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

North Point High SchoolMarch 2011

Overview of Today’s Presentation Information about North Point High School North Point programs and incentives designed

to promote positive school culture, maintain safety, and increase academic achievement by engaging 14-18 year olds.

“The Orange Zone:” Two interventions designed to target our yellow zone students, especially those in danger of becoming “red” and bring them back to “green.”

A special look at the Administrators’ role in PBIS and affecting staff buy-in.

About North Point High School Suburban community Offer Science, Technology, and Industry

programs; half to 65% of our population is “zoned”; the others apply for STI programs and are bussed from home areas. Not all students at NPHS are in “STI” programs.

Opened grades 7 through 9 in 2006 – 2007; became a “full high school” in 2008-2009.

Student Demographics Approximately 2200 students:

• 52% male/48% female• 56.4% African American• 33.4% Caucasian• 6.3% Asian• 3.0% Hispanic• >1.0% not listed above

Staff Data2008-2009 2009-2010

Staff Members 242 257 Certificated 150 171

First year 13% 13%2-5 years 32% 37%6-10 years 17% 20%

11-15 years 14% 14%16-20 years 6% 9%21-25 years 9% 4%26-30 years 5% 2%30+ years 4% 1%

Discipline Data 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

HSA (State Testing) Data

School Year HSA Requirements MET

2007-2008 97.22%

2008-2009 100%

SAT Data

Students Tested

NPHS Average

CCPS Average

2008-2009 289 1441 1464

2009-2010 298 1474 1521

AP (Advanced Placement) Data

Courses Offered

AP Enrollme

ntCount

Tests Administere

d

Students Scoring

3 or Better

2007-2008 6 286 431 32%

2008-2009 24 435 765 43%

North Point Eagles SOARR with Professionalism

 

Safety, Organization, Achievement, Respect, Responsibility

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!

Positive behavior is expected in ALL areas of the school …

PBIS is a Proactive Approach to Creating a Positive School-Wide Culture

Universally: Students have been taught the expectations that

our school has.Introductory Power Point and Lesson PlanStudent created posters

School-wide contestPrinting Technology program

Student created ‘commercials’ through the TV production class on the AM announcements as well as other courses (Speech, English, and Multimedia).

“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”

G.R.A.D.S:Growing Responsibility,

Academics, and Discipline for Success!

Program Overview Who: 1st time 9th Grade students identified after

1st quarter who were failing multiple courses (D’s or F’s); Any student repeating 9th grade courses and still showing poor grades; Any student repeating the grade levels 9 or 10.

Where & When: Main office conference room during the student’s assigned lunch period (students would get lunch and eat in the office with the group)

Program Overview, cont’d: What: Students met with a mentor teacher

assigned to their group (students had 2 mentors due to the A/B schedule) and completed a goal-setting activity (a new goal each week) and a brief lesson designed to improve success:• Study Skills• Homework completion• Organization• Motivation (intrinsic or self-guided extrinsic)• Classroom behaviors• Avoiding classroom distractions

Gaining and Maintaining Interest Initial invitation was to a “Free Chik-Fil-A lunch.” The principal

greeted students and thanked them just for “trying it out.” Throughout the program, we provided candy and ice cream

“just for coming.” Mentors would “find” and “touch base” with students

throughout just to see how the kids were doing. Frequent positive “that’s a big deal!” atmosphere and trust

development among the groups. Set weekly topics based on feedback from the students – we

studied what THEY wanted help with. Some topics were surprising, others were not.

Performance Data Student A

• 14 year-old African American Male student; 1st time in 9th grade

• 1st Semester grades: 2 C’s, 4 D’s, 2 F’s• Final grades: 5 C’s and 2 B’s (1 D – in one of the

pervious “F” courses) Student B

• 16 year-old African American Female student; repeating 9th grade (all courses)

• 4 F’s, 1 D, 2 C’s, 1B• Final grades: 2 F’s, 1 D, 3 C’s, 2 B’s> promoted to 10th

grade and eligible for summer school in the two failed courses

Check-In/Check-Out

Individual Mentoring for High School Students

Check-In/Check-Out (CICO) CICO is an intensive one-on-one

mentoring program used as an intervention for “orange zone” students – those who are engaging in “yellow zone” behaviors and for whom traditional (universal) interventions have not helped.

Who is Best Helped With CICO?Students to refer to the CICO Program Students with frequent office referrals for accumulation of minor incidents Students who have trouble staying on task (talking, sleeping, doodling, daydreaming) Students who are disruptive in class making it difficult for them and other students to

learn Students who have problem behavior throughout the day Students who need motivation and support in completing their work Students who can be redirected to task, but have to be redirected often Students who respond well to “positive” reinforcement – students who seem to

“crave” adult attention and support

Students who the CICO Program is INAPPROPRIATE for Students who have extreme or severe problem behavior (e.g. physical fights, extreme

non compliance Students whose problem behavior occurs during only one academic period or lunch Students who are extremely indifferent to adult support or attention (“Whatever” and “I

don’t care – you can’t do anything to me/for me”). These students are often not able to be redirected to the task at hand despite teacher’s attempts.

The KEY QUESTION: Is the student ATTENTION-SEEKING?

Other Interventions 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.

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