McCormick Elementary

Cindy Beaven 5101 Hazelwood Avenue

Baltimore, MD 21206(410)887-0500

cbeaven@bcps.org

Referrals

• Our referrals have decreased in the past few years.

• 2001 - 490 Referrals• 2002 - 210 Referrals• 2003 – 134 Referrals

0

100

200

300

400

500

600

2001 2002 2003

How did we lower the referrals?

Back to School Week Discussion on Behavior Management

• We discussed student expectations and behavior management as a faculty. When should you send a student to the office?

• We decided to follow a continuum when an inappropriate behavior occurs.

• 1. Verbal Warning• 2. Time-out in the classroom• 3. Time-out with a teacher partner• 4. Time-out room

Strive for Five

• Be respectful.

• Be safe.

• Work peacefully.

• Strive for excellence.

• Follow directions.

Reviewing Strive for Five

Monitoring Strive For Five

Careful Placement of Teachers

• Teachers are assigned specific areas during morning arrival and dismissal time so all students are monitored.

• Students need to be seen at all times.

Monitoring Dismissal

Routines are taught and reviewed throughout the year.

• Locker and hallway behavior

• Classroom expectations

• Cafeteria expectations

• Assembly expectations

• Bus rules

Reviewing Strive for Five

Quarterly Assemblies

• First Quarter The teachers performed skits about the strive for five rules. Students

guessed which rule was shown. This helped all students review strive for five from the beginning of the year.

Second Quarter Teachers selected students to perform skits about strive for five.

Students needed to guess the rule.

Third Quarter

• We had 3 different assemblies.– Pre-k, k, and 1-We made overhead puzzles of the

pictures from strive for five. Students had to put the puzzle together and figure out which rule was represented.

– 2-3 Respect was addressed. A teacher dressed up as Aretha Franklin and sang “Respect.” Students were able to listen to the song and think about its meaning. Students read an acrostic poem for respect.

– 4-5 Students reviewed Strive for Five by completing a word puzzle and discussing how to accomplish each rule.

R E S P E C T

Quarterly Incentives

• Teachers are asked to choose the students who consistently strive for five. Those students are invited to the incentive.

• First quarter: ice-cream sandwich• Second quarter: beach party

We purchased leis for the students. Students ate their lunches in the recreation room, played beach volleyball, and listened to beach music.

Beach Party Limbo

Quarterly Incentives

Third quarter: picnic outsideStudents brought their lunches outside and had a picnic. We purchased bubbles and sidewalk chalk. We borrowed balls and jump ropes from the gym.

Fourth quarter: picnic lunch and a snowballWe use Title I money and grants to purchase the

incentives.

Picnic Time

What a great day!!!

Teachers Volunteer to Help

Extra Effort Club

Respect Tickets

• Teachers are given a roll of tickets. They can hand them out when they catch a student being respectful.

• On Friday, we have a school wide drawing. We make sure that 1 student per grade level wins a prize. The drawing is televised.

• We have purchased small prizes such as gel pens, folders, and games. This year, we purchased radios with grant money. This has been very motivating.

The Lucky Winner Is . . .

Cafeteria Behavior

• We have a green, yellow, red apple system. Students start with a green. If the table is being too loud, they receive a yellow apple. They can earn the green apple back by displaying appropriate behavior.

• When the class earns a green apple, they receive a tally mark. Five tally marks earn them a blue ribbon. The class with the most blue ribbons earns a prize.

Great Cafeteria Behavior

Referral Data2002-2003

0 Referrals1 Referral2 + ReferralsSlice 4

Arundel High SchoolArundel High School

“Smarter not Harder”

Working together to create a positive environment…

Introductions

• Team Leader: Lisa Sigmon– Sheila Brooks, Sarah Poole, Pat Cain-Hagan, Kristin

Carroll, Tim Guy, Marla McMullen

• Administrative Liaison: Merlene Clarke• Principal: Sharon Stratton• Presenter: Tim Guy

• Arundel High School– Enrollment: 1995 students, 9th-12th grade

– 1001 Annapolis Road– Gambrills, MD 21054– (410)-674-6500

The Old Way

• Teachers– Inconsistent consequences– Minor Incidents not reported– Implementing multiple character education

programs

• Administration– Time consumed with referrals– Unaware of minor Incidents– Only see problem students

The Old Way

• Problem Students– Unaware of expectations– Focus of teacher attention– Losing time in class– Detention -> Referral System – Suspension/Expulsion

• Majority of Students– Little interaction with staff– Not recognized for positive behavior

First Look at PBIS

• Focus on Positive Reinforcement

• Data Analysis– Referrals– Minor Incidents

• Consolidates Character Education Programs

• Improves Consistency of Consequences

• Increases Awareness of Behavior

• Resources Provided to Model Program

Planning the Program

• Team– Teachers, Administrator, Guidance Counselor, and

School Psychologist

• Acronym– PRIDE

• Positive• Responsible• Involved• Diligent• Efficient

• General Expectations Within Each Category

Planning the Program

• The Matrix

– Organized by area and expected behavior

– States expectations, not negative behaviors

– Consolidated:

• County code of conduct

• Current character education programs

– Clear concise wording

– Written in student language

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

Improving Consistency

• County Code of Conduct

– Classroom vs. office managed behaviors

– Levels of consequences

– Aligned with PBIS

• Flowchart

– Improved practicality of Code of Conduct

– Outlines management procedures

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

Minor Incident Reports

• Overall Design

– Smaller than referral

– In triplicate

– Replaced Detention Forms

• Pre-Referral Documented Step

• Flexible Consequences

– Ex: Detention, reflection, parent signature, etc.

• Administrative Intervention Before Referral

Proof of PRIDE

• Purpose

– Encourage positive behavior

– Increase student teacher interaction

– Improve school climate

• Deposited in cafeteria

– Weekly/Monthly/Semester drawings

• Issuing Teacher Recognized

Faculty Onboard

• Faculty In-service

– 90 minute presentation

– Premise

– Tools

– Modeling

• Presented as “Smarter not Harder”

• Faculty Extremely Supportive

Rollout

• December 2004

• Lessons to Students in 1st Period Classes

– Introduced tools

– Explained expectations (Poster)

– Interactive demonstrations

• Pride Matrix

– Teachers presented expected behaviors for their class

– Matrices were checked for completeness in 1st period

Data Monitoring

• School Wide Information System (SWIS)

– MIR’s and Referrals entered

– Faculty presented with results at faculty meetings

– Problem areas addressed

– Problem students identified

So Far…

• Data Entry Issues

• Upper Classmen

• Procuring Funds and Donations

• 8,000 Bucks distributed

• All Staff Utilizing MIR’s

• Reduction in Referrals (1660 to 1495)

Future of Pride

• Pride Store

• Posters of Expectations by Area

• Faculty Recognitions

• Students/Parents on the Team

• New Teacher, Staff and Substitute Training

• Creating an Overall Positive Environment

Questions?Questions?