Arundel High School “Sustaining and Expanding with PBIS”
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Transcript of Arundel High School “Sustaining and Expanding with PBIS”
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?