Windsor High School: School-Wide Positive Behavior Support A Journey Begun…

1. Windsor High School:School-Wide Positive Behavior SupportA Journey Begun…

2. Implementation Levels RPDC Windsor, MO Windsor JR/SR High Classroom Student

3. 2009-10 PBS Windsor Jr/Sr High School

4. READY RESPECTFUL RESPONSIBLE

5. 2009-10 PBS Team Members • Gwenda Barton, High School Principal • Annessia Powell, Special Education Director • Will McKnight, PBS Coach • Kurt Howell, PBS Data • Linda Burns, High School Counselor • Carrie Pummill, Co-Cheerleader and Co-Incentive Chair • Chris Micheals, Secretary and Minutes • Maureen Clark, Newsletter Editor and Co-Incentive Chair • Doug Gantz, Mega Hound Chairman • Jennifer McKnight, Co-Cheerleader, Assistant Mega Hound • Wendy Daugherty, Webmaster • Bob Rethemeyer, Central RPDC

6. PBS School Goal • Students at Windsor High School will meet the three building-wide expectations specified in The Greyhound Code of Conduct within both classroom and non-classroom settings at all times. • Building-Wide Expectations (The Greyhound Code of Conduct) • As a student at WHS, I will be • Ready • Responsible • Respectful

7. PBS Triage Team Managed: Multiple Offenses: Major and Minor (Repeated and Documented) Disruptions in Non-classroom Settings or In Multiple Classrooms: Major and Minor (Repeated and Documented) Office Managed: Alcohol, Assault: Physical or Verbal, Bus Referrals, Chronic Classroom Infractions, Classroom Disruption: Major Dishonesty (Major): Plagiarism, Dress Code (Failure to Comply), Drugs, Fighting, Gambling, Harassment (of Students or Teachers), Inappropriate Behaviors in the Hallway, Language: Aggressive and Excessive, Lateness/Tardiness, Skipping Class, Smoking, Threats: Verbal or Physical Truancy, Vandalism (Significant), Walking out of Class, Weapons Classroom Teacher Managed: Attitude/Tone, Calling Out in Class, Classroom Disruption: Minor, Dishonesty (Minor): Lying, Cheating (First Offense), Dress Code (Initial Warning), Dressing Out (Physical Education Classes), Electronic Devices (Universal Expectations), Food or Drink (Universal Expectations) Inappropriate Comments, Language (Between Students), Noncompliance, Non-preparedness, Put Downs, Refusal to Work, Sleeping, Tardiness (Tardy Sweep), Throwing Small Objects, Touching Others or Objects (Minor Offense) Henry County R-I RTI Model

8. PBS Triage Team Managed: • Multiple Offenses: Major and Minor • (Repeated and Documented) • Disruptions in non-classroom Settings or • In Multiple Classrooms: Major and Minor • (Repeated and Documented)

9. Office Managed: • Alcohol, Assault: Physical or Verbal, Bus Referrals, Chronic Classroom Infractions, Classroom Disruption: Major • Dishonesty (Major): Plagiarism, Dress Code (Failure to Comply), Drugs, Fighting, Gambling, Harassment (of Students or Teachers), Inappropriate Behaviors in the Hallway, Language: Aggressive and Excessive, Lateness/Tardiness, Skipping Class, Smoking, Threats: Verbal or Physical • Truancy, Vandalism (Significant), Walking out of Class, Weapons

10. Classroom Teacher Managed: • Attitude/Tone, Calling Out in Class, Classroom Disruption: Minor, Dishonesty (Minor): Lying, Cheating (First Offense), Dress Code (Initial Warning), • Dressing Out (Physical Education Classes), Electronic Devices (Universal Expectations), • Food or Drink (Universal Expectations) • Inappropriate Comments, Language (Between Students), Noncompliance, • Non-preparedness, Put Downs, Refusal to Work, Sleeping, Tardiness (Tardy Sweep), • Throwing Small Objects, Touching Others or Objects (Minor Offense)

11. General Lesson Template for Teaching School Behavioral Expectations When introducing school and/or classroom expectations, follow three basic steps.

