PBIS
Arundel
High School
Presenters: Sarah Lynne Walsh and Kathleen Soares
March 27, 2012
PBIS at Arundel High School
School Overview
PBIS History and Current
Program
Administrator Role
Roadblocks
Data
Results
Arundel High School
Gambrills, MD
1 of 12
comprehensive HSs
in AACPS
Signature:
Global Citizenship
and Community
Development
Core Values:
Respect,
Responsibility, &
High Expectations
Arundel High School
Large, all-American high school with
rigorous academics and
extracurricular opportunities
Diverse population,
changing
demographics
Tradition, community, PRIDE
AHS Demographics
14% FARMS
8% Special Education
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
“You Can’t Hide That
Wildcat PRIDE!”
Posters, Signs, T-shirts,
Newsletters, Website,
Announcements
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
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
Pride Bucks
Issued for positive
recognition and
interactions with
staff members
Collected for biweekly drawings
by administrators
and counselors
with student and
staff incentives,
35, 000 issued
this year so far
Classroom vs.
Office
Managed
Behavior
Flowchart
updated at start
of 2011 – 2012
school year
with staff
input
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
Staff Staff
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
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
PRIDE Paws
Written pledge signed by
every class member and
their teacher for each class
period
Displayed in each
classroom throughout the
semester
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
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
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
Data
54% decrease in office referrals at the end
of January 2012 compared to the same
time last school year
40% decrease in out of school suspensions
at the end of January 2012 compared to
the same time last school year
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
Questions?
Sarah Lynne Walsh slwalsh@aacps.org
Kathleen Soares ksoares@aacps.org
Wildcats Showing Their PRIDE -
We Are ARUNDEL