are motivated to continue positive behaviors ultimately instilling good habits that they will carry with them throughout the rest of their middle school and high school careers. Teachers also have the opportunity to have their name drawn to be recognized each month alongside their students. With the hard work and effort from our PBIS team, teachers, and staff we know Aprende will continue to be a positive learning environment for all.

Kyrene de la Mariposa’s Positive Behavior Interventions and Supports framework has improved the academic and behavior success for students in preschool through 5th grade. Prior to the implementation of PBIS, Mariposa experienced over 600 referrals in one school year, averaging more than 3 referrals per day. With the systematic implementation of PBIS, the number of referrals has decreased to less than 1 per week. The use of common language, defined expectations that have been taught and reinforced, and monthly data monitoring have led to increased instructional time and a safer school climate.

PBIS (Positive Behavioral Intervention System) is an integral part of Paloma Elementary, making Paloma a positive place where both students and staff understand how their positive choices make our school and community a better place. We implement school-wide common language to encourage students to make “strong choices” and “be the boss of their brain and body” that can be heard in classrooms as well as in special areas, resource rooms, and at lunch/recess. Students receive positive recognition for being respectful, responsible, and safe from any staff member by earning a Bee Slip for making positive choices. Bee Slips are read on announcements by the principal and are then posted on a board in the hallway, allowing students to celebrate their peers. At Paloma we also encourage students to recognize each other. We have put in place Sprinkles of Kindness, which are forms that students fill out for other students who exhibit kindness and leadership. Each year, our staff reviews Tier 1 and Tier 2 supports that should be implemented in order to help student be successful in the classroom. When students struggle to make strong choices in class, the classroom teacher meets with the PBIS MTSS team, which includes teacher representatives from each grade level, special education, and administration. The team identifies 1-2 focused behavior goals, develops a plan that includes appropriate tier 2 and 3 supports for the students, and develops a plan for monitoring improvement toward the goal. This has resulted in reduced time out of class for struggling students, increased behavioral and academic success for struggling students, and an increased focus on learning across the school. At Paloma we not only recognize students who are making strong choices, we recognize staff. Staff are encouraged to write Marigolds for each other. Marigolds are personal notes that celebrate ways that staff support and care for each other. We also have “Staff Shout Outs.” “Staff Shout Outs” are a public note that recognize staff members for going above and beyond. PBIS has helped create a positive community at Paloma with a culture that helps build strong, positive relationships for both adults and students. Positivity is contagious and is felt as soon as you walk in the front door of Paloma. Paloma has made PBIS such an important part of our culture that other schools within our district have started to replicate what we have in place.

PBIS has granted M.E.S. and staff a common language that unifies our expectations. Scholars internalize PBIS components in tangent with the principles of Leader in Me as an opportunity to reinforce and celebrate appropriate behavior. PBIS has positively affected M.E.S. academic and behavioral achievement. Our staff has become more aware of positive behavior by our scholars. They are focusing on giving positive feedback. Our scholars receive positive behavior referrals, which are placed into their Leadership Notebooks as a reminder of their positive behavior goals for the year. Reteaching PBIS expectations give scholars an opportunity to review and discuss the expectations in each of the areas of concerns throughout the building.This gives our scholars who are struggling with positive behavior a chance to again engage in the conversation of positive behavior and an opportunity to change their behaviors. PBIS provides a safe space for our staff members to synergize to come up with strategies or interventions for our scholars to become successful both in their academics and behavior.

Saddleback Elementary School has approximately 700 students ranging from preschool to fifth grade. We are a little over a year into our PBIS Tier 1 roll out. During that time, we have been able to establish the school wide expectations of Be Responsible, Be Respectful, and Be Safe. Students are taught the expectations at the beginning of the year as well as after school breaks. We are working on becoming more consistent with how those expectations are communicated within our classrooms through the use of the Behavior Flowchart and Minor Documentation. We have a strong reinforcement system that we are working on making even stronger through the use of booster sessions in our hotspot areas which are determined by looking at our SWIS data. We look forward to our first SET in October as well as beginning to implement Tier 2.

