“Not Just for Little Kids:
PBIS Meets High School!”
North Point High School
June 2011
Overview of Today’s
Presentation
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An overview of basic information about North
Point High School’s PBIS program.
North Point programs and incentives
designed to promote positive school culture,
maintain safety, and increase academic
achievement by engaging 14-18 year olds.
Specific Interventions at North Point.
A Timeline of PBIS at North
Point
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North Point opened in 2005 with grades 7 – 9. The
middle school grades were phased out as we moved
along in years.
The 08/09 SY was the 1st year we housed only grades 9
– 12.
PBIS began midyear 2005-6.
Initially, our program was run more like a middle school;
now, we focus on how to make incentives and initiatives
appealing and effective for 14 to 18 year-olds.
We have seen positive trends in discipline data as well as
academic achievement.
How We Implement PBIS
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A PBIS committee works to gather suggestions
from the school and community and brings
those to monthly committee meetings. ALL are
welcome to attend these meetings.
We re-introduce and refresh on PBIS basics
each year with staff in August. We share data
monthly at staff meetings.
We review frequently with staff and students by
using classroom (“warm-up”) reviews as well
as through “commercials” on the morning
announcements.
North Point Eagles SOARR
with Professionalism
Safety, Organization, Achievement,
Respect, Responsibility
Positive behavior is expected in
ALL areas of the school …
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Safety, Organization, Achievement, Respect and
Responsibility may be a little different in different
areas – the gym, for example, is different from a
technology classroom which is different from a
history classroom
Professionalism, represented as students
S.O.A.R.R., can be shown everywhere!
North Point’s Motto: The Real World Starts HERE!
Discipline Data – PBIS is
working!
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Office Referrals:
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2008-2009: 1659
2009 – 2010: 1491
2009 – 2010 (Aug – Jan): 820
2010 – 2011 (Aug – Jan): 688
Suspensions:
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2008 – 2009 – 393
2009 – 2010 – 320
2009 – 2010 (Aug – Jan): 188
2010 – 2011 (Aug – Jan): 147
Data for 2010-11 School Year
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For the 2010-11 School Year:
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There were 1583 students (71.24%) who had 0 referrals.
There were 356 students (16.02%) who had only 1 referral. (Of
those 356, 126 were technology/cell phone referrals.)
There were 238 students (10.71%) who had between 2 and 5
referrals.
There were 28 students (1.27%) who had between 6 and 8
referrals.
There were 17 students (0.77%) who had more than 9 referrals.
Overall, this means 87.26% of our students had no
more than one referral all year.
“Teaching” the Students
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Universally:
Students have been taught the expectations that
our school has.
Introductory Power Point and Lesson Plan
Student created posters
School-wide contest
Printing Technology program
Student created ‘commercials’ through the TV
production class on the AM announcements as
well as other courses (Speech, English, and
Multimedia).
COMMERCIALS
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A moment to view a few of our student
produced PBIS “Commercials”
“Eagle Card” Coupon Books
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Students who consistently do the right thing will be
recognized with the Eagle Card status.
Eagle Cards were invented as a response to the
complaint “only the ‘bad’ kids get rewards when they
finally do the right thing!”
This can be earned each quarter.
Students receive a coupon book w/ a variety of items
including coupons for drawings, entry to games and
activities, dance/Prom tickets, cafeteria items and more.
Student names become part of a pool from which names
are drawn for special Eagle Card rewards.
Eagle Card Criteria
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No more than 2 excused absences per
quarter. (No unexcused absences.)
Grades of C or better in all classes.
No discipline referrals.
Eagle Letters
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Recognition of exemplary behavior – “above and
beyond”
Adult quality recognition
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Letter, signed by the principal, recognizing positive action
by an individual student
• May become a part of the Senior Portfolio
Unexpected acknowledgement – students do not know
when they have been nominated by a teacher or staff
member
Given to the student during a class in front of peers; given
by their vice principal or the principal.
Creates a positive example to peer group and spreads a
positive vibe to the class and the school!
Eagles Who Care
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Students nominate other students who “go
above and beyond” to help them at school,
even if just by “being there” and making the
day better.
Nominations posted outside of the media
center for all to see.
Frequent drawings – students who are
nominated as well as those who nominated
them can win prizes such as giftcards.
Staff Recognition
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Golden Egg Awards
• Recognizing the ‘Good Eggs’
• Nominations are by both staff and students
• May be for any staff member
• Recognition before peers of positive
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interactions and influences
One monthly golden egg nominee is chosen
at random to receive the honor of displaying
the actual “Golden Egg”
It’s the lunch time you’ve
always dreamed of!
