1. P R I D E Arundel High School Arundel High School “Smarter not Harder” Working together to create a positive environment…

2. 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

3. 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

4. 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

5. 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

6. Planning the Program • Team • Teachers, Administrator, Guidance Counselor, and School Psychologist • Acronym • PRIDE • Positive • Responsible • Involved • Diligent • Efficient • General Expectations Within Each Category

8. 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

10. 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

12. 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

14. Proof of PRIDE • Purpose • Encourage positive behavior • Increase student teacher interaction • Improve school climate • Deposited in cafeteria • Weekly/Monthly/Semester drawings • Issuing Teacher Recognized

15. Faculty Onboard • Faculty In-service • 90 minute presentation • Premise • Tools • Modeling • Presented as “Smarter not Harder” • Faculty Extremely Supportive

16. 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

18. 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

19. 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)

20. 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

21. P R I D E Questions? Questions?