Santa Rosa Elementary School (SRES) recently concluded year one of its implementation of Tier I universal supports, PBIS. During this first year, SRES was able to implement clear and consistent expectations for specific locations throughout the school. These expectations were taught consistently by staff through the use of lesson plans which helped not only students but staff in obtaining the same message as to the expectations. When students follow the school wide expectations as well as the Santa Rosa ABC’S ( Act Respectful, Be Responsible, and Care for our school) they have an opportunity to earn Stellar Scorpion tickets. Students have worked hard to earn tickets which allow them to be entered into a drawing for a game of PLINKO where they earn a prize during Monday lunch periods. The Stellar Scorpion tickets reinforce the positive behavior that we are seeing by students around campus. Data obtained through observations and ODR’s was also analyzed by the team in order to determine additional areas where more defined expectations may be needed. This has helped support staff and students by ensuring that the expectations are clear and consistent throughout the school. While we have not yet seen a significant decrease in ODR’s we believe that setting these expectations and consistently enforcing them has taken some time for staff and students to adjust to. We also believe that based on the data collected and analyzed by both out Tier I Team and Tier II Teams within SWIS, that we now have been able to identify some locations, days and times in which have higher incidents. This information has allowed us to be able to place additional support in order to alleviate some of these higher frequency locations and times. Not only have both teams (Tier 1 and Tier2) been able to use SWIS to identify locations and times, we have also been able to use this data to be proactive in identifying students who may benefit from additional support within Tier two. PBIS has supported SRES in its efforts to clarify its communication of the school wide expectations which in turn has also improved the overall climate and culture of the school; creating a consistent and predictable message to all students and staff.

As we relaunched PBIS this year, the climate and culture became more positive. Staff felt that they had a consistent plan for helping when students received an MIR and strategies to use to reshape behavior. We focused tremendously on Tier 1. The biggest growth and ah-ha was knowing that tier 1 can be flexible to fit the needs within your classroom, as long as it went with the expectations that the team developed and helped reteach expectations, as well as focusing on the positive behavior. The relaunch also helped us tighten up and reduce the number expectations. Before hand, there were too many for students and staff alike to remember. When looking at our BoQ, we went to a 93%. Our data did not tremendously improve over the previous year, but even with a change in administration and 9 teachers, our data remained the same- a win in my book!

Boulder Creek Elementary has just begun the PBIS journey. We came from a program that was more punitive in nature and did not foster relationships with our students. In our first phase of implementing PBIS, the mindset is shifting at our school. Relationships are being established and restored. Our students who seemed to be the target of negative feedback from our previous program have now become the focus for positive relationships and reinforcement. We still have a long road ahead of us to be fully up and running with fidelity, but we believe the shift is happening and can’t wait to see where we are in a few more years!

PBIS has made a huge impact on our school. Prior to PBIS, there were not defined and consistent expectations, nor were there systems in place to handle student behavior. Over the past two years we have developed our PBIS framework, and we have seen a significant shift in our school culture and climate as we have implemented it. The tone of our school is now positive, calm, and welcoming. Our students are encouraged to make positive choices and have learned that they are accountable for their own actions. When students make a poor choice, staff members now redirect and teach them what to do differently in the future. Misbehavior is seen as an opportunity for learning and growth. With the systems we have in place, we are able to document student behaviors and use the data to guide our decision making to support the ongoing implementation of school-wide and classroom PBIS. We are excited to continue to work with ADE for MTBS year 2 and see continued improvements on our campus.

This school year, we developed a Core Team to focus on the development of PBIS structures within our special needs preschool program. We’ve worked with our teachers for over 20 hours to merge PBIS with Conscious Discipline and Pyramid Model. There has been increased cohesion and sense of community amongst our staff members, especially considering our program is spread across 13 different sites. We’re excited to continue the momentum in increasing proactive and consistent practices across our classrooms!!

