Arundel High School Presenters: Sarah Lynne Walsh and Kathleen Soares March 27, 2012 PBIS.
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Transcript of Arundel High School Presenters: Sarah Lynne Walsh and Kathleen Soares March 27, 2012 PBIS.
Arundel High
SchoolPresenters: Sarah Lynne Walsh and Kathleen
Soares
March 27, 2012
PBIS
School Overview PBIS History and Current Program Administrator RoleRoadblocksData Results
PBIS at Arundel High School
Arundel High SchoolGambrills, MD
1 of 12 comprehensive HSs in AACPS
Signature: Global Citizenship and Community Development
Core Values: Respect, Responsibility, & High Expectations
Large, all-American high school with rigorous academics and extracurricular opportunities
Diverse population, changing demographics
Tradition, community, PRIDE
Arundel High School
AHS Demographics
14% FARMS8% Special Education
Introduction of PBIS
Established in 2004 – 2005 by committee of teachers who attended PBIS training Focus on the positives, classroom management techniques Philosophy of program matched school needs Principal, administrative support Introduced at beginning of school year in ½ day, small-group PD sessions
“You Can’t Hide That Wildcat PRIDE!”
Posters, Signs, T-shirts, Newsletters, Website, Announcements
PBIS – Program Points
PBIS Committee – 20 staff members, including two co-chairs and an APPride Bucks – tickets for positive recognition/interactions, drawings with student and staff incentivesClassroom vs. Office Managed Behaviors, Minor Incident Reports (MIRs), ReferralsStaff Staff with CertificateData Monitoring and Sharing Monthly
Updated Program Points
Pride Matrix for each class Pride Paws Pledges in each classroom Pride Pause (PAWS) – weekly e-mails with helpful hints and reminders No Referral Rallys during peak months Brief “Best Practices” PD monthlyRenewal of Program this school year –
at start of school year revisited rationale, current status, school goal, focus on soft offenses, teacher reflection
Pride Bucks
Issued for positive recognition and interactions with staff members
Collected for bi-weekly drawings by administrators and counselors with student and staff incentives,
35, 000 issued this year so far
Classroom vs. Office Managed Behavior Flowchart
updated at start of 2011 – 2012 school year with staff input
Three carbon copies – student, teacher, administrator
Teacher identifies and documents inappropriate behavior and addressing of behavior
Parent Contact
Various consequences – seat change, time out, WCH (lunch) or after school detention
Minor Incident Reports (MIRs)
Staff Staff
Data Monitoring
School Wide Information System (SWIS) and
SMS Chancery
Referrals entered, MIRs filed in discipline records
Faculty presented with monthly updates
Red-zone students, specific areas and times are
identified and addressed
Interventions for students
Supports for teachers
Bi-weekly discipline discussions, data review by
administration/school leadership
Completed by each student in every class period at the start of each semester
Class discussion activity about what PRIDE looks, sounds, feels like in each learning environment
PRIDE Matrix
Written pledge signed by every class member and their teacher for each class period
Displayed in each classroom throughout the semester
PRIDE Paws
Pride Pause (PAWS) E-mails sent out each week to full staff by different teachers with helpful hints and reminders about classroom management, relationship building, and/or PBIS initiatives
Administrator Role
Common Expectations - observations, feedbackFocus on Red Zone StudentsDiscussions with TeachersConsistency, Problem SolvingModeling BehaviorsDistribution of Pride BucksCollection of Pride Bucks for DrawingsProgram Follow-through
PBIS Potential Roadblocks
Transition period for teachers – additional steps, documentation before referralsPD, training for experienced staff and new staffFollow through by teachersTime, Organization, ResourcesCounty specific - code of conduct, teacher contract
Data
54% decrease in office referrals at the end of January 2012 compared to the same time last school year
40% decrease in out of school suspensions at the end of January 2012 compared to the same time last school year
Results
Renewed focus on providing a quality learning environment for all studentsDrastic reduction of referrals, more targeted intervention and support plansOn track to meet school SIP discipline goals Improvement in school climateContinue to target dis-proportionality
Questions?Sarah Lynne Walsh [email protected] Soares [email protected]
Wildcats Showing Their PRIDE -
We Are ARUNDEL