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 slwalsh@aacps.orgKathleen Soares ksoares@aacps.org

Wildcats Showing Their PRIDE -

We Are ARUNDEL