PBIS has positively impacted the culture at Vista Verde Middle School in a positive way. Teachers were in-serviced prior to the beginning of the school year and trained in the importance of building positive relationships with students immediately. The focus of setting expectations and getting to know each student individually has resulted in a drastic decline in minor incidents and major office referrals compared to last school year. Teachers are recognizing positive behaviors by passing out PAWS tickets relating to being: Prepared, Accountable, Willing to participate, and being Safe. The student body is excited to receive this recognition and the teacher interaction that comes with it. PBIS will have a positive impact on the VVMS campus during the 2019-2020 school year.

At Desert Mountain Elementary, we have established our three expectations: Be Kind, Be Respectful, and Show Integrity. We are currently in the roll out process of PBIS and our PBIS team is working hard to make the roll out smooth by slowly introducing PBIS to teachers and staff; as well as providing opportunities for feedback. The feedback throughout the process has allowed DME to have ownership of our PBIS system that will be fully implemented next year. The PBIS team has designed lesson plans, posters, and videos in order to teach students, teachers and staff the expectations. Every staff member has received tickets to start handing out to get into the practice of reinforcing our three expectations in all areas. There are no current expectations of the tickets, but the PBIS team has received positive feedback from teachers/staff and some teachers have already replaced their clip chart system with the tickets.We have implemented a system where students turn their ticket into a raffle and daily prizes are given from the main office. As well as, the grade level who passes out the most tickets can receive an extended lunch. Our current Office Discipline Referrals (ODR) have decreased from previous years and our Team Implementation Checklist (TIC) score is at 82%. We are excited to see the results in years to come.

Jack Barnes Elementary is in the planning year of Positive Behavioral Interventions and Supports Systems (PBIS) Tier 1. We have a fantastic PBIS team that consists of our principal, secretary, three teachers from various grade levels, media specialist, school counselor and a parent. At first, we were a little overwhelmed and apprehensive because it seemed there was so much to prepare. However, after our first PBIS training was finished…. we were excited! Our staff has been an integral part of all decisions by offering suggestions, opinions and voting on several options presented to them. The entire school feels like a superhero team, who together with the students, will provide a safer school filled with positive attitudes and behaviors. With PBIS, we will all grow and work together to create an even better learning environment thanks to an action plan set in place to help. We’re proud of the work that we’ve completed this year, including: our matrix, reinforcements, flowchart, lesson plans, posters, poster board, videos for all locations and expectations, handouts and Powerpoints for all lessons and our tickets. We are gearing up and ready to get started! We have our Roll Out and Kick Off dates scheduled and even review dates with activities designed to reinforce Be Kind, Be Respectful and Show Integrity. The Pride of Queen Creek is looking forward to a positive, exciting, productive and amazing year with PBIS!

After a year of formal training, the students and staff at Queen Creek Elementary believe that the implementation of PBIS in the upcoming year will have a positive impact on our school. Our reinforcement matrix identifies shared expectations and a common language that will allow a teacher, staff member, or administration to positively reinforce students to follow the school-wide expectations of Be Kind, Be Respectful, and Show Integrity. These expectations will be posted throughout the building, so that students, teachers, staff and parents understand the expectations, what they look and sound like in the classroom, the hallways, playground, cafeteria and even in the office. Students demonstrating positive behavior will be awarded an EAGLE ticket entitling the bearer to choose from several different incentive programs. We believe that the EAGLE ticket will be just ONE way of increasing visibility of the PBIS program and highlighting the exceptional work being done by students and staff at Queen Creek Elementary. The PBIS Team also had the students from grades 3-5 provide peer PBIS videos as a way to promote Be Kind, Be Respectful, and Show Integrity. This in turn, led to a decrease in the number of discipline referrals for playground incidents. As we continue our PBIS journey, our goal as a school is to decrease the number of office referrals, increase instructional time for our students, and maintain a positive climate.

