Arundel High SchoolArundel High School“Working Smarter

Not Harder”

Working together to create host environments…

Introductions Team Leader: Sheila Brooks Teachers: Sarah Poole, Marla McMullen, Marianne

Ogle, Anne Mackenzie, Frank Hood, and Sydatris Smith

Parents: Lisa Eliot, Julian and Freda Flood Students: Danielle Bagley, Francell Flood School Psychologist: Pat Cain-Hagan Counselor: Sue Young Administrator: Merlene Clarke

• Arundel High School– Enrollment: 2020 students, 9th-12th grade– Principal: Sharon Stratton

• Analyze the sustained PBIS structure at Arundel High School

• Examine how data is collected and shared between administration and staff

• Recognize how the program can be formatted to suit each individual school

Outcomes

EXPECTATIONS CLASSROOMS/HALLWAYS/ STAIRWELLS/OUTSIDE

CAFETERIA RESTROOM BUS OTHER

Positive Make appropriate comments; Demonstrate reasonable behavior

Follow rules and directions of ADULTS Treat others respectfully and say positive things Be Honest Stay out of others personal space Display affection appropriately

Follow school rules Treat others respectfully and say positive things Be Honest Stay out of others personal space Display affection appropriately

Follow school rules Treat others respectfully and say positive things Stay out of others personal space

Follow rules and directions of ADULTS Treat others respectfully and say positive things Be Honest Stay out of others personal space Display affection appropriately

Follow rules and directions of ADULTS Treat others respectfully and say positive things Stay out of others personal space Display affection appropriately

Responsible Be accountable for my actions; think before I act

Follow school rules Be present, prompt and prepared Remain in designated areas Control and accept consequences for my behavior Choose not to bring tobacco, alcohol, other drugs, weapons, or distracting things to school Follow dress code policy Use appropriate language Follow academic integrity policy

Control my behavior and accept consequences Use appropriate language Choose not to bring tobacco, alcohol, other drugs, weapons, or distracting things to school Clean up after yourself Return promptly

Control my behavior and accept consequences Use appropriate language Choose not to bring tobacco, alcohol, other drugs, weapons, or distracting things to school Clean up after yourself Return promptly

Be on time Control my behavior and accept consequences Use appropriate language Stay off private property Choose not to bring tobacco, alcohol, other drugs, weapons, or distracting things to school

Be on time Control my behavior Follow dress code policy Use appropriate language Accept consequences for my behavior Choose not to bring tobacco, alcohol, other drugs, weapons, or distracting things to school

Involved Work with others; maintain a clean, safe environment

Work with others without arguing or fighting Participate in class activities and discussions Take care of all school property

Work with others without arguing or fighting Eat quietly and stay in your seat Wait your turn and stay in line

Use appropriate hygienic practices (flush toilet, wash hand, put paper in trash can)

Work with others without arguing or fighting Wait quietly and orderly Stay in your seat

Work with others without arguing or fighting Stay in assigned area

Diligent Be persistent; give attention to completing a task

Report any problems to adult Complete my own classwork and homework Work quietly Keep focused on my work

Report any problems to adult Report any problems to adult Report any problems to adult Report any problems to adult

Efficient Make the best use of my time and resources; implement effective solutions to problems

Solve problems without arguing or fighting Work quietly Use materials for their intended purpose Follow rules about safety

Solve problems without arguing or fighting Follow rules about safety

Solve problems without arguing or fighting Follow rules about safety

Solve problems without arguing or fighting Follow rules about safety

Solve problems without arguing or fighting Follow rules about safety

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning•Once written, file a copy with administrator•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Incident Reports•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning•Once written, file a copy with administrator•Take concrete action to correct behavior (i.e. assign detention,complete behavior reflection writing, seat change)

SIDE BAR on Minor Incident Reports

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

Proof of PRIDE

• Purpose– Encourage positive behavior– Increase student teacher interaction– Improve school climate

• Deposited in cafeteria– Weekly/Quarterly drawings– PRIDE Store (School Store)

• Issuing Teacher Recognized

Forms of Data

• Media Center- observing frequency of buck distribution

• Cafeteria and PRIDE store – calculating buck collection

• SWIS/SASI- identifying high fliers and matching data to the climate

Where we were…

Where we are going…Major Disruptions Aug 30-Jan 31

0

100

200

300

400

Numbers

03-0404-0505-06

03-04 75 110 133 321 177 50

04-05 53 100 163 236 341 32

05-06 42 67 143 199 362 42

Cut Disresp Disruptn Insub/ RTSOP

Tardy Truant

“Honeymoon Phase” • Referrals up in some areas• Feb/March SWIS/SASI data discovery• 2100 Bucks distributed in • March (70 per teacher)• To date we have collectedP R I D E Multi Non Spec Total

#s 29 224 219 65 12 149 184 882

Administration and Data

•Receiving Data– RST and SIT examine SWIS/SASI

data in meetings

– Staff meetings address data when examining issues of the school

Administration and Data•Using Data

– Administrative Duties arranged around SWIS/SASI data

– Change of teacher duties (breakfast and lunch) due to data

– Order in which the buses are set up outside of the school

– School psychologist and guidance counselor using “Why Try?” Program

– Daily Check-in/Check-out

Teachers and Data•Receiving Data

– Data distributed at faculty meetings and emails

– In-service new teachers on PBIS– Working on…

•Professional Development•how to use the MIRs/referrals as

communication tools with the student and parent

Teacher’s and Data•Using Data

– Pride Bucks used as bathroom or homework passes

– Classroom recognition drawings (P.E. classes)

– Identifying high fliers and implementing interventions

– Addressing Instructional Practices•Common Course Syllabi•Conscious Classroom Management•Brain- Based Learning

• Physical Education Power Point

PRIDE in the ClassroomP R I D E

1A Positive Words Only

Bring Pen

Raise Hand

Do Homework

Ready at the Bell

2A

3A

4A

• Student matrix completed during the first two days of classes every semester