12. Step 1: Introduce the Expectation • Briefly outline what the focus of the lesson will be, what activities will be engaged in, and what your expectations are for the lesson. • Check for understanding by asking students to tell you what they will be working on and doing during the lesson. • State the expectation and its definition.

13. Step 2: Demonstrate the Expectation • Model at least two positive and negative examples of the expectation; emphasize the positive. • Use another adult or a student to demonstrate these examples. • Give students observation tasks, such as: • “List all the things that I/he/she did that were ‘responsible’” • “List all the things that I/he/she did that were ‘not responsible’” • Conduct a role-play: choose one to three students to participate. • Require one student to demonstrate the skill in response to an example. • Have students fill out the blank “Greyhound Code of Conduct” with actions that would be required of each expectation in the various locations in the building. • Coach Students on key expectation (skills) as needed. • Refer to the expectation and the definition when giving feedback.

14. Step 3: Provide Monitoring and Feedback • Discuss the role-play, focusing on the targeted skill for the lesson. • Use key words when discussing the role-play. • Example: “That’s right, she walked facing forward; this action was responsible.” • Provide specific feedback to students during the discussion. • Use real situations throughout the day/class/quarter/year as needed for further examples to discuss and use for review.

15. Triage Team • Henry County R-I Triage Team • Teacher Information Sheet • What is the Triage Team? • A networking brainstorming opportunity for students who are at risk or currently unsuccessful in their classroom and/or in graduating with their class. • Who is on the Triage Team? • Annessia Powell • Gwenda Barton • Linda Burns • Debbie Bird • Jennifer McKnight • Carrie Pummill • How to make student referrals? • Fill out the Teacher Referral Sheet (copies can be found in the teacher’s lounge or on the teacher forms on our network) • What Concerns are appropriate for referral? • Attendance/Tardiness • Homework/Classwork completion • Specific academic concerns or skill deficit • Classroom behavior that interferes with the student’s learning

16. PBS Incentives 2009-10

17. Hound Pounds • Hound Pounds are an incentive program designed to recognize positive behaviors in those individuals found upholding The Greyhound Code as well as those going above and beyond what is expected of them. Students are allowed to redeem Hound Pounds for one of four items: (1) wipe out a tardy, (2) quarterly drawing, (3) ice cream, (4) weekly drawing for a parking spot or (5) homework up to 20 points per quarter. Teachers and administrators are responsible for distributing Hound Pounds to students who meet and/or exceed the building-wide expectations set forth in The Greyhound Code of Conduct.

18. Students of the Week • Teachers nominate students for respectful, responsible and ready behavior. Students may not have any discipline issues. Teachers must submit nominations by 9 a.m. each Friday morning in the PBS box in the teachers’ lounge. Students will be chosen by random drawing (two students from each grade level, one boy and one girl)

19. Mega Hounds • Mega Hounds are earned each quarter by the class with the fewest combined tardiness and absences. The class who earns a Mega Hound will receive a class prize at the conclusion of the quarter during their lunch period. Only members of the winning class will be allowed to take part in the prize.

20. Black and Gold Award • The Black and Gold Awards are given out at semester to the students who have outstanding attendance, grades, and have followed the Greyhound Code of Conduct to its fullest. The award will consist of attending the Chamber of Commerce luncheon with the Superintendent and/or Principal, as well as brainstorming with the PBS committee on the shopping and purchasing of the 2nd and 4th quarter quarterly drawing prizes. The students will be nominated by their classroom teachers and voted on by the staff so that one male and female student from each grade will receive the award.

21. Project “Tardy Sweep” PBS Committee: Ms. Barton, Mrs. Clark, Mr. McKnight, Mrs. Pummill, Mrs. Powell, Mrs. Michaels, Mr. Howell, Mrs.. Daugherty, Mr. Gantz, Mrs. McKnight and Mrs. Burns

22. Tardy Sweep

23. Why is a tardy sweep necessary? Let’s look at the data….

24. Last year • Above average number of students were spending time in ISS for tardies • Classroom disruptions • Safety for our students (where is… 10 minutes have passed and the student still hasn’t arrived!)