Queen Creek High School is in the first year of implementation with Tier 1. Already, in the first month of school, students are expressing excitement when receiving “Dog Tags”, which are positive behavior reinforcement tickets. Students are also conveying that they appreciate an emphasis on the positive versus the negative in classrooms. Our goal is to not only give students a positive experience, but to use PBIS as a way to help build relationships between teachers and students, and to improve school culture across campus. Additionally, we are looking to implement a PBIS club on campus that will be run by student leaders who are not currently in other campus leadership roles, such as student council. With a combined effort between our PBIS team and student leaders of the PBIS club, it is our goal to have students become the driving force behind PBIS implementation.

Queen Creek Middle School is embarking on such an exciting journey by implementing the PBIS model on campus for the first time this year. Our campus has been updated to include unique PBIS expectation posters that remind students of The Wildcat Way, as well as our teachers and staff have been distributing tickets to those students who are demonstrating The Wildcat Way. The tickets have created an excitement among our students, as well as our staff, and we can already begin to see a change in our school climate. In addition, PBIS has helped create a consistent message for teachers and staff through the behavior flowchart in how to handle a variety of discipline/behavior issues.

“Whatever It takes, we are college bound!” Connolly Middle School, an AVID Demonstration Site as well as an A+ School has high academic and behavior expectations for ALL students and has been working on implementing PBIS with more fidelity school-wide. At the beginning of each school year, students and teachers take a school tour and have mini-lessons in each area about the expectations of Safety, Respect and Responsibility and what each one looks like in that particular area (classroom, library, cafeteria, playground, gym, front office, hallways, bus loading zone). Posters with the PBIS expectations are located in each of the common areas. Connolly’s PBIS Committee completed the BoQ and concluded there is more work to do in ensuring we are communicating our PBIS expectations regularly to parents and holding booster sessions after major holidays (fall, winter and spring breaks) as well as creating a PBIS Passport for new students who join school after the beginning of the year. Connolly’s PBIS Committee (composed of teachers, counselors and administrator) meets monthly to discuss and analyze discipline data and make necessary changes to address areas of concern or adjust duty coverage. Staff use Bee Cards (which have the school-wide expectations listed) when they see students displaying any school-wide expectations and students can either purchase items with the Bee Cards at the Student Store. Connolly also uses SecondStep, a social-emotional learning curriculum that helps students learn to be empathetic, handle a bully situation and respectfully disagree with an adult. We believe these lifelong skills are important to our middle school population and teachers use this curriculum to address the whole child. Additionally, Connolly Middle School has implemented a positive office referral for students displaying the school-wide expectations of Safety, Respect and Responsibility. A monthly breakfast or afternoon ice cream social is held monthly to recognize students who have received a positive office referral. Connolly also recognizes staff for positive behavior using the Going Above and Beyond Award.

Curry Elementary School PBIS mission is to provide a respectful, responsible, and safe learning community where every child and adult is valued through authentic, positive relationships. Curry is continuously improving our school-wide PBIS. This year we have come together in monthly meetings to discuss the PBIS program that is being utilized at Curry Elementary including positive behavior incentives and a plan for working with inappropriate behaviors. All students are expected to be safe, responsible and respectful. The Curry PBIS has Paw-stitive Paws for academic achievement and working hard in the classroom that can be used for drawings and using at the Cougar Store. Students also receive Paw-some Behavior cards for following expectations in all designated school areas. Student submit these blue cards for weekly drawings. All staff can give other classrooms “Caught you being GREAT” card that classrooms can earn rewards on designated days each quarter to include extra recess, game time, eating outside or a kickball game. Curry teachers and administration regularly communicate with parents when students are demonstrating the PBIS expectations. Parents are notified of every positive behavior referral and are invited to the quarterly PBIS/Academic assembly when their child is going to receive recognition. In addition, the staff remains just as communicative with parents through our tiered PBIS discipline system – which includes Think Time, Parent communication and when warranted, or Office Referrals. Curry is in the third year of utilizing the Second Step Curriculum to support emotional learning development. Additionally, we now have a common language used across all grades and curriculum by all staff. This allows for open, concise and productive conversations between staff, students and parents.

