Dogwood PBIS Less is More!

Program Components

Traffic Light  All teachers should have one and use it in classroom management  Record traffic light color in Agenda book/behavior chart daily and count colors  Plan weekly/monthly classroom incentives based on behavior color Ex: 4-5 blues in one week = Big reward; 4-5 greens in one week = smaller reward. Ex: 4-5 blues in one week = Big reward; 4-5 greens in one week = smaller reward.  Students qualify for quarterly incentives based on colors

Cafeteria  Traffic light system also used to give feedback to students during lunch  Cafeteria expectations will be posted on each table  Incentive Program: Based on what color a class is on at the end of lunch, incentives will be given on a bi-monthly basis

Gotchas/Paws  Given when students are “caught in the act” of doing something good.  Students who receive Gotchas would have their name read on the AM announcements and be entered into a weekly drawing (every Friday) to win a prize.  Transition to Paws

Golden Tickets  Each teacher receives 5 Golden Tickets per quarter  Given to blue light model students only  Winners attend special breakfast with parents and Administration

Lucky Bus Award  Bus drivers are given green light coupons  After each run, bus drivers turn in coupon for buses on green light  Buses with good behavior are posted on bulletin board in front lobby.  Buses with most green lights earn bi- monthly prizes

Mentorship Program

Data

PBIS: It works!  Since Dogwood started PBIS in 2006, we have seen a 51 % decrease in office referrals.  In 2006, we saw 736 referrals to the office. In 2007, that number was reduced to 377.

More proof!  Student A Grade 3: C’s in Reading & Math, 4’s in Self Development Grade 4: B’s in Reading & Math, 3’s in Self Development Grade 5: A in Reading, B in Math, 2’s in Self Development

 Student B Grade 3: C’s and B’s in Reading, B’s in Math, 3’s and 4’s in Self Development Grade 4: B’s and A’s in Reading and Math, 2’s in Self Development Grade 5: A in Reading, B in Math, 2’s in Self Development

Factors Contributing to Success

Why it works and What We’ve Learned  Only do what we can follow through with: Less is More! Creativity of the team members  High staff buy- in to the program  People are willing to take initiative and share workload  PBIS Committee represented on school improvement team (Voice)  Diverse background, creativity and leadership traits of committee members

 Has a clearly stated action plan that list specific goals, and expectations and the people responsible for each goal.  Using Functional Based thinking  Meet with previous and current teachers to ease transition of students and to identify yellow zoned students early  Character Education/Classroom Guidance