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Why PBIS? I was under the impression WEB/LINK would be able to meet separately during committee.What do you believe successful PBIS looks and feels like to staff? To students?Transparency. real time tracking of student behavior data. Clear communication with ALL STAFF around PBIS goals, areas of focus, calendar of activities. Respectful communication with stakeholders.One measurable outcome by May 2020? Institutional alignment around classroom/hallway/commons expectations. Students know what is expected of them throughout the building. Barriers to success. Misalignment of goals.

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Why PBIS? I was under the impression WEB/LINK would be able to meet separately during committee.What do you believe successful PBIS looks and feels like to staff? To students?Transparency. real time tracking of student behavior data. Clear communication with ALL STAFF around PBIS goals, areas of focus, calendar of activities. Respectful communication with stakeholders.One measurable outcome by May 2020? Institutional alignment around classroom/hallway/commons expectations. Students know what is expected of them throughout the building. Barriers to success. Misalignment of goals.

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I joined this group because I am teaching much younger students than I have in the past.  I want to learn more about managing their behavior. 

2.  To staff- PBIS is a system of balancing reinforcement of positive and negative behavior. It is 	  	a tool used to create a calm, positive classroom environment.

3.  I would like to have a workable system for disruptive students.  
	I would like refine my practices to accommodate behaviors such as disruptions during 		teaching, gossiping, showing respect to all, etc.  I would like to see students own  and change their behavior not just because I say so, but because they want to do the right thing.

4. Barriers include trauma in students lives, lack of support from home, students valuing 	popularity and attention more than learning, 
	

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I think in the past PBIS ideas were geared more towards the younger studentsOlder student thought some of the initiatives were immature and didn’t wantTo participate. I feel that being successful, we need to create ideas that work forOur younger and older students. One idea does not fit all.

# data[].attributes.subject
I think in the past PBIS ideas were geared more towards the younger studentsOlder student thought some of the initiatives were immature and didn’t wantTo participate. I feel that being successful, we need to create ideas that work forOur younger and older students. One idea does not fit all.

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1.      I believe that it is a major driving force in our building. PBIS is embedded into staff and students daily lives at school.

2.     PBIS looks like resources/tools for staff. Not just emails but rather intentional trainings, modeling by exemplar teachers, observing exemplar teachers, student specific suggestions, integration of PBIS strategies with academic content. PBIS feels like a safe school environment for all. For students it’s knowing that you are allowed to make mistakes and still recover without having staff holding it against you. For students, it’s learning the strategies to bridge gaps in social/emotional lagging skills.

3.     Creating a proficiency rubric for teachers to self-assess – re-assessing in May. Improved teacher-student relationships (need more time to think about making this measurable)

4.     Lack of staff buy in

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District mandates and inflexibility
Not being realistic
Half hearted implementation due to not developing staff /student ownership of initiatives.

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1.        To improve the school environment.

2.       Students and staff feel safe, success and welcome in the classroom.

3.       Lower referrals in the classroom and school wide.

4.       Lack of ideas and training on how to get students to buy in on positive behavior.

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To improve the school environment.

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- Why PBIS?
I couldn’t be in the committee I wanted so this was my second choice as I felt like I didn’t belong in any of the others.

- What do you believe successful PBIS looks and feels like to staff? To Students?
Creating a school culture where both staff and students feel pride, safe, and have a stake in Humboldt.

- Barriers to success?
Only meeting once a month, every time we meet we have a different agenda that does not connect to our previous work, we lack vision.

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I would like to see that initiatives are staff/student driven and not mandated from above to be rubber stamped. I would like recognition of the progress Humboldt has made (HUGE). I don't think with the high turnover at this school many staff have any idea.

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I need communication from admin/behavior team every student who has to leave my classroom for behavior reasons. Right now, I only get something about 10% (or less) of the time. Also, that forms that are put in my box are not the true reason a student was sent out. By May 2020, I would like that to be closer to 100%

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I need communication from admin/behavior team every student who has to leave my classroom for behavior reasons. Right now, I only get something about 10% (or less) of the time. Also, that forms that are put in my box are not the true reason a student was sent out. By May 2020, I would like that to be closer to 100%

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1. I joined PBIS because I want to learn more about successfully implementing it in class and outside of the classroom.

2. I am not as familiar with PBIS, so I’m not sure what it might look like.

3. More classroom participation measured by higher course grades and fewer referrals.

4. While I fully acknowledge that I need to take a more active role, which I am working on, I feel a bit overwhelmed with the amount of initiatives at Humboldt. This is another reason I joined this committee - to learn more about how to implement this successfully.

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I chose WEB/LINK as my committee with the idea that we would be able to meet during this time.

Looks:  Staff reviewing data to identify monthly goals for behavior/academics/etc. and planning rewards for those meeting expectations

Feels:   Productive and positive

For students?

Looks: Consistent messaging from all adults about goal for the month

Feels:   Goal orientated and positive

Goal:  Reduction in the amount of students failing

Barriers to success

·      Time for Data review, planning events and follow through outside of committee time
- Maintaining high expectations for academics and deadlines for student success

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I want to improve student’s behavior so, students that want to

Learn……can learn.

Students in class (not wandering halls), safe hallways, managed classrooms.

Referrals are less

Level 3 Referrals being written up before going through

the process of trying to keep student in class.

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1. I did not choose PBIS. I chose WEB, but WEB was paired with PBIS...and then was split from PBIS and has to meet separately.
2. Successful PBIS looks/feels like teamwork and taking things seriously. PBIS last year did a lot of time-wasting and I hope it does not continue in this fashion.
3. ?
4. One barrier to success in this committee is negativity.