Fuller Elementary School, a National Blue Ribbon School, of just under 650 students. We have also experienced several changes in leadership over the past few years and consistently implementing our PBIS system has varied over the years based on these leadership changes. Improving the PBIS systems at Fuller is something that is a priority in the upcoming year. The PBIS Committee has been meeting and is looking at school discipline data and making more informed decisions including inviting Playworks out for a recess assessment which is the number one location for our office discipline referrals. We have found success with inclusive school wide practices of behavior expectations including the use of golden tickets, positive office referrals, and the golden tray award for cafeteria behavior. These all reinforce the school wide expectations of “Be Safe, Be Responsible, Be Respectful, and Be a Scholar”. Students are taught behavior expectations which are posted throughout the school. We utilize the SecondStep curriculum to teach behavior expectations and social-emotional skills to all students. We have pinpointed areas in which we can improve and have a plan. We are working to systematically improve our PBIS program so that it more closely reflects the values of Fuller Elementary School.

Gililland Middle School Roadrunners are rising up to be the change. We are implementing our school-wide PBIS Matrix and our adopted Capturing Kids Hearts (CKH) Program creating a nurturing atmosphere at GMS. Positive Behavior Interventions Supports, PBIS, empowers our students, teachers and staff to Give Respect, Make Responsible Choices, and to use Safety Always. PBIS posters are displayed in all areas of our campus to remind everyone of our expectations at GMS. As a component of the CKH initiative, each teacher facilitates students in creating a classroom social contract to promote a self-managing and respectful environment. Drive Dollars are an incentive used to reward students for doing good deeds and following the PBIS Matrix. Students go shopping using their GMS currency in the Drive Store every Friday. Recently, we increased student motivation by creating a Digital Drive Dollar system and we are working towards and electronic store. Our teachers work diligently to continually monitor and adjust our programs to build a cohesive learning community. At GMS two students from each grade level are recognized monthly as a Student of the Month for exhibiting stellar citizenship. Students who excel academically are recognized for being on one of two Honor Rolls quarterly in a school wide assembly. Every four weeks, students who have exhibited appropriate GMS behavior (fewer than 10 tardies to class and no in or out of school suspensions) earn the opportunity to celebrate by being invited to the PBIS Party. We strive to educate our students socially, emotionally, and academically to be successful learners at Gililland and beyond. Our weekly Second Step program focuses on a whole student approach by teaching social and emotional skills. Our committee of teachers meet regularly with district support to analyze data supporting the success of PBIS and Capturing Kids Hearts. We adjust and revise our programs making the necessary changes to ensure students’ success at GMS. Together, we will rise up to be the change of the future!

Here at Laird School we highly value our PBIS system and positive impact it has on our students. Laird School provides education for students from preschool all the way up to 8th grade so we have a wide range of ages that need to be reached. At the beginning of the year each teacher goes over a powerpoint presentation that reviews the school’s vision and mission as well as the 4 main areas of focus for behavior. These are: being respectful, being responsible, being safe, and being ready to learn. The teachers ensure that they discuss what these would look like for each grade level. We positively reinforce the rules with the use of a ticket system. Our teachers are provided with green tickets that represent 1 dollar each to be used at our student store. Students can earn these anytime they are demonstrating one of our behavior expectations. As an extra incentive, the Principal and Assistant Principal have special golden tickets that we hand out when students are going above and beyond with their positive choices. These tickets are worth 25 dollars to be used at the student store. Our student store is open every Friday morning for students from all grade levels to purchase prizes. Our prizes consist of small toys, school supplies, mystery bags, backpacks, free dress down passes, and lanyards. In addition to our student store, our middle school teachers hold weekly auctions in their classrooms where students can use their green tickets to bid for snacks, homework passes, technology passes, and other various prizes. We also hold a monthly awards assembly in which we recognize students that have been showing exemplary behavior. Each teacher is required to choose at least 1 student from their class for this award and provide a small explanation for why the student is receiving this award. We then reach out to parents and invite them to attend our assembly to recognize the positive behaviors that their child has been exhibiting at school. Students get the recognition at the assembly and also receive an “out of uniform” pass for the following day. Overall, our PBIS system has had a tremendous impact on our school, staff, and students. We will continue to make adjustments and provide new ideas so that our PBIS system can continue to provide our students with the structure necessary to have a behaviorally successful school.