25. Staff Input • “Congestion-not enough room/poorly-designed area or system; Altercations-not enough authority figures in sight” • “Population and narrow hallways “ • “Disrespectful Students” • “For JH not enough space in their hallway for HS not enough supervision”

26. How do we fix our problems? Complaining, Whining, Disciplining, or……

27. The Initiation of a Tardy Sweep @ WHS!!! Well- how is this going to work? Let me tell you…

28. Teachers monitor the halls inconsistently- not that we are not doing our jobs- just everyone is doing them in a different fashion Students wander the halls throughout the passing period, but also during class time Students are “not eager to get to class” Waste time in the bathrooms Inconsistency regarding the tardy policy Interruptions throughout the class period (update SIS, “Can I go to the bathroom?”) Students miss out on important announcements if they are in the halls “What did April say?” Students serving repeat ISS for tardies Students are not being held accountable for their tardies What is our current situation?

29. Where do we go from here? • PBS- identify an area that needs improvement • Teacher input (PBS Survey and staff input)

30. Why Adopt Start on Time? • Reducing teacher record keeping • Eliminating teacher responsibility for tardy referrals • Recording of classroom tardies by the Administration • Beginning class when the bell sounds • Increasing instructional time • Immediately assigning consequences for student tardies

31. Start on Time • Expectations: • All students are in class prepared when tardy bell sounds. • Each teacher begins class when the tardy bell sounds. • No student is allowed in the hallways 10 minutes before a bell and 10 minutes after a bell

32. Start on Time Procedures • Teachers greet students - monitor the hall and classroom • Tardy bell sounds - teachers close door and begin class • Positive Sweep Supervisors - escort students who are not in class to the sweep area (see map) • Administrator/Sweep supervisors process all tardy students • Student response sheets • Assign consequences • Sweep Supervisors - escort students back to class • Increase Parent Communication

33. Student Supports • Teach expectations through PBS lessons. • Student Conferences • Discuss alternative route during passing time. Teacher escorts provide one on one time to discuss the reason for the tardy. • Student Recognition • No Tardy Celebration (weekly, quarterly, semester, yearly?)

34. POSITIVE EFFECTSFOR WHS • REDUCTION OF TARDIES TO CLASS • BUILDING EXPECTATION-CLASS BEGINS ON TIME • ENHANCED OUR POSITIVE LEARNING ENVIRONMENT • REDUCTION OF HALLWAY ALTERCATIONS • REDUCTION OF THE CONGESTION IN HALLS • IMPROVEMENT OF SCHOOL CLIMATE • INCREASED STAFF COORDINATION FOR DEALING WITH INAPPROPRIATE BEHAVIORS • PROMOTION OF FRIENDLY INTERACTION BETWEEN FACULTY AND STUDENT AND BETWEEN TEACHERS

35. THE GREATEST BENEFIT OF “START ON TIME”. . . Reduced Tardies Increase Instructional Time. . . And More Time On Task Increases Student Achievement!

36. This is what we need from you… • We are piloting this program for 1st Quarter • We need everyone to sacrifice a little bit of their plan time in order to make this work effectively • The outcomes of a positive tardy sweep program will benefit us all in the long run

37. Here is how it will work: • 1st Hour: Last bell rings • ALL Doors close • Those who have 1st hour plan will check hallways, bathrooms, and other “hiding areas” • Any students found to be not in the classroom during this time will be escorted to the commons • Administration/Sweep supervisors will have students fill out the Tardy Sheet • Once students have filled out sheet, they are escorted to class • Office will process tardy sheets and record students who are tardy • All tardy students should be in the classroom within 5-10 minutes from the start of class (hopefully once we get used to this the time limit will decrease and the process will work quicker) • Process repeats for all following hours with all teachers on plan serving as sweep supervisors • 4th Hour: During lunch- High school students will be swept to the commons after lunch- Junior High students will be swept to the Art room for processing

38. Remember: • We must all be on the same page in order for this to benefit ALL OF US! • We need everyone serving as sweep supervisors to monitor this for 1st Quarter • Remind teachers who are not following this policy • Report any questions/concerns to the PBS team and we will discuss any potential changes

39. Comments?

40. Questions?