Arundel High School Presenters: Sarah Lynne Walsh and Kathleen Soares

1. PBIS Arundel High School Presenters: Sarah Lynne Walsh and Kathleen Soares March 27, 2012

2. PBIS at Arundel High School • School Overview • PBIS History and Current Program • Administrator Role • Roadblocks • Data • Results

3. Arundel High School Gambrills, MD 1 of 12 comprehensive HSs in AACPS Signature: Global Citizenship and Community Development Core Values: Respect, Responsibility, & High Expectations

4. Arundel High School • Large, all-American high school with rigorous academics and extracurricular opportunities • Diverse population, changing demographics • Tradition, community, PRIDE

5. AHS Demographics 14% FARMS 8% Special Education

6. 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

7. “You Can’t Hide That Wildcat PRIDE!” Posters, Signs, T-shirts, Newsletters, Website, Announcements

8. PBIS – Program Points • PBIS Committee – 20 staff members, including two co-chairs and an AP • Pride Bucks – tickets for positive recognition/interactions, drawings with student and staff incentives • Classroom vs. Office Managed Behaviors, Minor Incident Reports (MIRs), Referrals • Staff Staff with Certificate • Data Monitoring and Sharing Monthly

9. 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 monthly • Renewal of Program this school year – at start of school year revisited rationale, current status, school goal, focus on soft offenses, teacher reflection

10. 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

11. Classroom vs. Office Managed Behavior Flowchart updated at start of 2011 – 2012 school year with staff input

12. Minor Incident Reports (MIRs) • 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

13. Staff Staff

14. 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

15. PRIDE Matrix • 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

16. PRIDE Paws • Written pledge signed by every class member and their teacher for each class period • Displayed in each classroom throughout the semester

17. 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

18. Administrator Role • Common Expectations - observations, feedback • Focus on Red Zone Students • Discussions with Teachers • Consistency, Problem Solving • Modeling Behaviors • Distribution of Pride Bucks • Collection of Pride Bucks for Drawings • Program Follow-through

19. PBIS Potential Roadblocks • Transition period for teachers – additional steps, documentation before referrals • PD, training for experienced staff and new staff • Follow through by teachers • Time, Organization, Resources • County specific - code of conduct, teacher contract

20. Data

21. 54% decrease in office referrals at the end of January 2012 compared to the same time last school year

22. 40% decrease in out of school suspensions at the end of January 2012 compared to the same time last school year

23. Results • Renewed focus on providing a quality learning environment for all students • Drastic reduction of referrals, more targeted intervention and support plans • On track to meet school SIP discipline goals • Improvement in school climate • Continue to target dis-proportionality

24. Questions? Sarah Lynne Walsh slwalsh@aacps.org Kathleen Soares ksoares@aacps.org

25. Wildcats Showing Their PRIDE -

26. We Are ARUNDEL