PBIS has positively impacted Scales Technology Academy in many ways. Through PBIS, teachers and staff have established consistent practices for teaching expectations, rewarding expected behavior, and responding to unexpected behavior.

Teachers and staff regularly model school expectations with our Procedure Parade and through repetition and reminders. Clear expectations are posted in the hallways, cafeteria, and bathrooms. Students also get involved in this process by creating videos to reinforce expectations in the hallway, on the playground, and in the classroom.

Additionally, we have developed clear and consistent rewards to reinforce positive behavior for students, such as our “Power On” reward tickets that can be redeemed in our student store for prizes. We have also developed rewards for whole classes that follow behavioral expectations.

Furthermore, teachers and staff have developed and implemented consistent practices for redirecting students who are not following expectations. After three infractions, the student completes a digital think time reflection sheet. Our behavior and academic interventionist analyzes the data to see what behaviors occur most frequently.

Lastly, the PBIS Committee meets regularly to discuss the effects of PBIS and to analyze behavioral data. Through observations and analysis, the committee has been able to recognize areas of weakness, and to brainstorm ideas to address them. We can see that these reward systems, coupled with clear expectations and procedures, have helped teachers and staff to stay consistent and positive, and to hold students to high standards. As a result, students and staff at our school strive to be respectful, responsible, safe, and scholarly every day.

Our mission at Frank Elementary School is we are a community of learners committed to academic success for each student. We honor the rich diversity in our school, for we know it is our strength. At Frank Elementary School our school-wide expectations of Be Safe, Be Respectful, Be Responsible, and Be A Scholar are posted in all common areas and emphasized in classrooms and on announcements each day. We have an active PBIS Committee that meets monthly and has representation from every grade level, special areas, our counselor and administration. Committee members consistently use an agenda, take notes and analyze our data, and use that data to drive decisions as to where duty teachers are staffed, implementing Tier 2 and Tier 3 interventions. We also share PBIS information with all staff at team and staff meetings. Frank Elementary School utilizes PBIS each and every day around our campus and shares it with families and the community through positive referrals given to students. Frank Elementary School also uses the SecondSTEP program to address students’ Social-Emotional Learning needs, and teachers work with students to develop skills of empathy, problem solving, how to calm down and how to be a successful learner. This is coupled with Frank Elementary School’s daily, weekly, monthly and quarterly PBIS incentives and rewards that motivate students to strive to do their best in meeting school-wide expectations. These rewards include using Panther Paw tickets to shop at the student store, honoring Perfect Attendance as well as Student of the Week and Student of the Month. With this two-pronged approach, we have seen a shift in Frank Elementary School students being referred less to the office and being more successful in the classroom. We believe our students and staff strive to live our PBIS expectations. Overall, Frank Elementary School demonstrates a better morale from our staff and students. At Frank, PBIS is not only a program, but also a way of living and learning each and every day

PBIS has impacted Dos Rios in many positive ways. The PBIS implementation has given our school a foundation for discipline and intervention. It really helped us as a school begin to understand the intervention piece of behavior and what steps we needed to accomplish those goals. Using the steps such as the behavior matrix, CICO and positive ticket reinforcements the school was able to reduce suspensions dramatically and increase time in the classroom. Student behavior was discussed and interventions were put into place using the tools KOI has given us for data tracking. We are optimistic about the new year and hope to continue to grow with PBIS at the helm.

