arundel high school “smarter not harder” working together to create a positive environment…
TRANSCRIPT
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?