Arundel High SchoolArundel High School

“Sustaining and Expanding with

PBIS”

Introductions Team Leader: Sheila Brooks Teachers: Sarah Poole, Marianne Ogle, Anne

Mackenzie, Frank Hood, and Diane Kirk Parents: Lisa Eliot, Julian and Freda Flood Students: Danielle Bagley, Francell Flood School Psychologist: Pat Cain-Hagan (Red Zone

Staff) Counselor: Sue Young (Red Zone Staff) Administrator: Merlene Clarke Monthly Meetings: Weekly Informal Meetings

• Arundel High School– Enrollment: 2200 students, 9th-12th grade– Principal: Sharon Stratton

• Examine techniques on motivating staff and students to buy into the program

• Evaluate the role of the community in the PBIS program

• Examine how the team can utilize data to make decisions

Outcomes

Story of PBIS at

Arundel:

Summer of 2004

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

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

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 Inc ident Repor t s

•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 Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

I. Updates of TeamII. Upcoming Forums Attendance/PresentationsIII. Review of the Latest SWIS Data

– What is…• our area of most immediate concern?• our most effective use of our resources to address these

concerns?• happening School-wide and are we meeting our goals?

– Are we…• doing what we said we would for individual students? • interpreting office referrals?• comparing to previous years? making improvements?• addressing specific areas of concern? i.e. referrals by,

behaviors, location, time of day, by specific student.

Typical Agenda- March 06

Staff Buy-In

• Key = Showing Them Data– Distributing data at faculty meetings

and through emails– Graphs and visuals

• Teacher Recognitions– Weekly drawings– Thank you’s– PRIDE t-shirts

Major Disruptions Aug 30-J an 31

0

100

200

300

400

Num

bers

03- 04

04- 05

05- 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 DisruptnInsub/

RTSOPTardy Truant

Staff Buy-In

• Silent Auction (New Incentives)– A chance to “cash in” for those who save bucks

• End of the Year Drawing • PRIDE Announcements

– Student announcers reading scripts and recognizing weekly PRIDE buck drawing winners

– Principal acknowledging class activities

• School Store– New Arundel gear

Keeping it New and Novel

• Tie into Existing Policies– County Code of Conduct presented to

students through PRIDE lesson and

• Make the Buck have Value– Homework passes– Bathroom passes– MP3 players, McDonald’s gift cards

• Easy buy in with 9th and 10th grade

Student Buy-In

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

• A Decrease in the Percentage of Students:– dropping out– expelled from school– absent from school 12 or more times– suspended from school one or more

times– referred for disciplinary action 10 or

more times

AYP Data

• State Assessments

• Government and Biology– Increased from the 03-04 school year

• Algebra– Decreased from the 04-05 school year

AYP Data

Baseline 01-02

03-04 04-05 Target 05-06

Geometry 42 53.5 66 72*

English 10 37.6 43.7 53.9 72

* Geometry is no longer an assessed area

• Referrals

• Saving administrators approximately…

SWIS/SASI Data

Cut Disrespt Disruptn Insub. Tardy Truant

03-04 231 238 268 406 317 120

04-05 100 186 271 421 523 88

05-06 91 144 281 390 650 83

Filtered

05-0683 140 252 376 648 83

– 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

Data Based Decision Making

• PRIDE STORE– Staffing the store– Items to sell in the store

• Returning Bucks– Approximately 1000 bucks are

distributed per month– As of early April, however…

P R I D E Multi Non Spec Total

#s 29 224 219 65 12 149 184 882

Problems to Address

• Coffee with the Principal (Sept)• PTSO president and parents on team• Donations

– PTSO • recognitions, money, passport, thank-you’s

– Police Department (bikes)– Rita’s Italian Ice– Chick-Fil-A– Other Small Businesses in Crofton,

Odenton, and Gambrills

Community Involvement

• Working Smarter Not Harder

– Connecting Arundel Teachers and Students (CATS)

– Kick Off Mentors (KOM)– Ninth Grade Academy– Literacy Committee– Strive for 25– Summer Reading Program

Integrating Initiatives

Questions?Questions?