Effective year 1 implementation of PBIS has helped significantly improve the climate and culture at Alta Vista Elementary School. All stakeholders have noticed a huge difference in how our campus operates from day to day. With school wide PBIS expectations in place, teachers are better able to deliver quality instruction. WESD academic data also shows growth in student achievement in all grade levels and content areas for the 18-19 school year. The number of referrals for office managed behaviors has decreased by 42% from the 17-18 school year to the 18-19 school year. Alta Vista has found that by using PBIS to create clear and concise expectations in the six common areas, explicitly teach the common expectations, and reinforce positive behaviors we are meeting the WESD vision of “achieving excellence for every child, every day, every opportunity”.

PBIS has shifted our approach with student behavior and safety to a more proactive and explicit stance, similar to how academic needs are supported. All teachers teach school-wide expectations that are specific to each location of our campus at the start of the year. Students are given examples and non-examples, have desired behaviors modeled for them, and engage in conversation as a check for understanding. By the third week of the current school year, 96% of students reported having a solid understanding of our expectations to be respectful, responsible, and safe. Additionally, 92% of students reported feeling safe on our campus. In addition to our tier one behavioral support, we are also in our second year of implementing a “Check In, Check Out” program which is currently supporting approximately 30 students identified through discipline data or teacher referral for the program. The number of students for repeat offenses was the lowest in 2018-2019 compared to the previous three years. This was consistent across the board for students with only two incidents up to 16+ incidents. For example, in the 18-19 school year, we had 2 students with 16+ major infractions as compared to the 15-16 school year when we had 14 students with 16+ major infractions.

The implementation of PBIS at John Jacobs significantly improved our campus in many areas. First, it has impacted on our academic achievement because our Tier I systems keep more students in their learning environment. Second, PBIS has improved our student culture by providing the entire campus common language about our expectations for student behavior. Students are excited about attending assemblies where we highlight students who exemplify the JAG expectations. Our school-wide systems of shout-outs and gold coins motivate individual students and entire classrooms to follow expectations, which has reduced our discipline referrals. Classroom observations reveal supportive language coming from our teachers and responsive actions on the part of students. The John Jacobs stakeholders have realized how the benefits of explicit instruction in positive behavior choices can improve the overall culture and impact our students’ experience at John Jacobs.

Lookout Mt. has been working diligently for two years planning for PBIS. Through our collaborative efforts we launched a very successful implementation year in August of this year. As a principal in the fifteenth year at the same school, I can confidently say this was the most successful beginning of the year we have ever endured. This is simply due to PBIS. As a staff, we dedicated much of our pre-service week reviewing the expectations and positive incentives. We had a strong schedule in place in which the same team of people taught the expectations to the students. Our signage and materials were pre-ordered and placed strategically throughout the building prior to the start of school. Parents were taught the same expectations and were able to see PBIS in action through videos and photos of students demonstrating the expectations. As such, our Parent/teacher organization and business partners are assisting the schools with prices and incentives to promote the positive behaviors on our campus.

As a school community, we have witnessed firsthand the positive impact that our Tier I Implementation of PBIS has had on our school’s climate and culture, safety, academic performance, student behavior choices, and discipline management practices. In response to data, we set out to reassess and refine our systems in place. We planned, designed, and programmed a systematic rollout for our common area expectations lesson plans, complemented by accompanying videos produced with student participation, in order to teach our student body our expectations for all areas of campus highlighted on our Behavior Matrix. Staff visibility has greatly improved, allowing us to better establish, maintain, and cultivate positive relationships with our students and colleagues. Our presence has greatly empowered us to initiate positive conversations with students and staff alike to remind our community members of our expectations speaking a common language. As a result, relationships have greatly improved and community morale has never been better! We look forward to continuing on our journey as we carry our momentum forward onto Tier II Implementation.