“Not Just for Little Kids: PBIS Meets High School!”

“Not Just for Little Kids: PBIS Meets High School!” North Point High SchoolJune 2011

Overview of Today’s Presentation • 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 • 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 • 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 CATCH IT! Safety, Organization, Achievement, Respect, Responsibility

Positive behavior is expected in ALL areas of the school … • 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! • Office Referrals: • 2008-2009: 1659 • 2009 – 2010: 1491 • 2009 – 2010 (Aug – Jan): 820 • 2010 – 2011 (Aug – Jan): 688 • Suspensions: • 2008 – 2009 – 393 • 2009 – 2010 – 320 • 2009 – 2010 (Aug – Jan): 188 • 2010 – 2011 (Aug – Jan): 147

Data for 2010-11 School Year • For the 2010-11 School Year: • 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 • 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 • A moment to view a few of our student produced PBIS “Commercials”

“Eagle Card” Coupon Books • 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 • No more than 2 excused absences per quarter. (No unexcused absences.) • Grades of C or better in all classes. • No discipline referrals.

Eagle Letters • Recognition of exemplary behavior – “above and beyond” • Adult quality recognition • 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 • 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 • 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 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… • Suspensions decreased by 56 suspensions • Less than 10 fights all school year • Major suspensions (to the superintendent) decreased by 13 • Academically …… To be determined!

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 • “GRADS”: Growing Responsibility, Academics, and Discipline for Success. • Check-in/Check-Out

GRADS • 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, test-taking, self-discipline, and time management

Check-in/Check-out • 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 • Peer Mediation Group • Meets at NEST time. Students are trained to listen to conflicts between students and help mediate a resolution. • Diversity Club • 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 • For new students to NPHS to help acclimate them to our world! • “Feature Fridays!” • 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 • 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 Buy-In: Focusing on the Positive! • 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! • Feel free to contact us at North Point if you’d like to know more: • Carrie Akins: cakins@ccboe.com (Administrator) • Linda McLaughlin: lmclaughlin@ccboe.com (Committee co-chair) • Chuck Skinner: cskinner@ccboe.com (Committee co-chair) • Sarah Wyse: swyse@ccboe.com (team member) • Sarah Russell: serussell@ccboe.com (team member) • Celeste Henderson: chenderson@ccboe.com (PBIS Coach/School Psychologist)

“Not Just for Little Kids: PBIS Meets High School!”