You’re gonna LIKE it!
NEST – “One Hour Lunch”
Concept
• NEST stands for: Nutrition,
Extracurriculars, Socialization, and
Tutoring
• All 2200+ students go to lunch at
11:00AM!
• Divided into “two halves.”
During NEST, Students…
• Attend tutoring sessions (either
individual or group as set up by
teachers)
• Participate in clubs and activities (formal
(like NHS, Student Government) and
informal (Scrabble Club and Yard
Games)).
• Socialize with friends (they can sit
anywhere except a few “off limits” areas)
During NEST, Teachers…
• Give one-on-one reviews, administer
“make-up” work, and allow students
access to them in a new way (no more “I
have X to do after school” excuses!).
• Log in/out students for data and
monitoring purposes
• Do a “hall duty” at least once per week
• Attend team meetings
• Eat lunch! (30 minutes uninterrupted
time)
By the Numbers…
Year
Total Suspensions
Total Days Served
Avg. No. of Days Suspensions to the
per Suspension
Superintendent
2008-2009
2009-2010
2010-2011
393
351
295
770
667
595
1.9
1.9
2.0
47
47
34
• Suspensions decreased by 56 suspensions
• Less than 10 fights all school year
• Major suspensions (to the superintendent)
decreased by 13
Positive Results
• Students have responded positively and
have met the challenges this “new
freedom” provides.
• More than doubled the number of clubs
offered at NPHS
• Increased the number of students
receiving “tutoring” and additional help
(eliminated barriers such as
transportation and schedule conflicts)
Academic Interventions at
NPHS
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“GRADS”: Growing Responsibility,
Academics, and Discipline for Success.
Check-in/Check-Out
GRADS
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Meets at NEST (lunch)
Targets “at risk” 9th graders, students currently failing or in
danger of failing 9th grade or in upper grades repeating
courses/behind in credits.
Provides mentoring and group support
Provides lessons on “basics” such as organization, testtaking, self-discipline, and time management
Check-in/Check-out
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Serves approximately 25 students per year who
are “yellow zone” students
Students who perform expected behaviors less
than 80% of the time.
Referred by teachers, counselors, staff, and/or
SST.
Individually paired with mentors (staff who would
be a good fit are asked to participate)
Individual student/mentor team determines
rewards that best motivate the particular student
Other Interventions and
Supports at NPHS
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Peer Mediation Group
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Meets at NEST time. Students are trained to listen to
conflicts between students and help mediate a resolution.
Diversity Club
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Meets at NEST and after school. Encourages open
conversation about racial and other issues that affect the
school and its culture.
Student to Student and Passport
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For new students to NPHS to help acclimate them to our
world!
“Feature Fridays!”
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Each Friday, we announce winners from various PBIS
contests and randomly chosen winners from Eagle Card
Recipients, etc on the afternoon announcements.
Administration’s Role
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Our administrators attend all PBIS meetings. At the
meetings, “open and honest” talk about school climate
and data is supported and encouraged.
Administrators privately “drill down” data (especially
referral data) to particular students in order to refer to
interventions/SST Team.
Administration works together to address concerns raised
by the PBIS team. Support the use of incentives by
presenting Eagle Letters and “taking tickets” at “Eagle
Card” incentive events.
Support staff by enforcing consistent discipline using the
behavior matrix and a developed discipline matrix.
Constant self (and team) and program re-evaluation!
Fostering and Developing Staff BuyIn: Focusing on the Positive!
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At the beginning of the school year, a “PBIS refresher” is held
reviewing key beliefs of the PBIS program. A “first time”
training is held for new staff members.
Throughout the school year, data is shared frequently in order
to foster buy-in and “problem solving” in order to develop and
maintain staff efficacy.
Staff receive rewards such as “Golden Egg” and “attendance
incentives.”
“Good News” is shared at the beginning of each staff meeting
to foster the positive attitude necessary for PBIS success; staff
are encourage to share “good news” events as well as “good
news” encounters with students.
Individual and/or group training is held with teachers either with
administrators, colleague mentors, or department members if
teachers struggle with developing and maintaining PBIS ideals
in the classroom.
Thanks for Listening!
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Feel free to contact us at North Point if you’d
like to know more:
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Carrie Akins: cakins@ccboe.com (Administrator)
Linda McLaughlin: lmclaughlin@ccboe.com
(Committee co-chair)
Chuck Skinner: cskinner@ccboe.com (Committee cochair)
Sarah Wyse: swyse@ccboe.com (team member)
Sarah Russell: serussell@ccboe.com (team member)
Celeste Henderson: chenderson@ccboe.com (PBIS
Coach/School Psychologist)