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I think in the past PBIS ideas were geared more towards the younger studentsOlder student thought some of the initiatives were immature and didn’t wantTo participate. I feel that being successful, we need to create ideas that work forOur younger and older students. One idea does not fit all.

# data[].attributes.subject
I think in the past PBIS ideas were geared more towards the younger studentsOlder student thought some of the initiatives were immature and didn’t wantTo participate. I feel that being successful, we need to create ideas that work forOur younger and older students. One idea does not fit all.

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1) I believe students need a system in place that creates a positive climate and culture. That encourages growth and learning while addressing both academics and social emotional growth. 2) I believe that successful PBIS needs to be uniform, school-wide, and transparent to all. Each person staff or student addresses and processes differently, however, I believe minimums to all will create a better baseline to support students in a positive way. I also think it would be “kind of cute or fun” if students could give teachers PBIS points. I have heard teachers could give each other PBIS points and I believe this could build some comradery. 3) One measurable outcome could be to decrease truancy rates. However, I believe students in the hallways between classes and especially during advisory has escalated and this problem would help resolve many others. 4) Barriers to success would likely include uniformity and buy in from all staff. I also believe consistency and follow thru are problems - everyone has the best intentions, however, the staff is spread very thing. 

# data[].attributes.subject
1) I believe students need a system in place that creates a positive climate and culture. That encourages growth and learning while addressing both academics and social emotional growth. 2) I believe that successful PBIS needs to be uniform, school-wide, and transparent to all. Each person staff or student addresses and processes differently, however, I believe minimums to all will create a better baseline to support students in a positive way. I also think it would be “kind of cute or fun” if students could give teachers PBIS points. I have heard teachers could give each other PBIS points and I believe this could build some comradery. 3) One measurable outcome could be to decrease truancy rates. However, I believe students in the hallways between classes and especially during advisory has escalated and this problem would help resolve many others. 4) Barriers to success would likely include uniformity and buy in from all staff. I also believe consistency and follow thru are problems - everyone has the best intentions, however, the staff is spread very thing. 

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Successfull PBIS is anything that develops or promotes a student centered/staff friendly productive environment.

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1.  I want to see POSITIVE school culture at Humboldt.

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1.  I want to see POSITIVE school culture at Humboldt.

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2.  Staff - not so many hoops to jump through, having fun and building real connections with students.  Students - being seen/recognized, being included/involved and given a voice.
3.  Reduced referrals, positive student voice?
4. Disconnect between teachers/students, negativity, fear of student behaviors, and high student needs.

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I don't feel like I chose this committee.  I was WEB LINK/Hallway

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I don't feel like I chose this committee.  I was WEB LINK/Hallway

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I want to ensure that culture and climate in the school is positive for staff and students.

Successful PBIS looks like and feels like:

Looks Like -  Together, Community & Celebrating

Feels Like - Safe, Positive & Family

Measurable Outcome:

School Wide Celebrations & Rewards Increase in each grade level, and there is a streamlined process.

Barriers to success:

-Staff and/students who may not be prepared to support the school wide positivity 100% of the time.

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1. Why PBIS? I am part of the WEB/Link Committee and it was pulled under the PBIS umbrella this year. That being said, I want to be a part of a team that addresses student concerns positively.

2. What do you believe a successful PBIS looks and feels like to staff? To students? A successful PBIS entails support and clearly communicated expectations to staff and students alike.

3. One measurable outcome I want to speak to by May 2020? I want to address student absences and tardies.

Barriers to Success: TIME!

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People need to be a in a positive environment and have healthy relationships.  Everyday.  We have to work extra hard at being kind, patient, and self aware of how our actions impact others and leave a bucket filling impression for the people we have contact with in realtime, daily.

# data[].attributes.subject
People need to be a in a positive environment and have healthy relationships.  Everyday.  We have to work extra hard at being kind, patient, and self aware of how our actions impact others and leave a bucket filling impression for the people we have contact with in realtime, daily.

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It looks and Feels like students know and understand the difference between what is expected and what is not.  They understand that there is a continuum of how behaviors have consequences that enhance or decrease behaviors and learning and that support their success and the success of others around them.  Students feel supported, they are recognized for who they are and what they contribute and they feel safe.  Staff feel they have avenues to teach and reach students to build relationships,

that enhance their jobs and the work they do with students.  Staff may not know that the work we have done is very intentional and we have made significant progress in building systems and supports for students and staff.  We have been recognized as an exemplar school for this work and it is hard to communicate that when the focus is on the negative and what "isn't being done."

A measurable outcome is a decrease in referrals and dis/susp schoolwide.

A barrier is a lack of District training and direction for overall PBIS implementation and fidelity.  The negativity and aggressive behavior that some staff display towards students and staff is shocking at times.  It derails the work that could be so beneficial.  Staff need to self reflect before blasting others for "not doing their job" or "Nothing is happening" that also derails.  Always and Never statements are climate destroyers and Im unsure that the awareness is there for some adults to carry this work through.

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Why PBIS?

I wanted to work with behavioral staff and discuss positive approaches to class behavior.

What do you believe successful PBIS looks and feels like to staff? To students?

Students should be aware of their PBIS points status and yearn for more points, while understanding how to get those points practically.

One Measurable outcome you want to speak to by May 2020?

Less write-ups in my classroom- more PBIS rewards

Barriers to success

Students do not know their status. Students view PBIS points as worthless at times (too many points required to get a small reward). Not enough teachers handing them out.

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1.) Web/Link
2.) Follow through on procedures
3.) Procedures communicated clearly and followed through consistently
4.) Communication with staff, students, and admin