1. 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, 9 th -12 th 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 1 st Period Classes –Introduced tools –Explained expectations (Poster) –Interactive demonstrations Pride Matrix –Teachers presented expected behaviors for their class –Matrices were checked for completeness in 1 st 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. Questions?